Welcome to ePortfolios: An Overview Susan Kahn Indiana University Purdue University at Indianapolis...
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Transcript of Welcome to ePortfolios: An Overview Susan Kahn Indiana University Purdue University at Indianapolis...
Welcome to ePortfolios:An Overview
Susan KahnIndiana University Purdue University at Indianapolis (IUPUI)
Judith Kirkpatrick University of Hawai`i, Kapi`olani Community College
Yves LabissierePortland State University
4/17/2008WASC ARC Conference
Framework:
ePortfolios have various stakeholders: students, faculty, program directors, campus-wide initiatives and services, administrators, others.
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Framework, a definition:
An ePortfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time. 4/17/2008WASC ARC Conference
Venues:
ePortfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.
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Multiple Venues:
ePortfolios encourage users to make connections in their interdisciplinary learning.
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Perceptions:
ePortfolios help developers make sense of higher education through reflective analysis that users make to connect their learning experiences.
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Developers and Viewers:
ePortfolio development and sharing is based on the student-developer and faculty choice.
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How to start: Identify constituent groups at your
institution that might want to use ePortfolios
Identify administrators to facilitate, developing an inquiry group or taskforce
Seek funding
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Cross Disciplines:
Collaborate with as many constituents as you can.
Develop "matrix thinking" and rubrics of assessment for ePortfolios
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Pathways to ePortfolio Development
Emphasize the integration of ePortfolios in cross-curricular or integrative development practice. This can be fun.
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Identify and SubmitKey Works
within a Degree, Program, or Certificate
Students’ key works/artifacts demonstrate progress toward or achievement of a learning goal.
Examples: a research paper, exam, creative work, taped oral presentation, business plan, or lab report.
Examples should include supporting material • Student reflective analysis of works/artifacts • Peer review • Faculty comment
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Measured MilestonesAlong the Way
Developed rubrics as scoring systems define
the evidence needed to demonstrate achievement of particular learning goals set by the major and/or the institution.
Rubrics are diagnostic (not just the student’s best work) allowing student progress and achievement to be measured.
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WASC ARC Conference 4/17/2008
Sample MATRIX that includes Reflective Thinking
SAMPLE RUBRIC for Reflective Thinking
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Higher Education Benefits from ePortfolio Benchmarks
Scholarship as Public Enterprise.
Transparent Assessment.
Multiple Audiences are Considered
Students Interact with Other Students and a Broader Audience than Faculty alone.
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ePortfolios Frame Learning
Value on student work and voice
Assessment is used as a means to give students a sense of their capacity
Assessment serves the need of student learning.
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Love, McKean and Gathercoals:Five Levels of ePortfolio
MaturationThey considered “eight physical and theoretical qualities inherent in
portfolio/webfolio processes and applications to determine five levels of maturation.”
Level 1—Scrapbook
Level 2—Curriculum Vitae
Level 3—Curriculum Collaboration Between Student and Faculty
Level 4—Mentoring Leading to Mastery
Level 5—Authentic Evidence as the Authoritative Evidence for Assessment, Evaluation, and Reporting”
Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.
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Ingredients for Success
Funding for time and professional development.
Acknowledgment for faculty who use ePortfolios and document their use in reviews, requests for merit raises, or other forms of remuneration
A budget that plans for long-term support
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Suggestions for Success
Document use of ePortfolio use for administrative reporting.
Support campus events and showcases that demonstrate ePortfolio use
Seek and assure long-term budgetary commitment to hardware and software use.
Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix.
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(I)NCEPR http://ncepr.org
(Inter) National Coalition for ePortfolio Research
Around forty colleges and universities around the country are or have been conducting research about ePortfolio effectiveness in higher education.
Cohort I (2004-2006) and II (2005-2007) have finished (some would say just begun) their projects and will be publishing a research collection by mid-2008, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Yancey.
The next cohort application is due April 25, 2008.
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Cohort I of the (I)NCEPR
2004-2006 Alverno College
IUPUI (Indiana University Purdue University at Indianapolis)
La Guardia Community College (CUNY)
Northern Illinois University
Portland State University
Stanford University
Virginia Tech University
University of Washington
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Cohort II of the (I)NCEPR2005-2007
Clemson University
George Mason University
Kapi`olani Community College (University of Hawai`i system)
The Ohio State University (Columbus)
Thomas College (Maine)
University of Georgia (Athens)
University of Illinois (UC)
University of Nebraska at Omaha (UNO)
Washington State University4/17/2008WASC ARC Conference
Cohort III of the (I)NCEPR2006-2008
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Copy of slideshows:
http://www2.hawaii.edu/~kirkpatr/arc
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Kapi`olani Community College, University of Hawai`i
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Indiana University
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University of Illinois/Champaign-Urbana
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University of Nebrask Lincoln Teacher Ed
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Ohio State University
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Washington State University
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Alverno College
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University of Minnesota
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University of Georgia Athens
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Clemson University
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Thomas College (Maine)
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Johns Hopkins University
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St. Olaf College
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Florida State University
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Kalamazoo College
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La Guardia Community College
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Stanford University
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Virginia Tech University
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University of Nebraska Omaha
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