This is where we are….

WE EDUCATE CULTURAL SECTOR LEADERS AND PARTICIPANTS TO MAKE A DIFFERENCE IN COMMUNITIES.

The Arts and Administration Program at the University of Oregon informs cultural sector administration, policy, research, and education. We prepare and inspire cultural leaders based on the belief that they must be familiar with the social, economic, environmental, political, technical and ethical contexts in which arts and culture flourish.

“aggregating” our work…..

What is an eportfolio?

WHAT IS AN EPORTFOLIO? An eportfolio is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields

or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The

key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006),

page

2005-2007

ePortfolios enhances linkages between professional preparation, academic

coursework, and technological applications by supporting students, courses, and

project advancement through tutoring, project evaluation, and

inter-departmental collaboration.

This is where we were….

Showcase eportfolios

PODS (professional outreach and development for students) and AAD eportfolios

Other universities

Ufolio

Architecture

Business

Center for Advanced Technology in Education

Arts and Administration

Why social media?Weblogs as personal learning spaces, professional web spaces, and

communication tool

Pedagogy and Applied Technology

WPMU in AAD2009

Ufolio planting a thousand flowers

Fostering a dynamic learning community

learning eportfolio requirements

Professional home page – about, professional statement, bio, navigation

Program learning Objectives –two year academic plan and overall learning objectives

Course objectives, artifacts, reflections; how each course contributes to overall learning objectives

Professional practice – internship, practicumResearch

• Student Learning Objective StatementFor each course, students will state their learning objectives, and provide evidence and reflections on the process and the final product. At quarterly advising sessions, students will show these updates on their learning eportfolio blogs.

• Final Project/Evidence: Consists of the project document, if applicable, and if possible, a

visual component of either the project or the process. This is likely to take the form of a picture (such as a screenshot, cover page, presentations, etc), process document (first iteration), early blog entry, etc. But it could also be a video, or other. This will likely take the form of a pdf or word document of their final research paper or project for the course, which will be attached to their course page.

• Reflections: Along with the evidence, student should provide narrative on the following:

Objectives of project; what did you do? Describe and interpret - How did you create it? How did your thinking change as a result? Tagged by curriculum component, course, learning objectives….

By developing our ePortfolios in AAD, and sharing our learning, resources, and research with a broad audience in an accessible and open fashion, we are putting social capital development into practice through a transmedia platform.

instructional blogsand student learning eportfolios

CHALLENGES

semantics….faculty engagement….curriculum mapping….

assessments….

learning outcomeseportfolios

undergraduate/graduate

Future thinking:

ePortfolios as compass through 21st century liberal educationFostering a facile interplay between virtual and embodied spacesDigital Commons and communities of practiceEngaged learnersDigital Identity/digital citizenship