a showcase of open source portfolio innovations osp community members monday, june 14, 2010

A Showcase ofOpen Source Portfolio Innovations

OSP Community MembersMonday, June 14, 2010

OSP Community Presenters

• Janice Smith, Three Canoes, USA• Tiffany Marra, University of Michigan, USA• Brian Dashew, Marist College, USA• Lynn Ward, Indiana University, USA• Nancy O’Laughlin, University of Delaware, USA• Riyuichi Matsuba, Kumamoto University, Japan• Hugo Jacobs, LOI, The Netherlands

Workshop Agenda

• Introductions and Needs Assessment• OSP Overview (for Newbies)• Page Composer: Introduction and Innovations• Break• Teaching/Learning/Assessment Portfolios• Innovations from Kumamoto University and LOI• OSP Reports• Creating a Portfolio Culture at Your Institution

Introductions and Needs Assessment

Please share• Your name• Your institution• Current status of Sakai/OSP at your institution• Specifics on what you need from this workshop

We will meet in small groups later in the workshop according to your needs.

OSP Overview

Janice Smith, Ph.D.Consultant

Three CanoesJune 14, 2010

Sakai 2.6 Portfolio Tools

• Portfolio Sites• Resources• Matrices• Wizards• Glossary• Evaluations

• Forms• Portfolios• Portfolio Templates• Styles• Portfolio Layouts• Reports

Portfolio Sites• Differentiated from course / project sites• Specifically dedicated to portfolio work• Specialized tools/roles /permissions• Portfolio tools also available for course and project sites

Resources• Based on the principle of

entering and updating data once to use it for multiple purposes

• Provides a My Workspace folder for each user to collect artifacts

• Offers site owners a place to distribute content

• Collects interaction for each user in each portfolio site in a portfolio interaction folder accessible to that user

My WorkSpace Portfolio Resources

Forms• Created with xsd via Forms tool• xsd may be generated using Form

Builder tool• Available for export/import• Accessed through and stored in

Resources• Used for

• Providing reflection prompts• Offering feedback and

evaluation• Structuring participant content

• Matrices• Wizards• Portfolios

Form Design and Use

FormBuilder

Optional use ofcontrib FormBuilder tool tocreate xsd for use in FormsTool.

Wizards• A series of screens to "scaffold" users

through the process of entering portfolio data

• Two types of wizards:• Sequential Wizards

• A set of pages presented one after the other.

• Hierarchical wizards• A nested tree of categories and

pages• Wizard pages can include user guidance

(instructions, rationale and examples)• Wizard creators add forms to prompt for

• Evidence and documentation of learning

• Reflections• Feedback• Evaluations

Wizards

Wizard Pages

The designer may also allow users to attach files to individual forms.

Matrices• Matrices are a type of wizard• Matrix cells are almost

identical to wizard pages• Matrices allow:

• Application of styles• Customization of

• Rows and columns• For each cell

• Instruction, rationale, examples

• Progression across cell

• Reflection• Feedback• Evaluation

Matrix Cells

Glossary

• Global entries for instance or local entries for sites

• Local entries override global entries

• Long and short descriptions (definitions)

• Defines terms for published matrices and wizards

• May also be accessed directly (for use as a dictionary)

• Export/Import

Evaluations• Instructor resource for receiving student submissions of matrix cells and wizard

pages• Allow instructors to submit evaluations without accessing matrix or wizard• Instructors with permission may also access matrices and wizards of individual

students via drop-down menus in matrix and wizard tools• Aggregation of evaluations across sites is available in My Workspace

Portfolios• May be created from portfolio templates• May also be created freeform by user

• User selects content and applies style and layout• Choice of styles and layouts supplied by site organizer or portfolio admin

• Aggregation of portfolios across sites is available in My Workspace

Resume Portfolios created using a portfolio template

Matrix Portfolio

Created from the data within a matrix

Co-Curricular Transcript

May be created withor without a matrix

Portfolio Templates

Created with .xml and used to structure and display student evidence of learningaccording to the student’s choice of audience..

