2. The Educational and Strategic Issues with Implementing an Electronic Portfolio System Marij Veugelers – Universiteit van Amsterdam Wijnand Aalderink – Windesheim University of Professional Education SURF – NL Portfolio http://www.surf.nl/portfolio Preconference 10P - October 18 - 2005

3. Copyright Aalderink & Veugelers 2005. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

4. Combining, sharing and expanding expertise Co-operation in the educational sector, as well as in the field of employment National and international co-operation

5. Educating the Net Generation Students process information, communicate, learn in a different way! Central issue SURF Edutrip Report 2004:

6. Conference topic this year Transforming the Academy: Dreams and Reality

7. Agenda 01.00 – 01.30 Introduction and acquaintance 01.30 – 02.00 ePortfolio in Education (place and function, state of practise) 02.00 – 02.30 ePortfolio implementation process (stakeholders and change management) 02.30 – 02.50 Refreshment Break 02.50 – 03.40 Your cases 03.40 – 04.10 Our cases 04.10 – 04.30 Lessons learned - Evaluation

8. 01.00 – 01.30 Introduction and acquaintance

9. Reflective exercise on ePortfolio 1.What kind of organization do you work for? University – (Community) College – Other 2.What is your role in your organization? Technical – Educational - Management – Other 3.Where does your organization stand regarding ePortfolio? Thinking about it – Pilot stage – Scaling up – Fully implemented

10. Reflective exercise on Portfolio Some more questions: Have you ever...(yes or no) 4.supported learners in the development of (online) portfolios? 5.used (online) PDPlanning with students? 6.used a learning online portfolio as a form of assessment with learners? 7.been involved in the implementation of an institution wide online portfolio process/system? 8.kept an online reflective diary / portfolio / weblog etc. yourself?

11. 01.30 – 02.00 ePortfolio in Education (place and function, state of practise)

12. ePortfolio Functions ELI Papers - Ittelson and Lorenzo (2005) ePortfolio Overview Student eP Teaching eP Institutional eP for…….. planning, documenting, tracking development, job finding, course evaluation, monitoring and evaluating performance, etc.

13. ePortfolio - Functions Angela Baker – EIfEL - EU Porfolio(2004) Learning or Reflective ePortfolio Process → Product → Validation Presentation or Showcase ePortfolio Process → Product → Validation Assessment ePortfolio Process → Product → Validation

14. ePortfolio-functions Toru Iiyoshi – Carnegie Foundation Teaching Portfolio’s Mirror: Learn what your teaching looks like Window: Make your teaching visible to others and learn from others’ teaching Lens: Look into the critical pedagogical issues in your teaching Windesheim University of Professional Education (R3) Reflection: who am I, where do I move next? Registration: where do I stand? Representation: here I am

15. Primary functions ePortfolio from student perspective Van Tartwijk (2003) Planning ShowingReflecting Different functions, different approaches, different solutions: one size doesn’t fit all

16. Development in higher education Towards student centred and competence focussed education

17. Digital University Scenario’s in e-portfolio implementation COUNSELING Scenario 1 University wide 4 year program in department 1 year program in department Pilot +ASSESSING Scenario 2 +PLANNING Scenario 3 Universities differ in starting points, goals and strategies Academic universities Universitie s of Professiona l Education

18. 02.00 – 02.30 ePortfolio implementation process (stakeholders and change management)

19. Three Scenarios for Portfolio Use Career CounselingAssessingPlanning Scenario 1 Scenario 2 Scenario 3

20. Scenario 1 Portfolio applied to part of the study programme Portfolio application is focused on a route for study career counseling or academic schooling Activities in this route are focused on counseling in personal development, making personal choices in the study programme and/or ethical questions The activities are more or less independent of other learning lines Not all the teachers have a counseling assignment

21. Scenario 2 Portfolio applied to integrated education Portfolio is focused on counseling and assessing All study activities are focused on attaining the educational qualifications Portfolio is integrated into all the educational activities All the teachers have counseling and evaluating assignments

22. Scenario 3 Portfolio applied to demand-steered education There is no study programme; the educational approach is focused on counseling and facilitating; The main task of the teacher is to counsel the learning process Students independently go through the PDCA-cycle: planning, doing, evaluating and adjusting Portfolio plays a central role in the learning process

