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E-PORTFOLIO OVERVIEW

E-PORTFOLIO OVERVIEW. Charting the Future of U.S. Higher Education. “The growing public demand for increased accountability , q uality and transparency coupled with the changing structure and globalization of higher education requires a transformation of accreditation .”.

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E-PORTFOLIO OVERVIEW

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  1. E-PORTFOLIO OVERVIEW

  2. Charting the Future of U.S. Higher Education “The growing public demand for increased accountability, quality and transparency coupled with the changing structure and globalization of higher education requires a transformation of accreditation.” A TEST OF LEADERSHIP: Charting the Future of U.S. Higher Education A Report of the Commission Appointed by Secretary of Education Margaret Spellings - 2006

  3. Charting the Future of U.S. Higher Education “Higher education institutions should measure student learning using quality assessment datafrom instruments such as, for example, the Collegiate Learning Assessment, which measures the growth of student learning taking place in colleges, and the Measure of Academic Proficiency and Progress, which is designed to assess general education outcomesfor undergraduates in order to improve the quality of instruction and learning.” A TEST OF LEADERSHIP: Charting the Future of U.S. Higher Education - 2006

  4. What is an E-Portfolio? Digital archive of multimedia work arranged for specific audiences Process Graphic from Indiana University

  5. What is an E-Portfolio? • Product - the website, the CD-ROM or DVD and the technologies used to create the portfolio-as-product (blog, wiki, course management system, software, etc.) -Helen Barrett, Ph.D.

  6. Benefits • For students, e-Portfolios provide a means to reflect on their educational experiences, make connections and showcase their best work in an accessible digital format.

  7. Benefits • For institutions, e-Portfolios are used to evaluate progresson meeting institutional goals.

  8. Types of E-portfolios

  9. Types of E-portfolios • Teaching and Learning • Developmental completion of program requirements with studentreflection - Example: Virginia Tech • Chronicle of student growth; “story of learning”

  10. Considerations – Learning E-Portfolios Integrated Learning Model Course Assignment Grading/Reflection

  11. Considerations – Learning E-Portfolio Pilots • Integrated CMS and E-Portfolio • Ease-of-use for students and faculty • Flexibility/adaptability of tools • Faculty control • Required file formats • Cost/funding models

  12. Considerations – Learning E-Portfolios Blackboard - Sakai/Bridges • Learning Curve - Blackboard 9 versus Sakai 2.6 • Portability of content • Training and Support options

  13. Types of E-portfolios • Personal Representation • Enhanced resume - Example – Northeastern University Student Portfolio • Final Achievement Showcase – Example: LaGuardia CC Capstone • Visual Showcase/Gallery – Example: University of Denver

  14. Types of E-portfolios • Assessment & Accreditation • Curriculum assessment – associate artifacts with assessment rubrics • Aggregate student work for comparison using defined criteria for external reviewers • Demonstrate student mastery of specific competencies/standards for course, program, institution, graduation, etc. Examples: Indiana University; Virginia Tech; U Wisconsin

  15. Considerations – Assessment E-Portfolios • Data aggregation and reporting • Security • Access for multiple reviewers/peers • Archiving/ data storage • Required file formats • Cost/funding models

  16. Stages of Learning Portfolio Development • Defining Portfolio’s Context and Goals • Program • Course • Archive Creation and Digital Conversion • Reflection • Connection • Presentation -Helen Barrett, Ph.D.

  17. Types of Evidence for Academic E-Portfolio • Course Submissions • Co-curricular Artifacts • Attestations

  18. Types of Evidence for Academic E-Portfolio Productions: • Goal Statements • Reflective Statements • Captions -Barton & Collins (1997)

  19. E-Portfolio Adoption for GenEd • INSTITUTION • NEASC Standards • RWU Mission and Goals • General Education • Technology Resources • GENERAL ED PROGRAM • Learning Outcomes/ Accreditation Standards • Mapping Outcomes/Standards by Course • COURSES • Syllabi with Learning Outcomes • Mapping Outcomes by Activities • Common Grading Rubrics for Activities

  20. Kapi’olani Community College – U of Hawaii system General Education Program Portfolio - 2005

  21. RWU General Education Learning Outcomes

  22. Sample Course Matrix – FYS

  23. Sample Assignment Submissions Assignment description – instructions, outcome(s), rubric, etc/

  24. VALUE RUBRIC – INFORMATION LITERACY

  25. Information LiteracyVALUE Rubric VALUE RUBRICS: http://www.aacu.org/value/rubrics/

  26. Getting Started Step 1: Define the goal Determine what a portfolio means to your program. Step 2: Set objectivesIdentify what we want students to learn • Align with mission • Look at institutional, state, and national standards • Research other programs Seton Hall

  27. Getting Started Step 3: Develop curriculum & activities Describe content and tasks • Map Curriculum • Learn and integrate new teaching practices • Revise syllabi Step 4: Assess & revise learning Determine whether objectives were met • Develop evaluation instruments; Create rubrics • Analyze results • Revise curriculum based on results Seton Hall

  28. Considerations – E-portfolio as Assessment • Consistency of e-portfolios throughout GenEd program/courses • Negotiating common learning goals across sections of a course • Identifying, adopting, building and collecting common learning assignments that reflect mastery of learning goals • Integration of e-portfolios with other technologies, file formats • Support and training

  29. E-PORTFOLIO OVERVIEW

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