1. Implementation Considerations “The Anxious Type” by Flickr user JD Hancock 1

2. Staging a rollout https://teaching.unsw.edu.au/assessin g-eportfolios#  Start small. Plan a slow implementation, and explain everything clearly as you go. Integrate other electronic components into a course before you introduce the concept of a portfolio.  Build towards a program-wide strategy, aiming for a new culture in assessment. This takes time. ePortfolios can transform pedagogy; you cannot implement them without real curriculum change.  Develop a strong resources plan for technical rollout. If possible, run a pilot project and spend time developing technical proficiency among the team.  Align the ePortfolio with the course learning outcomes, clearly defining the purpose of the portfolio for students and staff. Krause, K. “ePorfolios for Graduate Students: A Discussion Paper.” University of Melbourne: Centre for the Study of Higher Education, 2006. Print. 2

3. Staging a rollout https://teaching.unsw.edu.au/assessin g-eportfolios#  Make the ePortfolio a sustainable assessment tool. Use ePortfolios to track and gather resources for students from Year 1 onwards  Set up professional development and skill based workshops. Support your team initially using face-to- face meetings  Prepare the evaluation so that you support ePortfolio enhancement, the exclusion of extraneous material and content improvements early, and continue this support throughout the course Krause, K. “ePorfolios for Graduate Students: A Discussion Paper.” University of Melbourne: Centre for the Study of Higher Education, 2006. Print. 3

4. Platform Selection  Learning outcomes  Stakeholders  Learning activities  Assessment  ePortfolio tool vs. LMS/CMS vs. Portfolio  Evaluation of impact 4

5. Useful Comparison Matrices http://myreviewers.com http://gomarca.com 5

6. Wrangling the “Big Data” http://myreviewers.com http://gomarca.com 6

7. Folio Thinking - Digication Product Websitehttps://www.digication.com/ Narrative studyBoston University Sample ImplementationBoston University Showcase 7

8. Folio Thinking - Mahara Product Websitehttps://mahara.org/ Narrative studyPace University Sample ImplementationPace University Showcase 8

9. Folio Thinking – WordPress Product Websitehttp://wordpress.org http://wordpress.com Narrative studyMacaulay Honors College at CUNY Sample ImplementationMacaulay Honors College at CUNY 9

10. Folio Thinking – Sakai Product Websitehttp://sakaiproject.org/eportfolio Narrative studyIndiana University – Purdue University Indianapolis Sample ImplementationIndiana University – Purdue University Indianapolis Showcase 10

11. Folio thinking Identify affordances you can see your self needing given the audience(s) and purpose(s) for your ePortfolio. In other words, what do you need people to be able to do with the tool you select? Compile this information on the “Implementation” page of your mini portfolio. 11

12. Environmental Methods  Usage logs of how often the ePortfolio tool was accessed, types of activities, and amount of time spent in the environment  Review of budgets, allocations of funds  Total number of ePortfolio accounts created  Attendance at ePortfolio training sessions and other ePortfolio community events (e.g., speakers, faculty coffees or get- togethers, both face-to-face and online)  Conference presentations, posters, and other publications Press articles and blog postings about the pilot Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors. Wiley. Kindle Edition. 12

13. Indirect Methods  Surveys of faculty and students on various teaching and learning-related outcomes such as engagement, intention to continue using the ePortfolio, perceptions of value and usefulness of the ePortfolio  Post-training evaluations of training sessions Measures of satisfaction, continuing interest Interviews with various stakeholders  Identification of ePortfolio advocates by students, faculty, and staff Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors. Wiley. Kindle Edition. 13

14. Direct Methods  Case studies created from interviews with faculty on how they introduced ePortfolios to their students, what did and didn't work  Examples of assignments created, reflective prompts  Faculty assessment results  Anecdotal stories of how ePortfolios have been used Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors. Wiley. Kindle Edition. 14

15. Folio thinking How will you know your ePortfolio project is successful? Propose three methods you might use to make this determination. Compile this information on the “Implementation” page of your mini portfolio. 15

16. Outcomes By the time you’ve finished this workshop you’ll be able to  Create and organize a mini-portfolio using a free drag-and-drop tool  Explain the differences between a learning portfolio and a presentation portfolio  Develop curricular maps, learning goals and outcomes, learning activities, and assessment practices that are “constructively aligned” and “portfolio friendly”  Draft a scoring guide for assessing an ePortfolio or the artifacts therein  Design the broad outlines of a course that engages students in collection, selection, reflection, and connection  List some of the affordances and constraints of several ePortfolio platforms 16