ePortfolios from the Ground Up: Planning, Creating, Implementing
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Transcript of ePortfolios from the Ground Up: Planning, Creating, Implementing
ePortfolios from the Ground Up: Planning, Creating, Implementing
Bret Eynon & J. Elizabeth ClarkAAC&U National Conference25 January 2012
Who is Doing ePortfolio Today?• A Fast Growing Field: As many as 400
universities nationwide • A Global Movement: Americas, Europe,
Asia and Australia• Many Different Approaches: different
goals, strategies, styles• A Higher Education Movement: AAC &
U’s Integrative Learning Project & Project VALUE
percentages by sector reporting ePortfolio services on the campus Web site, 2003-2010
0
10
20
30
40
50
60
Community College Public 4-year College Private 4-yearCollege
Public Universities Private Universities
2003 2005 2007 2010
The Campus Computing Project
ePortfolio StructuresCourse ePortfolio
Documents student learning in a single course(s) in a single semester.
Documents student learning over time and make connections across courses and experiences
Integrative ePortfolio
ePortfolio GoalsShowcase/ Credential ePortfolio
Assessment ePortfolio
Learning ePortfolio
For transfer, employment, registration, credentialingFor program review and/or to evaluate student competenciesFor metacognition, deepening learning, making connections
Showcase & Credential ePortfolios• Florida State• Minnesota–eFolio,120,000
statewide• Career Wales -- 150,000+ Users • U of Nebraska, Faculty Course
Portfolio
Assessment-Focused ePortfolios
• Alverno College• Bowling Green State
University
• Oral Roberts University
• Rose-Hulman Institute of Technology
Learning ePortfolios• Clemson University• Johns Hopkins University• San Francisco State University
Douglass Advising Framework•Integrative learning: pathways connect our students’ learning experiences across multiple domains•Self-authorship: students reflect on their own experience (ePortfolio, Mission course, dialogue with advisors)•Feminist principles: power to create knowledge and the power to make decisions resides with student, not the advisor“In terms of feminist pedagogy, the authority of the feminist teacher [advisor, mentor] as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience”
Weiler, K. "Freire and a feminist pedagogy of difference." Harvard Educational Review 61.4 (1991): 449. Academic Search Premier. EBSCO. Web. 25 Apr. 2010.
Kae Yamane, Integrating interests
Three Rivers CC (Nursing)Lily Raefeldt and Colleagues
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N101 N102 N201 N203 N205
Three Rivers CC: Making Reflection “Social” From the Beginning
Reflection as social pedagogy begins with entry level courses
“Students write a letter to future students of the course”
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Three Rivers CC: Iterative Design
16
Three Rivers CC: Making Reflection “Social” and Public
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ePortfolio @ LaGuardia:A Case Study
Connecting @ LaGuardiaCollect. Students collect their work,Select samples of work that show their learning,Reflect on that work identifying and articulating skills and content in the artifacts,growthConnect their experiences, course work, personal and professional goals.
Student Centered, Life-Long Learning:
An Integrative Approach
Across Semesters
External Audiences
Lived Curriculum
AcrossDisciplines
Faculty
Academic Curriculum
Student
Student
ReflectionIntegrationInquiryEngagementLife-long LearningTransitionWhy “e” in ePortfolio?
Intentional, Integrated Learning Design
Goal
s for
Stu
dent
s Build student engagement: more reflective, self-motivated learners
Link classroom & lived experience
eResume for career & transfer
Build technology & web-authoring skills
Goals for Faculty• Richer understanding
of the learning process
• Improve advisement & career guidance
• Support outcomes assessment: more nuanced data than standardized tests
• Deeper insight into the meaning of our student diversity
The Evolution of Student ePortfolios
Mature, capstone ePortfolios that contextualize learning in a major, connect
courses and personal interests, and integrate learning across the curriculum. Reflection is a
key element of integration.
Limited course-focused ePortfolios in a single set of courses in learning communities that set a context for basic skills learning or for
initial, college-level work.
ePortfolio @ LaGuardiaCollege-Wide Project
• Supported by rigorous faculty development
• Integrated into the curriculum
• Integrated into the classroom as part of the pedagogy
• Integrated into the assessment process
• Making connections across courses & disciplines
2003-4 2004-5 2005-6 2006-7 2007-8 2008-9 2009-10
370
1,868
5,024
6,339
8,2499,325
12,503Students Enrolled in ePortfolio Classes, 2003-2010
Documented Benefits for Students
Sustained multi-modal evaluation correlates ePortfolio use with advances in student learning:
• CCSSE data shows higher levels of engagement in key academic behaviors (critical thinking, writing, collaboration, connecting classes to self-understanding)
• Higher course pass rates
• Improved next semester retention
A Learning College:
Adjusting for Student
Growth & Development
Faculty Read & Assess Student Work• Faculty provide appropriate developmental guidance and a final assessment of the work
Programs Read & Assess Student Work• Programs can make changes based on what they find & with support through the CTL (if they choose) The College Reads
& Assesses Student Work• The college is able to assess progress in core competencies across the curriculum, not just in a program.