Portfolio Templates

Template-based Portfolio

Portfolio Layouts

Optionally combined with a style for the creation of a freeform portfolio – a freely standing that does not require a portfolio template

Free Form Portfolio

StylesApplicable to

•Matrices and matrix cells•Wizards and wizard pages•Portfolio layouts

Reports• Require use of report

templates (definitions)• Templates specify data to be

collected• Data may be displayed,

printed, and/or exported• May be created using

• Sakai Reports tool• Tool donated by Serensoft

to extract data from forms• Direct SQL query of OSP

data warehouse tables

Portfolio Admin• Site with admin tools

for portfolios• Allows membership in

site for use of admin tools

• Houses global• Forms• Glossary items• Portfolio Layouts• Styles• Report templates

(definitions)

OSP Tool Interactions

Barriers to Using OSP• Functional knowledge of the tools and how they work together

• Takes significant time to understand• Much of that time will be spent unproductively

• Technical knowledge• Not every shop understands the XML stack, or how to apply the knowledge

to OSP

• Where the technical knowledge exists, the connection to the pedagogy may not be there• Portfolio implementations are much more than tech projects

• Ongoing leadership is essential in sustaining the effort into the future

OSP Community Resources• OSP Community

• http://confluence.sakaiproject.org/display/OSP/Project+--+Portfolio• Weekly phone conference, listserv, OSP documentation and resources

• OSP Community Library• http://openedpractices.org• Use cases and data structures for export

• Sakai Confluence• http://confluence.sakaiproject.org/confluence• OSP documentation and resources

• rSmart CLE Portfolio Showcase • http://www.rsmart.com/portfolios• Three archetypal portfolio implementations with data structures for

export• Three Canoes

• http://threecanoes.com• Services for Sakai/OSP implementation

Introduction to Page Composer(via internet)

Tiffany Marra, U of MichiganBrian Dashew, Marist College

June 14, 2010

Variations on a ThemeA New Take on UMich’s Page Composer

Lynn WardPrincipal Systems Analyst

Indiana UniversityJune 14, 2010

Portfolio Context @ IU• OSP community member and a lead

developer since 2004• Initial focus on integrative learning,

program assessment, and institutional assessment

• Development resources focused exclusively on building out OSP’s assessment capabilities

• Michigan’s Page Composer - potential to fill a significant void at IU

11th Sakai Conference - June 15-17, 2010 35

IU Presentation Maker

• Project funded jointly by IUPUI and UITS, IU’s central IT organization

• UMich Page Composer serves as starting point for development

• IUPUI ePort Executive Committee develops customization requirements

• Contract with Three Canoes for customizations


Customization Goals

• Flexibility – facilitate simple web site construction for other purposes• Course content• Student projects• Etc.

• Usability – tweaks to forms for content creation and required settings

• Themes with IU/IUPUI branding• Build your own theme


What We Gave Up

• Auto-save• Ability to autofit FCK editor to content and

toggle Sakai navigation on/off• Ability to mix and match content pages in

Work Showcase section


Flexibility

• Up to seven single or multi-page sections• Ability to group pages in multipage

sections into categories• Ability to use a predefined list of categories

or allow user to define


Single or Multipage Sections


Categorizing Pages


Usability Tweaks: Required Settings

43

Usability Tweaks: Page Creation

• Removed theme selection• Removed controls to size editor and toggle

Sakai navigation on/off• Renamed fields


Page Creation


46

Themes

Build Your Own Theme Options

• Banner Area• Banner graphic• Color• Font face• Font color

• Main Menu• Font Face• Font Color

• Side Menu• Font colors• Background colors

• Page Content• Font face• Text color• Heading color• Background color

• Page Background• Graphic• Graphic Repeat Pattern• Color

47

Build Your Own Theme


Next Steps

• Tweak based on feedback from pilot, including FCK upgrade

• Train teaching center consultants to customize• Pilot in Fall 2010 and further refinement• Deploy global templates for showcase portfolio

and generic web site• Expand theme library• Bundle IU version for distribution via http://

openedpractices.org/


Teaching/Learning/Assessment Portfolios @ UD

Nancy O’LaughlinUniversity of Delaware

June 14, 2010

Early pilots

• Secondary Science Education• Assessment portfolio• Presentation portfolio (used UMich – Page Composer)

