Eportfolios Frameworks | Engines | Chassis Drivers | Passengers|Wheels Pathways | Roads | Highways...

Eportfolios Frameworks | Engines | Chassis

Drivers | Passengers|WheelsPathways | Roads | Highways

Campus Technology Conference

August 1, 2007

Judith KirkpatrickUniversity of Hawai`i, Kapi`olani Community

CollegeTerrel Rhodes

Association of American Colleges and Universities

Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Portland State University

Framework:

Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.

Kapi`olani Community College, University of Hawai`i

Framework:

An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.

Washington State University

Engine:

Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.

University of Minnesota

Engine:

Eportfolios encourage users to make connections in their interdisciplinary learning.

University of Nebrask Lincoln Teacher Ed

Chassis:

Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.

Clemson University

Drivers and Passengers:

Eportfolio development and sharing needs to be based on developer choice.

University of Nebraska Omaha

Drivers and Passengers: Identify other constituent groups

at your institution that might want to use eportfolios

Identify a dean to facilitate this through developing an inquiry group or taskforce

Write the outcomes of the group into various grants.

Indiana University

Wheels:

Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" and rubrics of assessment for ePortfolios

Virginia Tech University

Drivers and PassengersWheels Pathways

Discuss with others and emphasize the integration of eportfolios in cross-curricular or integrative development practice.

Stanford University

Drivers and Passengers Key

Information Signs:

“A key performance is the work (evidence) a student submits to demonstrate progress toward or achievement of a learning goal.”

For example: a research paper, exam, a creative work, a taped oral presentation, a business plan, or the results of an experiment.

Includes supporting material such as student self-reflection, peer review, and faculty comment.

Kalamazoo College

Drivers and Passengers Measure

Mileposts Along the Way: Rubrics are scoring systems which define

the evidence (see “Key Performance”) needed to demonstrate achievement of particular learning goals set by the major and/ or the institution.

Rubrics are diagnostic (not just the student’s best work) allowing us to pinpoint student progress (or lack thereof) and achievement.

St. Olaf College

Drivers and Passengers Benefit from Road

Signs:• Scholarship as Public enterprise.• Public Assessment.• Audience Consideration.• Students Working with Students – peer

tutoring and interaction.

Florida State University

Journey’s End

• Value on student work and voice• Emphasis on using assessment as

a means to give student a sense of their capacity

• Most importantly, assessment serving the need of student learning.

La Guardia Community College

Drivers and Passengers Read:

What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes>

Johns Hopkins University

Drivers and Passengers Cruise to Level 5

From Love, McKean and Gathercoals:“We considered eight physical and theoretical qualities inherent

in portfolio/webfolio processes and applications to determine five levels of maturation.”

Level 1—ScrapbookLevel 2—Curriculum VitaeLevel 3—Curriculum Collaboration Between

Student and FacultyLevel 4—Mentoring Leading to MasteryLevel 5—Authentic Evidence as the Authoritative

Evidence for Assessment, Evaluation, and Reporting”

Alverno College

Pathways and Roads, Highways and

FreewaysFunding, of course, for professional

development.Acknowledgment for faculty who use

eportfolios and document their use in reviews, requests for merit raises, or other forms of remuneration

A budget that plans for long-term support

University of Georgia Athens

Extending the Journey

Document use of eportfolio use for administrative reporting.

Support campus events that help eportfolio knowledge and use

Show long-term budgetary commitment to hardware and software use.

Thomas College (Maine)

Mapping the Journey:

Be flexible, expect change.

Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix.

Ohio State University

(I)NCEPR

(Inter) National Coalition for ePortfolio Research

Around forty colleges and universities around the country are or have been conducting research about ePortfolio effectiveness in higher education.

Cohort I (2004-2006) and II (2005-2007) have finished (some would say just begun) their projects and will be publishing a research collection by mid-2008, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Yancey.

University of Illinois/Champaign-Urbana

Cohort I of the (I)NCEPR

2004-2006• Alverno College• IUPUI (Indiana University Purdue

University at Indianapolis)• La Guardia Community College (CUNY)• Northern Illinois University• Portland State University• Stanford University• Virginia Tech University• University of Washington

Cohort II of the (I)NCEPR

2005-2007• Clemson University• George Mason University• Kapi`olani Community College (University of

Hawai`i system)• The Ohio State University (Columbus)• Thomas College (Maine)• University of Georgia (Athens)• University of Illinois (UC)• University of Nebraska at Omaha (UNO)• Washington State University

Cohort III of the (I)NCEPR2006-2008

• Arizona State University (Polytechnic Campus)• California State Universities (San Jose, San Francisco,

Monterey Bay, Systemwide Office)• Florida State University• Framingham State College (CT)• George Mason University (VA)• Minnesota State Colleges and Universities• Pennsylvania State University• Seton Hall University (NJ)• University of Sheffield/Hallam (UK)• University of San Diego (CA)• University of Waterloo (Canada)• University of Wolverhampton (UK)

Questions?

How many people in this group have:

A. a college-wide system?

B. their own ePortfolio?

C. funding to support and sustain ePortfolios?

D. What do you need to get started?

Copy of slideshow: http://www2.hawaii.edu/~kirkpatr/ct07

Reference

• Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.

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