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EPortfolios from the Ground Up: Planning, Creating, Implementing Bret Eynon & J. Elizabeth Clark AAC&U National Conference 25 January 2012.

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Presentation on theme: "EPortfolios from the Ground Up: Planning, Creating, Implementing Bret Eynon & J. Elizabeth Clark AAC&U National Conference 25 January 2012."— Presentation transcript:

1 ePortfolios from the Ground Up: Planning, Creating, Implementing Bret Eynon & J. Elizabeth Clark AAC&U National Conference 25 January 2012

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3 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

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6 ePortfolio Structures Course 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

7 ePortfolio Goals Showcase/ Credential ePortfolio Assessment ePortfolio Learning ePortfolio For transfer, employment, registration, credentialing For program review and/or to evaluate student competencies For metacognition, deepening learning, making connections

8 Showcase & Credential ePortfolios Florida State Minnesota–eFolio,120,000 statewide Career Wales ,000+ Users U of Nebraska, Faculty Course Portfolio

9 Assessment-Focused ePortfolios Alverno College Bowling Green State University Oral Roberts University Rose-Hulman Institute of Technology

10 Learning ePortfolios Clemson University Johns Hopkins University San Francisco State University

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12 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

13 Kae Yamane, Integrating interests

14 Three Rivers CC (Nursing) Lily Raefeldt and Colleagues 14 N101N102N201N203N205

15 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” 15

16 Three Rivers CC: Iterative Design 16

17 Three Rivers CC: Making Reflection “Social” and Public 17

18 LaGuardia: A Case Study

19 LaGuardia Collect. 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,growth Connect their experiences, course work, personal and professional goals.

20 Across Semesters External Audiences Lived Curriculum Across Disciplines Faculty Academic Curriculum Student

21 Reflection Integration Inquiry Engagement Life-long Learning Transition Why “e” in ePortfolio? Intentional, Integrated Learning Design

22 Goals for Students Build student engagement: more reflective, self-motivated learners Link classroom & lived experience eResume for career & transfer Build technology & web-authoring skills

23 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

24 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.

25 LaGuardia College-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

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27 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

28 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.

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30 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

31 Keys to Successful Programs

32 Pedagogy Faculty Development Curricular Integration Relationship to Assessment & Advisement Technology Policies & Procedures Platforms Training & Support Infrastructure Shared Leadership FacultyAdministrationStudentsTechnology 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 Commitment

33 What Do You Want Your ePortfolio Project To Do On Your Campus?

34 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?

35 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.

36 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?

37 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?

38 What Makes a Successful ePortfolio Project? Visualizing Our Hypothesis And Our Model Emerging Data from the National C2L Project

39 Overview Institutional Needs & Support Programmatic Connections Faculty & Staff Student Learning

40 Overview Layer Institutional Needs & Support Programmatic Connections Faculty & Staff Student Learning eP as Means for Outcomes Assessment eP as Technology eP as Integrative Social Pedagogy Scaling Up: Plan’g & Eval’n of eP Projects

41 Characteristics of Successful 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

42 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) International Journal of ePortfolio OSPI (Open Source Portfolio Initiative) Handbook of Research on ePortfolios (Jafari & Kaufman, 2006) Electronic Portfolios 2.0 (Yancey, Cambridge & Cambridge, 2009)

43 More About LaGuardia & the Connect to Learning National Research Project LaGuardia ePortfolio’s YouTube Channel Connect to Learning Project Public Connect to Learning ePortfolios https://c2l.digication.com **Public ePortfolios are at the bottom of the page.

44 Thank You! Bret Eynon, J. Elizabeth Clark,


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