23. Change Management: Thinking in Five Colours ( De Caluwé & Vermaak, 2002 ) Yellow Change Strategy Blue Change Strategy Red Change Strategy Green Change Strategy White Change Strategy Power Politics Win-Win Ratio Plan Knowledge HRM Motivation Systematic Growth Learning Direction Explosion Dynamic Energy

24. Management Learning environment learning activities Education Goals Activities Environment Education Goals Activities Environment Infrastructure Users Portfolio Issues in successful implementation Portfolio and areas for attention (Van Tartwijk et al. 2003, inspired by Rubens en Schmidt)

25. Criteria for successful portfolio implementation CriteriaAspects Infrastructure  Classrooms.  Workplaces.  ICT availability.  ICT quality.  Support. Principal factors in the success or failure of Portfolio implementation Management (administrative commitment)  Published study-programme vision.  Financial resources.  Allocation of tasks.  Change strategy. People  Support.  Supervision skills.  Reflection skills.  ICT skills.

26. 02.30 – 02.50 Refreshment Break

27. 02.50 – 03.40 Your cases

28. In subgroups of 5 people (30 minutes), use post it memo’s Formulate primary goal(s) for your own institution(s) Formulate change strategy for implementation in your institution(s) Lessons learned in ePortfolio- implementation: what works and why? Bringing it to the wall (20 minutes) Walk around and discuss

29. 03.40 – 04.10 Our cases Universiteit van Amsterdam Windesheim University of Professional Education

30. Support Management Learning environment Learning activities Goals InfrastructurePeople Portfolio concept

31. “IT for Student-centred Education” Strategic program of 7 projects 1.Student Information System 2.Electronic Catalogue for Majors, Minors and Courses 3.ePortfolio 4.Qualitity Approach to the Virtual Learning Environment 5.Information Architecture and Personalised Portal 6.Reorganization of Processes and Tools for Scheduling, Assessments and Progress Registration 7.Training and Support

32. Student Oriëntate Talk about plans Subscribe Get schedule Study Do tests Select Take option Talk about progress Course catalogue Personal Development Plan Personal Activity Plan Professional Tasks (competence based) Schedule Registrated Progress Professional situations / learning environments (digital and/or physical ) Key processes: 1. Learning and teaching 2. Career coaching 3. Administrative workflow Technically and functionally integrated systems Assessments Feedback / Intervision Processes in competency-focussed student-centred education Stakeholders: fellow student, coach and/or assessor in department and/or in workfield Windesheim Education Standards

34. Course-code - Title of course.Title of course. Short description from Major Minor-Course Catalogue Matrix status: Under construction Teacher: [ ] Headteacher: [ ] Learning task/productStatus Titel learning task / learning product 1Required Title learning task / learning product 2Required Title free learning task / learning productProposed (Required) Final assessmentRequired ○ Proposed ● Required ○ Plan ○ Draft ○ Feedback ● Finished ○ Close ● Completed ● Revise ● Withdraw Pedagogical workflow course Course matrix following Windesheim Education Standards

35. Assessment Matrix Nomenclature Assessment Title or Heading Assessment Description Assessment Matrix Competency List Heading Competency List Competency Heading Competency Sub Heading Justification Link Matrix Column Heading Underlying Information (Blue) Competency Status Required Plan Draft Feedback Finished Close Completed Revise Withdraw Where do I stand? Pedagogical workflow course

37. Student assembles PAP from Catalogue knowing where he stands (“thermometer”) and which courses are mandatory or optional in specific major / minor Student makes PAP PAP-matrix Student sends in PAP Institution autorises Authorised PAP-matrix contains courses for next period Student and counselors and assessors work with matrix of the course with predefined or proposed tasks in the chosen pedagogical workflow Completed In progress Required Students / Counselors / Assessors To be planned In progress Done Per course √ √ √ PAP cycle

38. 04.10 – 04.30 Lessons learned - Evaluation

39. Lessons Learned in e-Portfolio Implementation 1: Pedagogy comes first 2: Clear definition of goals and results is important 3: Maintaining multiple stakeholders perspectives is vital 4: Support by management is crucial 5: Functional and technological support is also crucial 6: Technical choices matter too 7: (what can we add?) (what did we learn?) 8: 9: 10:

40. Contact Wijnand Aalderink Windesheim University of Professional Education w.aalderink@windesheim.nl Marij Veugelers University of Amsterdam veugelers@uva.nl http://www.surf.nl/portfolio http://www.du.nl/portfolioimplementation