C2 l model of ePortfolio practices

Creating a Resource for the FieldC2L’s National Developmental Model of

ePortfolio Practice

Bret Eynon, Laura Gambino & Judit Torokand the C2L Research Team:

Randy Bass, Helen Chen & Trent Batson

Supporting Our Colleagues – and Ourselves

Guiding Question

What Strategies, Principles & Practices

Contribute to Successful ePortfolio

Projects?

Successful ePortfolio Projects:Examining Them from Four Perspectives

Using ePortfolio for Integrative

and Social Pedagogy

Using ePortfolio for Outcomes Assessment

ePortfolio as a Digital

Technology

Scaling Up: Guiding &

Building an ePortfolio Project

ePortfolio for Integrative & Social Pedagogy

• How & where do students learn about & engage w/ ePortfolio?

• In what ways do students reflect in an integrative ePortfolio?

• What pedagogies & practices do educators use to engage students with integrative ePortfolio learning?

• How can Dep’ts build ePortfolio into curricula & practices?

• How can ePortfolio link with and enhance First Year Experience, Capstones & other High Impact Practices?

• What role can the Center for Teaching & Learning play in guiding ePortfolio prof’l development?

ePortfolio as a Means to Support Outcomes Assessment

• How do students use ePortfolio to collect work for assessment & link it to key competencies?

• How is student work made available to faculty for use in assessment processes?

• How do dep’ts use ePortfolio for accreditation & program review?

• What steps do key college stakeholders take to actively support outcomes assessment?

ePortfolio as a Digital Technology

• What platform features support students’ integrative use of ePortfolio?

• What platform features support faculty & staff in their ePortfolio pedagogy and practice?

• What types of technology access & training do faculty & staff need to support their use of ePortfolio?

• What kinds of institutional infrastructure and collaboration are needed to effectively support ePortfolio?

Scaling Up: Guiding & Building an ePortfolio Project

• How do ePortfolio leaders grow their work from pilot to broad implementation?

• How do ePortfolio leaders gather & use evidence of student learning to guide their planning & growth?

• How do ePortfolio leaders work w/ dep’ts & programs to disseminate information about ePortfolio?

• How do ePortfolio leaders work w/ key institutional stakeholders to advance long-term institutional plans related to ePortfolio?

Organizing Our Questions Structuring our Model

Hypothesis: Successful Integrative eP

implementation is advanced by active attention to practices on

all 4 sides

Overview Layer

Institutional Needs & Support

Programmatic Connections

Faculty & Staff

Student Learning

eP as Means for Outcom

es Assessment

eP as Technology

eP as

Inte

grati

ve So

cial P

edag

ogy

Scali

ng U

p: P

lan’g

& Eval’

n of

eP P

roje

cts

Each side incorporates four different levels or

layers.


implementation is advanced by active attention to

practices on all 4 sides

ePortfolio as Integrative Social Pedagogy & Practice



Faculty & Staff

Student Learning

How do students learn about the

integrative ePortfolio?

How does student use of an integrative ePortfolio effect them and their learning?

Where and how do faculty & staff learn

about integrative ePortfolio?

What pedagogies and practices do faculty & staff use to engage students with

integrative ePortfolio learning?

How do Centers, Programs & Dep’ts

learn about ePortfolio?How can Academic Dep’ts build

integrative eP into curricula & practices?

How can ePortfolio fit into learning communities, FYE & other High Impact Practices?

How are key stakeholders informed about the value of integrative ePortfolio?

What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders use to actively support students, faculty & staff to advance ePortfolio learning?

What role can the Cntr for Teaching & Learning play in guiding ePortfolio-related prof’l development?

How can student affairs builds integrative ePortfolio into its advisement & co-curricular practices?

For each side, successful ePortfolio

projects address practices on each level.

How do students

reflect in an integrative ePortfolio?

Successful ePortfolio projects use integrative

approaches to ePortfolio advance student learning &

growth.

ePortfolio as Integrative and Social PedagogyStudent Learning and Growth Layer

How and where do students learn about

and engage with ePortfolio?

In what ways do students reflect in

an integrative ePortfolio?

Courses

Advisement

Co-Curricular Activities

Integrative Reflection

Social Pedagogy

Personal Change



all 4 sides

ePortfolio as a Technology



Faculty & Staff

Student Learning

Successful integrative ePortfolio projects ensure

that their technology supports the desired

pedagogy and practice What platform and technology features

are helpful in supporting students’

use of ePortfolio?

What platform features are useful in integrating ePortfolio technology across an institution?

What types of institutional support are needed for a successful institutional ePortfolio implementation?

What types of access and training are needed to support programs’ use of

ePortfolio?

What platform and technology features are helpful in supporting programs’ use of ePortfolio?

What types of access and training do faculty and staff need to

support their use of ePortfolio technology?

What types of access and training are needed to

support students using ePortfolio

technology?

What platform and technology features are helpful in supporting faculty and staff

in their use of ePortfolio?

ePortfolio as a Digital TechnologyFaculty and Staff Layer

What platform and technology features are helpful in supporting

faculty and staff in their use of ePortfolio?

What types of access and training do faculty and staff need to support their use of

ePortfolio technology?

Built-in rubrics

Capacity to review, comment on student work

Flexible, reliable, easy to use

Access to computer labs

Access to training materials



all 4 sides

ePortfolio as a Means to Support Outcomes Assessment



Faculty & Staff

Student Learning

How do students gain an understanding of

outcomes assessment?

In what ways do students actively engage in

outcomes assessment?

How do faculty & staff deepen their understanding of ePortfolio as part of

an outcomes assessment process?

