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![Page 1: All materials © The rSmart Group What Are Portfolio Tools and Why Would I Want to Use Them in a Sakai Site? Janice A. Smith The rSmart Group.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a75a48/html5/thumbnails/1.jpg)
What AreWhat Are Portfolio Tools Portfolio Toolsand Why Would I Want to Use Them in aand Why Would I Want to Use Them in a
Sakai Site?Sakai Site?
Janice A. Smith
The rSmart Group
![Page 2: All materials © The rSmart Group What Are Portfolio Tools and Why Would I Want to Use Them in a Sakai Site? Janice A. Smith The rSmart Group.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a75a48/html5/thumbnails/2.jpg)
OSP Tool Suite in Sakai 2.3
• Portfolio Sites• Resources• Matrices• Glossary• Wizards• Evaluations
• Forms• Styles• Portfolio Layouts• Portfolio Templates• Portfolios• Reports
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OSP Tools
• Require preplanning and customization
• Work together to support educational processes at your institution
• May be a part of any Sakai site
• Can support participant work in courses and projects as well as in stand-alone portfolio sites
• Require additional .xml programming
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Influences on ePortfolios
• Long tradition of paper portfolios in art, writing, engineering, and other professions
• Assessment movement brings standards and learning outcomes to higher education
• Accreditation agencies require accountability in relation to standards and outcomes
• Folio thinking emerges as philosophy behind portfolio use
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Assessment and Accreditation
• Disciplines encouraged to define learning outcomes and apply standards to evidence of student learning
• Integration of learning across disciplines is increasingly valued– General Education– Institutional Values and Outcomes
• Accrediting agencies insist on concrete evidence • Portfolios provide the means to capture
evidence of learning
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Folio Thinking
• Embodies deep learning
• Works backwards from desired learning outcomes
• Offers practices to use deep learning to bring about desired outcomes
Many thanks to Darren Cambridgeand Helen Chen for their ideas on
Folio Thinking.
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Dimensions of Deep Learning
• Reflective
• Integrative
• Social
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Reflective Learning
• Learning and performance is a cycle of reflection and action– (Schon, The Reflective Practitioner)
• Information becomes knowledge when situated in the cycle by a knower– (Brown and Duguid, Social Life of
Information)
• The cycle is hard-wired into our brains– (Zull, The Art of Changing the Brain)
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Many Ways to Reflect
Reflection-in-action “reviewing,projecting,revising”
Constructive reflection“developing a cumulative,
multi-selved,multi-vocal identity”
Reflection-in-presentation“articulating the relationshipsbetween and among” creation,
creator, and context of creation”
Reflection as conversationwith artifacts,
with self,with others
(— Kathleen Yancey, Reflection in the Writing Classroom)
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Integrative Learning as Expert Thinking
Experts
• Have a conceptual framework for information
• Notice features and patterns
• Organize content knowledge to reflect deep understanding
• Apply information in new situations
• Monitor their own understanding in a process of “adaptive expertise,” modifying concepts, identifying information gaps, and taking control of their learning
– (Donovan, et. al., How People Learn)
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Importance of Integrative Learning
• Scholarship of integration– (Boyer, Scholarship Reconsidered)
• Learning careers– (Chen and Mazow, Stanford Ctr. for Innovation in Learning)
• 75% of students older, independent, work full time, attend part time (NCES 2002)
• 58% attend multiple institutions (NCES 2002) • Systems thinking
– (Partnership for 21st Century Skills) • Career trajectories, not careers
– (Brown 2004 AAHE keynote)
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Social Learning
• Our identities are formed through participation in communities of practice
– (Wenger, Communities of Practice)
• Learning to be a member of a disciplinary or professional community is as important or more important than learning “content”
– (Brown and Duguid)
• Multiple identities– Are formed in the context of multiple communities– Are integrated into learning career trajectories
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In Summary, Folio Thinking
• Works backward from what we know
• Defines behaviors based on deep learning
• Is reflective, integrative, and social
• Guides learners in explaining and predicting the development of their identities
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Portfolio Process
Collection
Selection
Reflection
Connection
A continuously iterative process
Articulating relationships to
personal and social experience
Locating and pulling togetherrelevant evidence of learning
Putting evidenceto use
Giving and receivefeedback
Continuing to refineevidence and
reflection
Choosing evidencefor particular purposes.
Identifying gaps andconnections.
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ePortfolio Purposes
• Self-Presentation– Student career development and job search– Faculty development and evaluation– Lifelong learning
• Teaching and Learning– Student awareness of learning– Instructor assessment of learning
• Institutional assessment and accreditation
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Portfolio Sites
• Differentiated from course / project sites
• Specifically dedicated to portfolio work
• Specialized tools/roles /permissions
• Portfolio tools also available for course and project sites
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Forms• Users access forms
through Resources• Purposes
– Reflection and evaluation in matrices and wizards
– Adding content to matrices, wizards, and portfolios
• One saved instance of a form can be used many times
• Site organizers create forms with .xsd programming in Forms tool
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Wizards and Matrices
• Documentation, reflection and assessment of learning
• Sequential, hierarchical or tabular process
• Pages or cells with– Instruction, rationale, and
examples– User evidence of
learning– Reflection, feedback, and
evaluation• Created with user interface
and .xsd programming
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Evaluations• Formative review in
wizard or matrix• Summative evaluation of
matrix cell or wizard/wizard page via evaluation form
• Customizable (using .xsd programming) for– Prompts– Scales– Comments
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Styles and Layouts
• Styles applied to– Matrices– Wizards– Portfolios
• Layouts applied to– Portfolios
• Customizable using .xml programming
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Portfolios
• Opportunity to share evidence and reflection with others
• User designed with styles and layouts
• Institutionally designed with portfolio templates
• Customizable using .xml programming
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Reports
• Report templates specify data to be collected
• Data may be displayed, shared, printed, and exported
• Customizable using .xml programming
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Portfolio Examples
• Self Presentation– Resumes– Artist Showcase
• Teaching and Learning– General Education Outcomes– Co-Curricular Progress– Programatic/Disciplinary Outcomes
• Program Assessment and Accreditation– Combining Teaching and Learning with Reporting
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Self PresentationSite participants• Enter evidence in
Resources• Access portfolio
templates through Portfolios tool to create– Resume– Artist portfolio
• Or design their own portfolios using available styles and layouts
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Teaching and Learning• Instructors design
wizards and matrices• Students submit
documentation of and reflection on learning
• Instructors evaluate evidence and reflection
• Students share completed wizard or matrix via a portfolio template
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Assessment and Accreditation
Rhode Island High Schools:• Goal Management Tool
provides standards• Assignments tool collects
evidence• Grad Portfolio Template
selects evidence and reflection
• Reports aggregate evidence of learning for high school accreditation and state report cards