• Nutrition and Dietetics Program• Assessment portfolio – primarily a type of journaling,

reflection

• Secondary English Education - assessment• Nursing Practitioners – presentation• 12 Grant projects

Grant projects

• For teaching, learning and assessment• 12 projects – represent a variety of departments• Programmatic assessment, assess at least 3 of our

General Education goals• One project just implemented• Others implemented this fall

Grant Projects

• Art Conservation• Business Marketing• English• Engineering Technology• Fashion• Hotel, Restaurant &

Institutional Management

• Sport Management

• Human Services• Early Childhood

Education• Music• Educational

Leadership*• School Psychology*• Undergraduate

Research**

Example row for matrix development

Example matrix

Contents of cells – capture reflection

• User forms• Upload artifacts• Reflect – students provided with prompts• Instructors – Evaluate

• Use simple form• Own rubric• VALUE rubrics

• For institutional column – using VALUE rubrics

Notification Tool for Matricesand Power Link to WebCT

Ryuichi MatsubaKumamoto University

June 14, 2010

Ryuichi MATSUBA, Makoto MIYAZAKI,Shin-ichiro KUBOTA,

Toshi-hiro KITA, Hiroshi NAKANOGraduate School of Instructional Systems,

Kumamoto University, Japan


Development for A Learning Portfolio System with Sakai/OSP

Migration of learning outcomes from BbLS to SakaiOrganization of the outcomes by the competency.Notification when some items (Learning outcomes, Comments,…) are

submitted

Graduate School of Instructional Systems,Kumamoto University, Japanhttp://www.gsis.kumamoto-u.ac.jp/en/

•MSc & PhD in Instructional Systems•100% online Program for training e-Learning Professionals in business

and academic fields with 4I’s: ID, IT, IM(Management)&IP(Intellect Property)

•Competency based curriculumThe basic motivation of our students is to get the competencies they want.

•Adoption of grope discussion•Encouraging peer-reviewing

and/or peer-assessments on BBS

in all subjects for active learning

Notification toolfor activation of both reflection and peer-assignment

LMSLMS

Outcomes automatically registing

•Display an update-information of the Matrix•It can offer update information about items, reflections, feedbacks, … immediately

TeachersTeachers

Submission Evaluation

ClassmatesClassmates

A feedback commentsPeer-Assessment

LearnersLearners

Submitting reports,a reflection

Self-Assessment

Click!

Competencies

Terms

System Linkage BbLS with Sakai

OracleDatabaseO

ther

Sys

tem

s in

KU

Oth

er S

yste

ms

in K

U

MySQLDatabase

WebCT 　 CE6PowerLinks KitAPI

Migration①②　Collect　outcomes　from　BbLS　

③ Record　in Sakai Resources

Collection

④Register　in a cell of MatrixOrganization

Sakai CLE

Features

Tentative server

Sakai CLE 2.6.2Sakai-axisAPI

63

Data ofOutcomes

① ②

Data ofOutcomes

③③ ’ ④’

A file corresponding Competencies with

Assignments

NewAPI

④

BbLS CE6

OSP Reports @ IU

Lynn WardPrincipal Systems Analyst

Indiana UniversityJune 14, 2010

OSP Use @IU

• > 25 active portfolio projects underway, many in professional schools

• Majority focus on outcomes assessment at the program level

• Highly individualized approach to assessment

• Individual differences accommodated via custom scaffoldings and forms

65

OSP Support @ IU

• .5 – 1.5 FTE developers• .10-20 FTE designer• .25 FTE combined consultant, analyst,

tech writer, trainer, QA specialist• Faculty support through teaching centers• Outsource some QA and development

work• Growing knowledge among consultants

in campus teaching centers

66

The Conundrum• Project coordinators need to aggregate,

analyze, and summarize evaluation (and other types of) data

• Evaluation forms differ widely in terms of • # of rating fields• # rating scale • # labels assigned to each point on scale

