Presentation on theme: "Electronic Portfolio Development Using Blackboard"— Presentation transcript:
1Electronic Portfolio Development Using Blackboard Douglas Harvey, Ed. D,Associate Professor of Instructional TechnologyAmy J. Hadley, Ed. D., CCC-SLPAssistant Professor SPAD
2E-PortfolioDigitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution.The collection can include:Text /DocumentGraphicsMultimedia elementsCan be archived via:WedCDDVDOther Electronic MeansSource: Lorenzo & Ittelson (2005)
3Sample Uses of Portfolios in Education Institutional PortfoliosTeaching PortfoliosStudent Portfolios
4Institutional Portfolios Can be used at level of: Program, School, CollegeCan be used to facilitate:Program self-studiesAccreditation processPromoting programsSharing best practices
5Institutional E-Portfolio Example: Spelman College, Atlanta “Through use of the electronic portfolio, the college is attempting to increase student engagement in the learning process— a critical factor in promoting achievement and persistence to graduation”. Burnett & Williams (2009)
6Institutional E-Portfolio Example: Spelman College, Atlanta Used in first year experience courses.Includes:Reflections on the required community service experience,Report on information literacy exercises,Reflections on the first year of college,Writing portfolio.Assessment is longitudinal.Based on college mission statement & outcomes of general educational program.
7Spelman College First Year Writing Portfolio TFOLIO.html
8Key Functions of a Teaching Portfolio Teaching Portfolios: Support sharing of teaching philosophies & practices.Key Functions of a Teaching Portfoliocollect evidence of your teaching abilitya context for your teachingsummary data on your teaching in a simple, readable formatfocus on quality, not quantityorganized and its various sections relate to each otheran ever–changing, living documentallows for self-reflectionprovides an opportunity to be unique, and showcase your personal style of teachingthe process of creating one is generally much more important and meaningful than the end productSource: Ohio State University
10Student Portfolios Can support advising Career preparation Credential documentation
11Traditional Types of Student Portfolios Prior Learning: Usually assessed by faculty experts in the area for the purpose of assigning college credit for prior experiential learning (e.g. as would be used at Thomas Edison State College).Comprehensive Record: Usually includes grade reports, narrative assessments from faculty, degree program plans. Documentation is usually not for generated by the student.Credential: Used for employment. Documents skills competency.Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures. Philadelphia: Council for Adult and Exceptional Learning.
12Types of Student Portfolios Developmental: Shows student progress and the acquisition of knowledge as a process. May show improvement in skills across time.(e.g. examples of essays or speeches across a semester)Capstone: A collection of a student’s best work over time.Learning Contract: Contains elements of the prior learning & developmental portfolios but is used as a toll in demonstrating acquisition of new learning. For example, the learning contract may contain anticipated learning outcomes, how learning is to be documented, the outcome measures, and methods of evaluation. The portfolio may be continually assessed.
13E-PortfoliosSource: Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educase Review.Work can be organized at different times relative to when it was created.People do not have to be in the same physical space to view the portfolio.Digital materials can be reorganized and presented in different ways for different purposes.Should provide the author with administrative privileges for organizing work and deciding who can view it.
14E-PortfoliosWithin a course instructors manage assignments & materials within the framework of the course (e.g. on a Blackboard course site for a specific course).E-Portfolios should be controlled by the author.Content should be managed from a variety of courses throughout the academic career.Allow for communication about the contents with teachers, mentors, peers, and author.
15Types of E-PortfoliosShowcase E-Portfolio: Organization occurs after the work has been created. Some may use templates.Structured E-Portfolio: A predefined organization exists for work that is yet to be created. Often used for demonstration of fulfilling certain requirements such as for certificationLearning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors’ changing interests, requirements, and understanding.
