Post on 17-Dec-2015
transcript
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Electronic Portfolios: Why Now?
EDUCAUSE LIVE!
February 11, 2004
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An electronic portfolio is
• a collection of authentic and diverse evidence,
• drawn from a larger archive representing what a person or organization has learned over time
• on which the person or organization has reflected, and
• designed for presentation to one or more audiences for a particular rhetorical purpose.
NLII
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Why Now?1. We know more about learning than we ever have before.2. Multiple people are now recognized as educators who
continue to learn themselves and who are central to learning by students.
3. Colleges and universities want internal and external audiences to understand and value the learning taking place in their institutions.
4. The social network made possible by electronic portfolios and the technology that supports them requires international cooperation.
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Deep learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong.
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To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind.
John Dewey. Experience and Education, 1938.
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IUPUI Student Portfolio: Principle of Undergraduate Education
http://shamilto.with.iupui.edu/index.aspx
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“We are finding that a variety of transcendent skills, such as critical thinking, communication, information literacy, and understanding diverse societies and cultures, are being highlighted through the development of ePortfolios.”
Sharon Hamilton, IUPUI
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Deep learning is developmental.
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What relationship exists between the kinds and numbers of links in a portfolio and a student’s intellectual growth?
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At Bowling Green University emphasis is on durable learning, learning that lasts beyond a course. The newly emerging science of learning offers a growing body of principles and research findings to be systematically applied. E-portfolio technology offers learners the means to document and reinforce their learning. Bowling Green looks at how science of learning principles are applied to tangible activities.
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Two goals for ePortfolios at LaGuardia Community College
• provide students and faculty with a rich view of a student’s educational growth and development throughout college• provide comprehensive picture of student growth for program and institutional assessment
www.eportfolio.lagcc.cuny.edu
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The credit hour may be one of the biggest obstacles to institutional change because it perpetuates an accounting structure that was developed in the last century and may well have outlived its usefulness.
Jane V. Wellman, Thomas Ehrlich (eds.) How the Student Credit Hour Shapes Higher Education: The Tie that Binds. San Francisco: Jossey Bass, 2003. p. 1
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The credit hour is an increasingly imperfect measure that may be causing or contributing to bad habits within higher education.
Jane V. Wellman, Thomas Ehrlich (eds.) How the Student Credit Hour Shapes Higher Education: The Tie that Binds. San Francisco: Jossey Bass, 2003. p. 1
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ePortfolios enable students to analyze evidence from learning across their educational careers.
• Ocean Lakes High School
• Alverno College
• Syracuse University
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Deep learning is integrative.
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“Students need to take more responsibility for their learning and create a coherent and cohesive undergraduate or graduate education that is not just defined by what courses they have taken or what grades they have received. They need to incorporate the kinds of things that are going on outside of the classroom into their education and have that information documented so that it can be shared.”
Helen ChenStanford UniversityReady2Net. October 2002
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What kinds of pedagogies allow us to capture the incidental learning that occurs beyond the curriculum and how do we make it count (how do we assess it)?
Portland State University
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The University of Washington is developing a collaborative culture where online portfolios are used both within the classroom curriculum and for activities such as service learning, self-reflection, academic planning, and career planning. The online Catalyst Portfolio helps students integrate university experience, bridging the gap between classroom, community, and career.
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Deep learning is self-directed.
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Experts operate differently than novices.
They:• have a conceptual framework for information
• notice features and patterns
• organize content knowledge to reflect deep understanding
• apply information in new situations
• monitor their own understanding in a process of “adaptive expertise,” modifying concepts, identifying information gaps, and taking control of their learning
Suzanne Donovan, James Bransford, and James Pellegrina (1999). How People Learn. National Academy Press, Washington, DC.
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In their ePortfolios, Freshman Interest Group students include:• evidence of how they learn• descriptions of how they plan to establish relationships with faculty and students• their personal mission statement• artefacts about their identity in high school and identity at college
“The portfolio is a snapshot in time of who they are.”
University of Washington
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“The use of a learning portfolio has completely changed the atmosphere of oral exams.”
• respect and support, not intimidation
• emphasis on self-directed learningMary Huba
Iowa State University
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The Diagnostic Digital Portfolio enables each Alverno student -- anyplace, anytime – to follow her learning progress throughout her years of study. It helps the student process feedback from faculty, external assessors and peers and helps her look for patterns in her academic work so she can take more control of her own development as an autonomous learner.
http://ddp.alverno.edu/
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Deep learning is life-long.
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We are exploring how students’ technology preparation and experience, including through ePortfolios, manifests itself in practice for pre-service and beginning teachers during the first 3-5 years of their teaching careers.