• XML Programmer required to develop custom reports for each project – DOES NOT SCALE

67

Our Solution

• Define local form standards • Flexible• Predictable

• Publish and promote standards• Define report definitions based on

those standards• Reports “discover” the XSD structure

on the fly and render the results68

Evaluation Form Standard• Field name conventions:

• Rating fields (rating, rating 1, rating2, rating3 …rating20)

• Comments (comments)• Rating fields must be represented as a

selection field (drop-down menu)• All rating fields in the form (except rating)

must use the same rating scale.• Enumeration values must be a number,

“n/a”, or null• Rating fields may not be repeatable

69

Customization Options

• Rating fields and comments fields can use any display name

• Rating scales can have any number of points

• The display label for each point on the scale can be any valid string

• Evaluation forms can have any valid name• Each matrix cell can use a different

evaluation form.

July 200910th Sakai Conference - Boston, MA, U.S.A. 70

Examples

71

Woodrow Wilson Fellowship Matrix


WW Sample Rubric


Ratings Report: Main (Matrix) View

74

Click to see summary report

for cell

Ratings Report: Summary View

75July 2009

Click to see detailed report for

cell

Click to return to main (matrix)

view.

Ratings Report: Details View

76

Click to return to summary view

Click to return to main (matrix) view.

Click NetID to open cell in new

window.

Attachments Report: Main Menu


Attachments Report: Summary


Cell Status Summary

79

Cell Status Detail

80

Matrix Link Summary

81

Next Steps

• Refinement of exiting reports• Develop additional reports:

• Text area and WYSIWYG content for qualitative analysis

• Merge Reports tool enhancements to trunk

• Post report definitions to OSP library so other institutions can use them.

82

For More Information

• Lynn Ward ([email protected])• Chris Maurer ([email protected])• Bryan Holladay ([email protected])

83

Creating a Portfolio Cultureat Your Institution

Janice A. Smith, Ph.D., Three Canoes

with significant contributions by Shelley Smith,Darren Cambridge, and rSmart

Presentation Outline

1.Applying Folio Thinking to Learning

2.Understanding Campus Culture

3.Getting Campus Buy-In

4.Developing a Portfolio Culture on Campus

Applying Folio Thinking to Learning

Folio thinking starts with what we know about learning by identifying:

• Measurable outcomes• Processes that work toward these

outcomes• Software that enables the processes

Section　1

From Science to Software

• Learning science defines dimensions of deep learning

• Folio thinking defines behaviors linked to these dimensions

• The “Portfolio Process” promotes these behaviors

Section 1

Dimensions of Deep Learning

• Reflective Learning

• Integrative Learning

• Social Learning

Section 1

Reflective Learning

Professionals use reflection in the workplace – • Learning and performance is a cycle of reflection

and action• (Schon, The Reflective Practitioner)

• Information becomes knowledge when situated in the cycle by a knower• (Brown and Duguid, Social Life of Information)

• The cycle is hard-wired into our brains• (Zull, The Art of Changing the Brain)

Section 1

Dimensions of Reflection

Reflection-in-action　“reviewing,projecting,revising”

Constructive reflection“developing　a　cumulative,

multi-selved,multi-vocal　identity”

Reflection-in-presentation“articulating　the　relationshipsbetween　and　among”　creation,

creator,　and　context　of　creation”

Reflection as conversationwith　artifacts,

with　self,with　others

(—　Kathleen　Yancey,　Reflection in the Writing Classroom)

Section 1

Integrative Learning as Expert Thinking

Experts – • Develop a conceptual framework for information• Notice features and patterns• Organize their knowledge to reflect deep understanding• Apply their knowledge to new situations• Monitor their own understanding as they work by

• modifying concepts• identifying information gaps• taking control of their learning