Using the ePortfolio• Site for collecting student work• Makes work accessible to faculty for
classroom assessment purposes• Makes work accessible anonymously to
programs for Program Assessment and for the Benchmark Assessment Readings
• Connects the assessment process and the classroom
• Provides flexible data: by course, by program, by competency—can be aggregated in a variety of configurations
Keys to Successful Programs
Pedagogy
Faculty Development
Curricular Integration
Relationship to Assessment & Advisement
Technology
Policies & Procedures
Platforms
Training & Support
Infrastructure
Shared Leadershi
p
Faculty
Administration
Students
Technology
Institutional Research
Development
Resources
Planning
Sources: e.g.
Institution, Grant,
Student Funding
Uses: e.g. Staff and
Faculty Time
Mission and Goals
Tailored to College Mission
College-Wide
Coordination
Visibility
Sustained Commitmen
t
What Do You Want Your ePortfolio Project To Do On Your Campus?
ePortfolios On Your Campus (15 minutes)
• What does an ePortfolio like at your campus?
• What would be in it?• What are your goals for students?• What are your goals for faculty?• What are your goals for your institution?• Who & what do you need to make this
happen?• What are your concerns?
Small Group Sharing (25 minutes)
• Briefly share your campus case study• What questions do you have?• What questions/topics are similar
across campuses?• Do you have
ideas/approaches/answers?• Please post 3 common questions on
the poster paper on your table.
Common Questions/Topics/Themes (Group Generated at Tables)
• What criteria should/could be used for determining a platform?
• Good developments of faculty models?
• Good elements of a student learning ePortfolio?
• How do you manage the different levels of privacy?
• Who owns the work?
• How long does it stay “there”?
• What about faculty fear?
Common Themes/Questions, cont’d
• Are there models for integrating curricular & co-curricular aspects of student life?
• How do we know if it works?
• Faculty buy-in?
• What are people’s experiences with platforms?
• How much uniformity across disciplines (and related to general education)?
• What does a peer to peer model look like?
• Who validates student work?
What Makes a Successful ePortfolio Project?
Visualizing Our Hypothesis And Our Model Emerging Data from the National C2L Project
Hypothesis: Successful Integrative eP
implementation is advanced by active
attention to practices on all 4 levels
Overview
Institutional Needs & Support
Programmatic Connections
Faculty & Staff
Student Learning
Hypothesis: Successful Integrative eP
implementation is advanced by active
attention to practices on all 4 levels
Overview Layer
Institutional Needs & Support
Programmatic Connections
Faculty & Staff
Student Learning
eP as Means for Outcom
es
Assessment
eP as
Technology
eP
as In
tegr
ativ
e So
cial
Peda
gogy
Scal
ing
Up: P
lan’
g &
Eval
’n o
f eP
Proj
ects
These 4 levels can be examined from different angles or
sides.
Characteristics ofSuccessful ePortfolio Projects
• Develop a unique look & feel, tied to mission & culture
• Facilitate ownership & customization by students, faculty & programs
• Support college-wide innovation with time, resources, prof’l development & public recognition
• Build patiently and persistently with an adaptive long-range strategy
• Value the ePortfolio as more than an assessment vehicle and/or more than a tool for student success—understanding that it’s a shared learning journal for the student, the faculty, and the institution
An Emerging Community of Practice
• Inter/National Coalition for Electronic Portfolio Research
• ePortfolio Consortium
• EPAC Community of Practice
• The Association for Authentic Experiential and Evidence-Based Learning
• Project VALUE
• Making Connections/Connect to Learning
• International Journal of ePortfolio (iJEP)
• OSPI (Open Source Portfolio Initiative)
• Handbook of Research on ePortfolios (Jafari & Kaufman, 2006)
• Electronic Portfolios 2.0 (Yancey, Cambridge & Cambridge, 2009)
More About LaGuardia & the Connect to Learning National Research Project
• LaGuardia ePortfolio’s YouTube Channel
http://www.youtube.com/user/ePortfolioLAGCC/videos
• Connect to Learning Project
http://www.connections-community.org/
• Public Connect to Learning ePortfolios
https://c2l.digication.com
**Public ePortfolios are at the bottom of the page.
Thank You!Bret Eynon, [email protected]. Elizabeth Clark, [email protected]