Carl Young Virginia Tech
University
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The Royal College of Nursing, the largest European professional body strong of 350,000 members, is implementing an ePortfolio for supporting nurses continuing professional development and re-accreditation.
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Minnesota e-Portfolio is an electronic portfolio tool for Minnesota students, workers, educators, and citizens in the 21st century.
Gary Langer atgary.langer@so.maseu.edu
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The country of Wales provides a kind of ePortfolio to its 3 million citizens as a way of valuing its human resources.
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“An educational portfolio documents the accumulation of human capital.”
Helen BarrettEducational PathwaysMay 15, 2000: 1
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“Every individual can and should be enabled to manage and distribute and control his/her own personal digital information. This is the future of individual records management. This is the future of knowledge management. And ePortfolio provides the technology for that future.”
Paul Treuer
http://eportfolio.d.umn.edu
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Electronic course portfolios are a new genre for generating and documenting the scholarship of teaching and learning.
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American Historical Association: Mills Kelly, George Mason University
http://www.theaha.org/teaching/aahe/Kelly/Pew/Portfolio/welcome.htm
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Knowledge Media Lab: Gallery Sample
http://kml2.carnegiefoundation.org/html/gallery.php
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The University of Denver’s Portfolio Community System
Tools for community interaction, such as asynchronous discussion, are seamlessly integrated into the system. Each individual’s portfolio includes information about her community membership and participation in collaborative activities. Not only can all constituents of the University create a portfolio, each virtual community has its own portfolio.
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The future of learning is learning networks. Portfolios are “a hub through which to manage our participation. Future ePortfolio technology should embrace the role of social context in learning by more tightly integrating in virtual communities of practice.”
Darren Cambridge “The Future of Electronic Portfolio Technology” (2003)
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Educators include
• faculty members
• student affairs professionals
• instructional technologists
• librarians
• students
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There may be a quiet revolution going on in breaking the elements of instruction into component parts: design, development, delivery, mentoring, and assessment.
Jane V. Wellman, Thomas Ehrlich (eds.). (2003) How the Student Credit Hour Shapes Higher Education: The Tie That Binds. San Francisco: Jossey-Bass. p.1
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Urban University Portfolio Project
• California State University Sacramento
• Indiana University-Purdue University Indianapolis
• Georgia State University
• Portland State University
• University of Illinois Chicago
• University of Massachusetts Boston
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Portland State University: Institutional Portfolio
http://portfolio.pdx.edu/Portfolio/Community_Global_Connections/
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Web-portfolios leverage the metaphorical as well as technological aspects of the web and facilitate organization, coherence, linking, and analysis.
Judy Patton Portland State University
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IUPUI Institutional Portfolio: Performance Indicators
http://www.iport.iupui.edu/performance/perf_teach.htm
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WASC 2001 Handbook of Accreditation (Western Association of Schools and Colleges)
Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning (American Association for Higher Education)
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• Networks across institutions
• Networks across vendors and institutions
• International networks
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The National Articulation of Transfer Network, a 200-member coalition of
• high school districts,
• community colleges and
• four-year, culturally enriched college and universities
is building “web-based pathways for college information, enrollment, advisement, mentoring, transfers, retention, graduation, and career choice.
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ePortfolios are part of this system aimed at alternative pathways for historically underserved populations to access HBCUs, HSIs, and TCs.
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NLII
EPAC
OSPI
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Developing standard ways of representing meaning in electronic portfolios “is the only way portfolios can truly become an educational passport useful in any type of educational setting as well as for professional development in any career path.”
Paul Troner and Jill Jensen (2003) Electronic Portfolios Need Standards to Thrive.
EDUCAUSE Quarterly 26 (2): 34-42.
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European Center for the Development of Vocational Training (CEDEFOP)
Instrument to enhance mobility and employability
Priorities for 2003-2006:• Improving access to learning, mobility, and social inclusion
• Enabling and valuing learning
• Supporting networks and partnerships in an enlarged European Union
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European Consortium for the ePortfolio, a division of the European Institute of E-Learning
www.europortfolio.org
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National Coalition of Electronic Research 2004 Cohort
• Alverno College
• Bowling Green University
• Indiana University-Purdue University Indianapolis
• LaGuardia Community College
• Mississippi State University
• Northern Illinois University
• Portland State University
• Stanford University
• University of Washington
• Virginia Tech University
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Why Now?1. We know more about learning than we ever have before.2. Multiple people are now recognized as educators who
continue to learn themselves and who are central to learning by students.
3. Colleges and universities want internal and external audiences to understand and value the learning taking place in their institutions.
4. The social network made possible by electronic portfolios and the technology that supports them requires international cooperation.