Section 1

(Donovan, et. al., How People Learn)

Integrative Learning for Careers

• Scholarship of integration – an important component of research • (Boyer, Scholarship Reconsidered)

• Systems thinking – crucial for professional excellence• (Partnership for 21st Century Skills)

• Multiple careers require continuous learning• (Chen and Mazow, Stanford Center for Innovation in Learning)

• Increasingly, we have career trajectories, not careers• (Brown 2004 AAHE keynote)

• In the USA –• 75% of students are older, independent, work full time,

attend part time (NCES 2002) • 58% attend multiple institutions (NCES 2002)

Section 1

Social Learning

• Our identities are formed through participation in communities of practice (Wenger, Communities of Practice)

• Learning to be a member of a disciplinary or professional community is as important or more important than learning “content”

(Brown and Duguid)

• Multiple identities• Are formed in the context of multiple communities• Are integrated into learning career trajectories

• The social dimension is the most difficult of the three to accomplish via portfolios

Section 1

Summarizing Folio Thinking

• Academia values the creation, organization, and refinement of knowledge

• Folio thinking gets to the heart of these academic values by asking students to define and refine their relationship to knowledge

• Folio thinking promotes deep learning through• Reflection on learning• Integration of learning• Sharing of learning

• Folio thinking leads to the outcome of students explaining and predicting their development as learners

• The results of folio thinking are available for the assessment and evaluation of learning

Section 1

Pause to Reflect

Find someone you do not know and discuss:

• What aspects of folio thinking are most significant for you?

• How do portfolios at your institution support folio thinking?

Section 1

Understanding Campus Culture

Motivators forStudents, Faculty, and

Administrators

Section 2

What is culture?

• Culture is the shared processes which organize our differences

• A campus is a system of subcultures that create a dynamic whole

• Each subculture shares certain values and beliefs that are

• Unique to them

• Common to the campus culture

• Changing any part of the cultural system requires an adjustment to the whole system

Section 2

Why is culture important?

Understanding your campus cultures helps you to:

• Motivate and persuade students, faculty, and administrators

• Develop specific strategies for each portfolio stakeholder group

• Develop a plan of action for implementing ePortfolios on campus

Section 2

Beliefs and Values in Higher Education

• Beliefs (personal, social, spiritual, political): what is true, including:• Academic and research paradigms• The nature of knowledge and how students learn• The purpose of education

• Values: What is right and wrong; ideals rather than actions, including:• What is good teaching?• What is ethical teaching and scholarly practice?• What is the purpose of a learning community?

Section 2

Analyzing Student Culture

• Success as a student• The importance of grades • Positioning for a career• Relevance of learning to real world tasks and goals• Improved self-esteem

• Good teaching

What are student beliefs and values regarding:

Section 2

Analyzing Student Culture

• Available power sources• Student evaluation of teaching• Paying or withdrawing tuition• Affinity to faculty and institution• Complaints and grievances

• Workload expectations and concerns• Peer influence/student grapevine

What are student beliefs and values regarding:

Identifying Student Motivators

• Improved learning outcomes• Enjoyment of learning through creativity and increased

control• Better positioning for a career• Relevance to “real world” concerns and goals• Improved student resources • Enhancement of self-esteem and confidence• Receiving credit and recognition for co-curricular activities• Others?

Section 2

Analyzing Faculty Culture

• Teaching and learning• Faculty rewards• Peer influence

• Available power sources• Knowledge• Charisma• Disciplinary status• Faculty status• Research record• Ability to reward or sanction

others• Ability to provoke change• Complaints and grievances

What are faculty beliefs and values regarding:

Section 2

Identifying Faculty Motivators

• Faculty workload • Time release for faculty development or pursuing desired goals• Less time required for necessary tasks

• Faculty rewards• Promotion and Tenure• Awards and Recognition

• Faculty accountability for student learning • Personal goals and values regarding education and scholarship• Intellectual curiosity about how students learn• Others?

