Presentation on theme: "Electronic Portfolio Development Using Blackboard Douglas Harvey, Ed. D, Associate Professor of Instructional Technology Amy J. Hadley, Ed. D., CCC-SLP."— Presentation transcript:
Electronic Portfolio Development Using Blackboard Douglas Harvey, Ed. D, Associate Professor of Instructional Technology Amy J. Hadley, Ed. D., CCC-SLP Assistant Professor SPAD
E-Portfolio Digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. The collection can include: Text /Document Graphics Multimedia elements Can be archived via: Wed CD DVD Other Electronic Means Source: Lorenzo & Ittelson (2005)
Sample Uses of Portfolios in Education Institutional Portfolios Teaching Portfolios Student Portfolios
Institutional Portfolios Can be used at level of: Program, School, College Can be used to facilitate: Program self-studies Accreditation process Promoting programs Sharing best practices
Institutional 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)
Institutional 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.
Spelman College First Year Writing Portfolio TFOLIO.html TFOLIO.html
Teaching Portfolios: Support sharing of teaching philosophies & practices. Key Functions of a Teaching Portfolio collect evidence of your teaching ability a context for your teaching summary data on your teaching in a simple, readable format focus on quality, not quantity organized and its various sections relate to each other an ever–changing, living document allows for self-reflection provides an opportunity to be unique, and showcase your personal style of teaching the process of creating one is generally much more important and meaningful than the end product Source: Ohio State University
Ohio State Teaching Portfolio
Student Portfolios Can support advising Career preparation Credential documentation
Traditional 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.
Types 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.
E-Portfolios Source: 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.
E-Portfolios Within 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.
Types of E-Portfolios Showcase 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 certification Learning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors’ changing interests, requirements, and understanding.
Samples of Online Portfolios University of British Columbia 3/McIntyre/Portfolio/index.html 3/McIntyre/Portfolio/index.html McDaniel College in Maryland
Functions of Portfolios Display range of student work over time Provide important information about individual student progress Allow participation of student in self-assessment of work and progress Create a basis for evaluation of student performance and achievement Source: Dr. Barbara Cozza, University of Scranton
Reasons to Use E-Portfolios More active involvement of the student in the selection and design process Unique way to display talents and abilities Strong sense of personal responsibility and ownership Fuller picture of student achievement Can show examples of performance assessment Condenses collection of data and artifacts and reduces quantity of paper handled and stored
Reasons to Use E-Portfolios Requires reflection Integrates technology into the instruction process Can heighten interest in learning Enables performances to be viewed more than once in context Wider audience and support system for student work
Process for Constructing Electronic Portfolios (Barrett, 1998): Decide on portfolio goals based on learner outcome goals Decide on the assessment context Decide on the audience for the portfolio Determine the portfolio content Determine the most appropriate software tools Determine the most appropriate storage and presentation medium Gather multimedia materials to include in the portfolio which represent the learner’s achievement
Process (continued) Record student self-reflection on the work selected and achievement of goals Record teacher feedback on the work and achievement of goals Organize with hypermedia links between goals, student work samples, rubrics, and assessment Present portfolio to appropriate audience Evaluate effectiveness of portfolio in relation to the purpose and assessment context
Authentic Assessment & E-Portfolios Emphasis of process over product Group work Different learning styles Allow student to demonstrate how learning occurred Allows for multi-media documentation Flexible timeline Materials may be submitted over the span of a course or program
Sample E-Portfolio Rubric PointsSkills 9-10Meets 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 some creativity and adequate organization; demonstrates some amount of meaningful reflection; includes evidence of peer and self-assessment; generally shows a good effort. 5-6Less than the required number of artifacts; lacks creativity; shows little reflection on items; offers some peer and self-assessment; shows a limited effort. 1-4Shows a poor effort to meet any of the requirements. Source: Bauer & Anderson (2000)
Sample Rubric ( Dr. Cozza’s webpage) Criterion1 Novice 2 Apprentice 3 Veteran 4 Master organization mechanics most links do not work links not clear most links work, clearly labeled, easy to navigate multi-linked pages all links work, links clearly labeled graphics no graphics only clip art no use of scanned pictures no color background, no variety of fonts clear clip art, clear scanned pictures, color background, some variety of fonts clear clip art, clear pictures, good use of color, variety of fonts content relevancy only personal information mostly personal info, no course work or field samples examples 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 pieces excellent integration of experiences and theory, thoughtful reflections
Create Your Own Rubric
Use of Blackboard Portfolio in SPAD Program Authentic Assessment For Student Self-Assessment Continuous Improvement & Personal Reflection Graduate School Application/Acceptance Career Planning To Document Learning Outcomes for Coursework To Document Professional Association Standards (KASA in Speech Pathology & Audiology Program) For Program Assessment
KASA Standards Knowledge & Skills Acquisition Summary American Speech-Language Hearing Association KASA Summary Form
Course Standards Course Objectives Describe treatment principles in speech-language pathology Describe ethical practice in speech- language pathology Describe multicultural issues in treatment Demonstrates procedures for collecting data in treatment Describe evidence-based practice in speech-language pathology Describe behavioral principles used in treatment Identify treatment targets Be able to write behavioral objectives as part of a treatment plan Be able to report client progress based on treatment data Describe methods and materials suitable for pediatric and adult speech and language disorders Identify principles related to client and family counseling
Setting 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 Stockton Students enrolled in SPAD 2125 for Fall 2008 continue to work on the files during the Spring 2009 semester Portfolios can be saved externally by students (e.g. for copy to a CD)
Once 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.