What are some ways faculty and staff use ePortfolio to actively engage in the

outcomes assessment process?

How do Depts. & Programs deepen understandings of ePortfolio in the

outcomes assessment process?

How do Dep’ts, Student Affairs & other units actively engage in build and use an ePortfolio-based outcomes assessment to

improve student learning & success?

How do key College stakeholders come to understand ePortfolio as an outcomes assessment method?

What steps do key College stakeholders take to actively support outcomes assessment?

Using ePortfolio to support Programmatic or Institutional

Assessment requires the ePortfolio project to engage or connect with multi-level

assessment work.

ePortfolio for Outcomes AssessmentProgrammatic Connections Layer

How do departments and majors actively engage in outcomes

assessment? Engage in program assessment, using ePortfolio generated

student work

Host discussions and training on outcomes assessment with full-

and part-time faculty

Integrate Gen Ed outcomes into program curricula

Complete the assessment cycle by developing & implementing

recommendations



all 4 sides

Scaling Up: Guiding & Building an ePortfolio Project



Faculty & Staff

Student Learning

Successful eP projects move from pilot programs to increased

scale, guided by energetic leadership & skillful planning, supported by evaluation that informs plans and addresses

stakeholder needs:

How do project leaders work with key institutional stakeholders to develop and advance long-term

institutional plans related to ePortfolio?

How do project leaders work with key stakeholders and college-wide

offices to build an ePortfolio culture?

How do project leaders work with Institutional Research to plan & implement evidence-gathering

processes?

How do project leaders work with programs & help them

analyze/use evidence?

How do project leaders work with programs to gather & review

evidence related to faculty & staff use of ePortfolio?

How do project leaders work with programs to develop &

disseminate information about ePortfolio as it relates

to their practices?

How do project leaders engage faculty in using

evidence to guide planning?

What types of evidence are project leaders gathering related to faculty

and staff use of ePortfolio?

What are ways in which project leaders build

awareness and engage faculty

and staff ?

How do project leaders use evidence of

student learning to guide their

planning?

What types of evidence are project leaders gathering

related to students’ integrative use of

ePortfolio?

How do project leaders engage students and build awareness of ePortfolio?

Scaling Up: Institutional Needs and Support Layer

How do project leaders work with key

institutional stakeholders to develop and advance long-term institutional

plans related to ePortfolio?

Stakeholders review evidence

IR office helps to gather evidence

IR office helps to analyze evidence

Integrate ePortfolio into strategic plan

How do project leaders work with Institutional Research to plan & implement evidence-

gathering processes?

Encourage institution-wide collaboration related

to ePortfolio

ExamplesFrom Questions to Practices



practices on all 4 levels




Faculty & Staff

Student Learning









learn about ePortfolio?How can Academic Dep’ts build

integrative eP into curricula & practices?








How do students use an integrative

ePortfolio?

How do successful ePortfolio projects use

integrative approaches to ePortfolio advance student

learning & growth?







Faculty & Staff

Student Learning









learn about ePortfolio? How can Academic Dep’ts build integrative eP into curricula & practices?









ePortfolio?



learning & growth?

Faculty, staff, and peer mentors advance student engagement and learning by developing and implementing practices that prompt students to use the ePortfolio to reflect on course work and experiences via modes such as:• Reflection as Integrative• Reflection as Systematic &

Disciplined• Reflection as Social Pedagogy• Reflection as a Process of

Personal Development and Change• Other

Principles Practices Data

Reflection as Social PedagogyePortfolio as Nexus in the First Year ExperienceGillian Hannum of Manhattanville College

Social Pedagogy & ePortfolio in an Intro to Programming CourseLaura Gambino from Tunxis CC

POGIL- “Process Oriented Guided Inquiry Learning” Kathleen Pusecker of U of Delaware

Reflection as Gift in a Vertical Learning Community by Queensborough CC Faculty

Reflection Strategies for Program-wide Integrative Learning in a Nursing Programby Three Rivers CC Faculty








Faculty & Staff

Student Learning






How can Academic Dep’ts build integrative eP into curricula & practices?




learn about ePortfolio?








ePortfolio?



learning & growth? ePortfolio is often designed to coordinate with, build on and enhance the impact of other High Impact Practices, including:

• First Year Experience programs

• Learning Communities

• Writing Intensive Courses

• Undergraduate Research

• Experiential & Community-Based Learning

• Capstone Experiences

Principles Practices Data

ePortfolio in First Year Experience ePortfolio & First Year in the College of General Studies @ Boston University Natalie McKnight & other BU faculty

ePortfolio & Career Development for FY StudentsJames Griffin, Johnson & Wales University

ePortfolio & Digital Storytelling in FY Programs at Pace UniversityBeth Klinger & Linda Anestidig, Pace U.

ePortfolio, Advisement, & Identity: FY Programs @ Douglass College, Rutgers UniversityRebecca Reynolds, Rutgers U.

Connecting First Year & Capstone Students w/ ePortfolio Queensborough CC Faculty

Populating the C2L Model

• Campus Practices• Interviews• Core Survey, other data• Campus Reports

Preparing to Share our Campus Practices:

• Polishing & strengthening our practice descriptions

• Providing supporting materials, including samples of student work & other evidence

• Using a more structured template – a Digication module

Building Together • Feedback via this Jam• Polishing our Practices:

Revisiting Reflection -- April• Campus Interviews --

Spring• Populating the Model– Coding practices– Developing visual interface

• Pilot Version of Model @ Summer Institute – for C2L only

C2 l model of ePortfolio practices

Education

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