16Samples of Online Portfolios University of British Columbia3/McIntyre/Portfolio/index.htmlMcDaniel College in Maryland
17Functions of Portfolios Display range of student work over timeProvide important information about individual student progressAllow participation of student in self-assessment of work and progressCreate a basis for evaluation of student performance and achievementSource: Dr. Barbara Cozza, University of Scranton
18Reasons to Use E-Portfolios More active involvement of the student in the selection and design processUnique way to display talents and abilitiesStrong sense of personal responsibility and ownershipFuller picture of student achievementCan show examples of performance assessmentCondenses collection of data and artifacts and reduces quantity of paper handled and stored
19Reasons to Use E-Portfolios Requires reflectionIntegrates technology into the instruction processCan heighten interest in learningEnables performances to be viewed more than once in contextWider audience and support system for student work
20Process for Constructing Electronic Portfolios (Barrett, 1998): Decide on portfolio goals based on learner outcome goalsDecide on the assessment contextDecide on the audience for the portfolioDetermine the portfolio contentDetermine the most appropriate software toolsDetermine the most appropriate storage and presentation mediumGather multimedia materials to include in the portfolio which represent the learner’s achievement
21Process (continued)Record student self-reflection on the work selected and achievement of goalsRecord teacher feedback on the work and achievement of goalsOrganize with hypermedia links between goals, student work samples, rubrics, and assessmentPresent portfolio to appropriate audienceEvaluate effectiveness of portfolio in relation to the purpose and assessment context
22Authentic Assessment & E-Portfolios Emphasis of process over productGroup workDifferent learning stylesAllow student to demonstrate how learning occurredAllows for multi-media documentationFlexible timelineMaterials may be submitted over the span of a course or program
23Sample E-Portfolio Rubric PointsSkills9-10Meets or exceeds required quantity of artifacts;artifacts are creatively presented and well organized;shows significant level of meaningful reflection;provides strong evidence of peer and self-assessment;show an obvious investment of time and effort.7-8Meets required quantity of artifacts; shows somecreativity and adequate organization; demonstrates someamount of meaningful reflection; includes evidence ofpeer and self-assessment; generally shows a good effort.5-6Less than the required number of artifacts; lackscreativity; shows little reflection on items; offers somepeer and self-assessment; shows a limited effort.1-4Shows a poor effort to meet any of the requirements.Source: Bauer & Anderson (2000)
24Sample Rubric ( Dr. Cozza’s webpage) Criterion1 Novice 2 Apprentice 3 Veteran 4 Masterorganization mechanics most links do not work links not clearmost links work, clearly labeled, easy to navigatemulti-linked pages all links work, links clearly labeledgraphics no graphics only clip art no use of scanned pictures no color background, no variety of fontsclear clip art, clear scanned pictures, color background, some variety of fonts clear clip art, clear pictures, good use of color, variety of fontscontent relevancyonly personal information mostly personal info, no course work or field samplesexamples of related course work or field samples outstanding examples of related course work or field examples self reflections no reflective pieces mostly descriptive-not telling why pieces were included some personal reflection of piecesexcellent integration of experiences and theory, thoughtful reflections
26Use of Blackboard Portfolio in SPAD Program Authentic AssessmentFor Student Self-AssessmentContinuous Improvement & Personal ReflectionGraduate School Application/AcceptanceCareer PlanningTo Document Learning Outcomes for CourseworkTo Document Professional Association Standards(KASA in Speech Pathology & Audiology Program)For Program Assessment
27KASA Standards Knowledge & Skills Acquisition Summary American Speech-Language Hearing AssociationKASA Summary Form
28Course Standards Course Objectives Identify treatment targets Describe treatment principles in speech-language pathologyDescribe ethical practice in speech- language pathologyDescribe multicultural issues in treatmentDemonstrates procedures for collecting data in treatmentDescribe evidence-based practice in speech-language pathologyDescribe behavioral principles used in treatmentIdentify treatment targetsBe able to write behavioral objectives as part of a treatment planBe able to report client progress based on treatment dataDescribe methods and materials suitable for pediatric and adult speech and language disordersIdentify principles related to client and family counseling
32Setting Up a Portfolio on Blackboard CE 6 The instructor requests that portfolios be set up by the Director of Computer Services.A list of students and “stk” or “login” ID’s are needed.Portfolios will remain available for the student while he/she is enrolled at StocktonStudents enrolled in SPAD 2125 for Fall 2008 continue to work on the files during the Spring 2009 semesterPortfolios can be saved externally by students (e.g. for copy to a CD)
38Once the portfolio is constructed: Students can invite guests to view their portfolios.Ask the students to add the instructor as a guest who can view (but not “design”) their portfolios.Students can add both Stockton users and outside guests to view their portfolios.Remind students to add to portfolios and DELETE old information.A portfolio should be a sample on one’s exemplary work.Suggestion: Set aside one day per semester for portfolio construction/maintenance.Identify students who can mentor other students on portfolio construction.