©2003 The Trustees of Indiana University Electronic Portfolios : The triple helix of learning, assessment and pedagogy Presentation and Workshop on Using Electronic Portfolios: An Institutional Approach to Documenting Student Learning Sharon J. Hamilton: The Center for Integrating Learning

©2003 The Trustees of Indiana University Learning, Assessment, and Pedagogy How do you envision the relationship among learning, pedagogical approaches to enhancing learning, and assessing learning? Envision and then draw a diagram that represents the relationship as you visualize it.

©2003 The Trustees of Indiana University Implications of Model You have Drawn What does your visualization suggest about how students learn? What does your visualization suggest about models of pedagogy? What does your visualization suggest about the role of assessment?

©2003 The Trustees of Indiana University Models for Learning Lecture Tutorial Problem-Based Learning Distance Learning Seminar Case-Based Learning Inquiry-Based Learning Distributed Learning

©2003 The Trustees of Indiana University Challenges Assessment of student learning has often lagged behind the use of new models of teaching and learning. The result has been a disconnect among learning, pedagogy, and assessment. LearningAssessment

©2003 The Trustees of Indiana University How might we address this disconnect? Pedagogy Assessment Learning

©2003 The Trustees of Indiana University The Triple Helix PULs Pedagogy Assessment Learning

©2003 The Trustees of Indiana University One student’s perspective “So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”

©2003 The Trustees of Indiana University Principles of Undergraduate Learning (PULs) Core communication and quantitative skills Critical thinking Integration and application of knowledge Intellectual depth, breadth, and adaptiveness Understanding society and culture Values and ethics

©2003 The Trustees of Indiana University Strategic Thinking at IUPUI Faculty Council approves the Principles of Undergraduate Learning (1998) IUPUI Program Review and Assessment Committee: assessing institutional effectiveness through student work (eportfolio) and other measures; Office for Professional Development: providing support for faculty for curricular transformation around the Principles National grant to develop an “Institutional” Portfolio (iport.iupui.edu)

©2003 The Trustees of Indiana University Strategic Thinking at IUPUI cont. Involvement of over 100 faculty in securing campus consensus (multidisciplinary) on the PULs. Development of Communities of Practice. Development of the Learning Matrix to provide students the means to track their growth and achievement throughout their education.

©2003 The Trustees of Indiana University What role does technology play in learning If you had to add technology to your visualization of learning, assessment, and pedagogy, how would it influence your earlier graphic?

©2003 The Trustees of Indiana University Course Management Grows

©2003 The Trustees of Indiana University What is an ePortfolio? A collection of purposefully-organized digital artifacts that support backward and forward reflection to augment and assess growth over time. Distinguished by Individual-centric Learner-OWNED

©2003 The Trustees of Indiana University ePortfolio Objectives for Learners Provide the tools for reflective assessment with structure and purpose for Instructors Assessment via demonstration of competencies Within and across courses, educational experiences for Institutions Institutional assessment for accreditation, measurement of progress, admissions for Society Career, volunteering

©2003 The Trustees of Indiana University Within and across courses and schools K-12 Portfolio Software Within and across courses and universities, colleges, trade schools, etc. Higher Ed Portfolio Software Within and across companies, personal pursuits, professional development, experiences, or additional degrees Career Development Portfolio Software Faculty and/or Course Portfolios Scholarship of Teaching & Learning Within and across courses, disciplines, faculty, careers, and institutions Personal Portfolio Data OSP 2 Mellon $1.1M Project Four Domains of ePortfolio

©2003 The Trustees of Indiana University Within and across courses and universities, colleges, vocational schools, etc. The Friction-less ePortfolio? Grad School View Career

©2003 The Trustees of Indiana University Goals Empower students – Access all learning resources anywhere, anyplace, anytime – Work smarter and more efficiently – Discover and demonstrate logical pathways to academic success Enable faculty – Partner in students’ progress – Provide rich content w/ greater ease Enrich learning experiences – Through meaningful connections between work, learning across courses and co-curricular activities.

