Going from 80 to 1800 in a year: midpoint reflections on the processes of supporting ePortfolio adoption at scale R John RobertsonSloan C ET4Online #et40nline02999Las Vegas, NV 2013-04-10

Context

UW Oshkosh

● Established 1871● Third largest

institution in the University of Wisconsin system

● Average Composite ACT 22.4

● Average High School Rank 68.5

http://www.uwosh.edu/home/about-uw-oshkosh/about-uw-oshkosh/fast-facts

Coming Fall 2013

USP

● First Year Experience ● Three key themes ● Small (25) cohort classes

for theme courses and paired WBIS/Comm

● Seeking to document learning in an ePortfolio.

Do. Or not do...

[Imagine Yoda]

USP Team & ePortfolios

● An ePortfolio specialist

● Recruited, appointed, started mid July

UW Oshkosh and ePortfolios

One centrally funded and supported platform (D2L ePortfolio)● ~80 users

At least 4 different other systems in use on campus

video

Challenges for ePortfolio Adoption

Challenges - Scale of Change

● Approximately 250 courses and at least 200 instructors directly involved○ Institution has approximately 335 faculty and 300

academic staff● 1800 first year students

Challenges - Administration

● Faculty Senate● USP committee● Assessment committee● USP Council● Every department offering a gen ed course● Many other units on campus

Challenges - Meaning

● ePortfolio as a software tool

or● ePortfolio as a

pedagogical process

Challenges - Meaning

● ePortfolio as a showcase

or ● ePortfolio as a

process

Theory of ePortfolios

“... the benefit of e-portfolios has more to do with the active process of e-portfolio development than with the portfolio product ...the development of the e-Portfolio over time as key”

Stefani, Mason, Pegler (2007)The Educational Potential of ePortfolios: supporting personal development and reflective learning p19

Challenges - Purpose

What is the ePortfolio for?● Demonstrating

institutional effectiveness

● Learning and teaching development

● Student's showcasing their work to employers

Challenges - Process

● ePortfolio new for most instructors

● there will be new hires

Challenges - Process

● The idea of a program level ePortfolio● The need to help students frame assignments

in a wider picture

Challenges- Pedagogy

How do we help instructors develop reflection components for their classes? ● for this many instructors?

● in a pit class?○ What does a reflective MCQ look like?

● genuinely tied to disciplinary knowledge?

Challenges - Technology

● Thinking technology does xyz; discovering it does uwx but not xyz

● Guarantees about software sustainability● Export● Terminology

○ D2L ePortfolio○ Presentations

video

Responses

Responses - Pilot

Pilot5-6 instructors~200 students

Different starting pointsExamining issues formativelyChallenge of summative reviewSupport resources endorsed

Responses- Professional Development

● Going to every meeting and training opportunity with the wider program that I can

● Enhancing Student Learning: reflection and the ePortfolio process workshop series

http://www.uwosh.edu/lt/e-learning-development/eportfolio/eportfolio-and-reflection-workshops

Responses - Reference Resources

Resources

● USP site● LT site● D2L FAQ● Guides and Brochures● Access points for

students?

Responses - Seek Funding

Identify specific needs and funding sources● Programming support for making the export

more usable● Student workers to run drop in labs for

students during the semesters

Responses - Draw on Expertise

● Colleagues● Research● Student Ambassadors

Responses - Disseminate

Why?● visibility● different audiences● fresh eyes● experience● feedback and

discussion

So why do we think ePortfolio matters?

Provost's Office

"The use of the ePortfolio provides students with opportunities to comment on their own learning using their own words. Traditionally, students have received feedback from others. In the ePortfolio process, students are critically analyzing their own learning, making connections and planning next steps in the evolution of their learning. They are becoming aware of their own learning strengths and can build upon them as continue in their learning journey."

Dr. Carleen Vande Zande (AVC Assessment)

video

Two questions

What one thing do you think we should be most focused on now?

Two questions

What one thing from this session can you take back to your context?

Concluding thoughts

Learning opportunities

● Spotting and acknowledging mistakes

● Assumptions

The biggest critical success factor?

● Widespread support and enthusiasm

● A dedicated voice ● A dedicated

explorer

Ongoing questions

● Export (what, when, to where)● Analytics and data ● How do we ensure students keep their

portfolios up to date?● Student support beyond FAQ and resource

sites ● Reflection in the disciplines and MCQ

Contact

● R John Robertsonrobertrj@uwosh.edu@kavubobOr● University Studies Programusp@uwosh.edu