©2003 The Trustees of Indiana University Authn/Authz SecurityWorkflow Comm. Tools Storage Unbundling enables sophisticated thinking about learning In Touch Syllabus Testing Gradebooks Schedule Ereserves Digital Repositories Full Text articles Federated Searching

©2003 The Trustees of Indiana University Authn/Authz SecurityWorkflow Comm Tools. Storage Other Services Other Services Learning Matrix Learner Profile Reports Tool Presentation Builder Advising Tool Administration Tool

©2003 The Trustees of Indiana University Local Infrastructure Common Services(OKI) Educational Services User Interface AuthnAuthz DBMS Workflow LoggingIndex/SearchMessaging Calendaring FMS* HRMS * SIS* DB File Servic es Securit y Storag e CRM Group tools Digital Repository LDA P Assessment Eportfolio Learning Matrix Learner Profile Presentation Builder Reports Tool Advising Tool Administration Tool * FMS = Financial Management System; SIS = Student Information System; HRMS = Human Resource Management System Stand Alone Implementation JSR-168 Portal Course Management System Syllabus Tool Gradebook Test and Survey tool Assignment Tool Current CMS Environment OSPI v2

©2003 The Trustees of Indiana University Complete PendingReady Locked PTE Matrix

©2003 The Trustees of Indiana University Complete PendingReady Locked Core Communications & Quantitative Skills Written Communication Analyzing Texts Oral Communication Quantitative Problem Solving Information Literacy

©2003 The Trustees of Indiana University Complete PendingReady Locked Core Skills > Oral Communication Persuasive Speech 1. a. b. c. Course Development Project Poster One Page document 2.

©2003 The Trustees of Indiana University

1: Like Two Icebergs Enormous complexity hidden below the surface Faculty and students see only the tip of the challenge -- CMS DL Course Management Systems Digital Library (broadly defined) Subscriptions Holdings Images/audio … Syllabus Assignments Homework Discussions …

©2003 The Trustees of Indiana University 2: Searching Concept User Screen in a CMS CMS Assignment Editor Title: Monopsony and Price Learning Objective(s): Understand why supplier power is detrimental to market efficiency Due Date: 15 March :00a Reference Readings: Assignment: Write a < 1 page Position paper agreeing or disagreeing with the author. What about Wal-Mart? Library Search Wizard Catalog/Source: EBSCO Search Terms: monopsony SaveCancelClose Search Search Library search window pops up, selectors for source, fields for search terms

©2003 The Trustees of Indiana University 3: Select Result Concept User Screen in a CMS CMS Assignment Editor Title: Monopsony and Price Learning Objective(s): Understand why supplier power is detrimental to market efficiency Due Date: 15 March :00a Reference Readings: Assignment: Write a < 1 page Position paper agreeing or disagreeing with the author. What about Wal-Mart? Library Search Wizard Catalog/Source: EBSCO Search Terms: monopsony Results: Monopsony and the American Way The case for FTC intervention in pricing.. Why monopsonies/oligosonies are ineff.. Ill-gotten gains: Monopsonies and seller.. SaveCancelClose Search Search Click to select target DL reference

©2003 The Trustees of Indiana University 4: Drag-n-Drop Concept User Screen in a CMS CMS Assignment Editor Title: Monopsony and Price Learning Objective(s): Understand why supplier power is detrimental to market efficiency Due Date: 15 March :00a Reference Readings: Assignment: Write a < 1 page Position paper agreeing or disagreeing with the author. What about Wal-Mart? Library Search Wizard Catalog/Source: EBSCO Search Terms: monopsony Results: Monopsony and the American Way The case for FTC intervention in pricing.. Why monopsonies/oligosonies are ineff.. Ill-gotten gains: Monopsonies and seller.. SaveCancelClose Search New Search “Why monopsonies/oligosonies are inefficient,” The Economist, (3)  Why monopsonies/oligosonies are ineff

©2003 The Trustees of Indiana University 5: Resume Authoring Concept User Screen in a CMS CMS Assignment Editor Title: Monopsony and Price Learning Objective(s): Understand why supplier power is detrimental to market efficiency Due Date: 15 March :00a Reference Readings: “Why monopsonies/oligosonies are inefficient,” The Economist, (3)  Assignment: Write a < 1 page Position paper agreeing or disagreeing with the author. What about Wal-Mart? SaveCancelLibrary

©2003 The Trustees of Indiana University ePort goals in relation to the PULs Student engagement with the PULs throughout entire undergraduate experience at IUPUI. Clearer, more coherent curriculum to support students' mastery of the PULs. Assessment of individual student, course, program, and institution with respect to the PULs.

©2003 The Trustees of Indiana University ePort levels of competence What all undergraduate students at IUPUI should know and be able to do in relation to the PULs within their:  First 26 credit hours (Introductory)  First 56 credit hours (Intermediate)  Major, profession, or academic program (Advanced)  Co-curricular, extra-curricular, work-based learning (Experiential)

©2003 The Trustees of Indiana University Values and Ethics PUL Defined The ability of students to make judgments with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the ability of students to: 1.make informed and principled choices regarding conflicting situations in their personal and public lives and to foresee the consequences of these choices; and 2.recognize the importance of aesthetics in their personal lives and to society. Expectations for Introductory Level: 1.You understand the relationship between discipline-specific values, your personal values, and the choices you make in your academic or personal life; 2.You have applied the values that are important to you in making academic and personal choices about conduct and citizenship; 3.You have made academic or personal choices based on your aesthetic values; 4.You have evaluated an aesthetic experience to demonstrate how this strengthened or changed your understanding of the human condition or culture.

©2003 The Trustees of Indiana University A Learning Outcome in one of your courses Define your Learning Outcome: What does it mean? Knowledge, skill, or intellectual ability : describe what knowledge, skills or intellectual abilities you want your students to gain How it may be demonstrated: Describe how students may demonstrate that they know, understand, and can do what is expected. What assignments or other demonstration opportunities are provided?

©2003 The Trustees of Indiana University Reflection What do we mean by reflection? What role does reflection play in learning? What kinds of reflection do you expect from your students? What kinds of reflective thinking to you receive from your students? How might we improve reflection?

©2003 The Trustees of Indiana University Definition and elements of reflection in ePort Reflection involves connecting evidence of learning expectations for learning to discvoer and describe intellectual growth. Elements: – Evidence (of learning) – Connection (of evidence to expectations for learning) – Intellectual growth (increased understanding of some larger principle or aspect of learning)

©2003 The Trustees of Indiana University Introductory Reflection Template Example: Critical Thinking Expectation 1: Show that you can use knowledge and understanding to generate and explore new questions from multiple perspectives : – What evidence have you selected to demonstrate this expectation? – How does this evidence show that you have used your knowledge and understanding to generate and explore new questions from multiple perspectives?

©2003 The Trustees of Indiana University Critical Thinking Reflection Template cont. Expectation 2: Solve challenging problems What evidence have to selected to demonstrate that you can solve challenging problems? How does this evidence show that you are able to solve challenging problems?

©2003 The Trustees of Indiana University Critical Thinking Reflection Template cont. Intellectual Growth: How has your understanding of critical thinking changed through your experiences at IUPUI? How has the evidence you have provided influenced this change in your understanding of critical thinking?

©2003 The Trustees of Indiana University Time/level/Linear Criteria Objects Multi-dimensional Assessment Model Aggregate (Reports)

©2003 The Trustees of Indiana University Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intermed Adv. Exper Artifact reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact All reflections for each criterion on a specific level Time/level/Linear Objects Criteria Aggregate (Reports) Multi-dimensional Assessment Model

©2003 The Trustees of Indiana University Readiness Roadmap for Electronic Student Portfolios Why a roadmap? – To ensure campus has the technological infrastructure to support an ePort – To determine goals for ePort – To involve faculty at the earliest levels – To flesh out potential problems Who should work on the roadmap? – Many faculty in multiple disciplines – Technological support and design staff – Students where feasible

©2003 The Trustees of Indiana University Beginning work on your campus roadmap Working in campus teams, begin to consider the conceptual and technological aspects of the roadmap. First, map out the questions that you would like your campus participants to answer. Second, identify who might be involved in answering those questions. Third, begin the work of answering them.

©2003 The Trustees of Indiana University ePort Readiness RoadMap: IUPUI Developed by Sharon Hamilton and Jay Fern CONCEPTUALTECHNICALCURRICULARIMPLEMENTATION What? What is an ePort?What technology do you require? What are the implications of ePort for curriculum and pedagogy? What processes are in place or required to implement ePort? Why? Why develop an ePort? Goals and Objectives? What are your goals for ePort? Outcomes? What are your expected outcomes? Policies What policies need to be developed? Support What supports are needed and who will provide them? Constituencies Who should be involved/considered in the conceptual development?

©2003 The Trustees of Indiana University Documenting Student Learning for Accreditation Hamilton-Kahn Accreditation Roadmap for Documenting Student Learning Current StatusDesired Status (and why desired?) Roadmap of how to get there (3 things to do between now and your next accreditation visit) Timeline What evidence of student learning does your campus provide? What role does technology play in providing this evidence? What aggregations of evidence are available at the individual level? What aggregations of evidence are available at the course level? What aggregations of evidence are available at the department level? What aggregations of evidence are available at the school, college, or programmatic level? What aggregations of evidence are available at the campus level? How does your campus use this evidence?

©2003 The Trustees of Indiana University In Search of a Better Model… Creating Software Sustaining Software Community Source Projects Partnering Organizations Stakeholder Coordination Open IP Licensing Fees Maintenance Fees Commercial Coordination Closed IP Objective…sustainable economics and innovation for satisfied users …for how we pay and what we get. Software is not free. Bundled IP & Support Unbundled IP & Support + Commercial Support Options

©2003 The Trustees of Indiana University