Section 2

Analyzing Administrative Culture

• Management in higher education• Available power sources

• Money• Positional power• Charisma• Ability to reward or sanction others• Ability to institute change

• Administrative rewards• Workload expectations and concerns• Peer influence

What are administrator beliefs and values regarding:

Section 2

Identifying Administrator Motivators

• Efficient use of funds to extend resources• Improved institutional reputation

• Attract students• Increase funding• Enhance administrator influence, status, &

position• Improved student learning addresses personal

goals and values regarding quality education• Others?

Section 2

Pause to Reflect

Identify several motivators on your campus that -

• Are similar for faculty, administrators, and students

• Differ across faculty, administrators, and students

Section 2

Getting Campus Buy-In

ePortfolio Benefits and Challenges

Section 3

ePortfolio Benefits to Students

ePortfolios:• Emphasize reflection, analysis, and continuous

improvement• Integrate learning across the full educational experience• Integrate knowledge and experience• Assist with managing educational and professional records• Maintain a catalog of accomplishments over time • Help prepare for career selection and the job search• Enhance self-esteem and confidence

Section 3

ePortfolio Benefits toFaculty and Administrators

• Course-level assessment for student learning• Program-level assessment for student learning

and accreditation• Enhanced student-faculty relationships• Improved advisement• Enhanced faculty development• Streamlined promotion and tenure

Section 3

ePortfolio Benefits to Parents, Employers, and Colleagues

• A window for parents into their children’s education by providing an opportunity to:• View learning presentations and products• Share more directly in experiences like study abroad

and service learning

• A resume-enhancing tool that provides employers with critical information about applicant skills and learning

• A means for colleagues to exchange information and feedback about research, teaching, and service

ePortfolios can be:

Section 3

Challenges to ePortfolio Use

• Limited faculty and student time and energy• Lack of funding• Lack of understanding of the value of ePortfolios in enhancing

student learning• The willingness of faculty and administrators to promote ePortfolios

and folio thinking• The need for faculty and students to develop the skills to use

ePortfolios• Inadequate technological resources and support• Fear of technology• Resistance to change • Educating ePortfolio audiences for viewing

Section 3

Addressing Challenges to ePortfolio Use I

• Time and Energy: Portfolios use the same amount of time differently to:• Document educational and professional progress• Seek and receive feedback• Become more self-directed in learning

• Money: Once implemented, ongoing costs are minimal

• Value of Reflection: Portfolios focus on higher levels of thinking

• Skills: The software is relatively easy to implement; learning to document and reflect upon one’s learning is more difficult

Section 3

Addressing Challenges to Portfolio Use II

• Technological resources: Portfolios do require equipment and expertise

• Fear of technology: User-friendly technology

• Resistance to change: Folio thinking requires new ways of thinking about learning, with the opportunity for greater transparency and success

• Educating ePortfolio audiences: It is important to encourage opportunities to interface using ePortfolios

Pause to Reflect

What specific challenges to portfolio culture do you face on your campus?

What are some concrete ways to persuade students, faculty, and administrators on your campus of the value of ePortfolio use?

Section 3

Implementing ePortfolios on Campus

Integrating ePortfolios into Academic Processes

Section 4

Integrating ePortfolios on Your Campus

• Student Development• Admission• Student orientation• Advisement

• Assessment of Learning• Course and Program

level• Professional

certification• Institutional Assessment

•　Learning Beyond the Classroom• Study Abroad• Co-Curricular Activities• Service or Experiential Learning • Career Development

• Faculty Concerns• Faculty development• Promotion and tenure• Curriculum development

　Address ePortfolio use through its potential for:

Section 4

Campus Activities to Introduce ePortfolios

• Initiate conversations among faculty, administrators, and students about• Benefits of ePortfolios• Challenges to ePortfolio use

• Provide hands-on learning about ePortfolios through• Faculty and student orientation sessions• Master student classes & first year seminars• General education courses• Advisement• Faculty development

• Provide resources for pilots in various campus units

Section 4

Motivating Faculty to Use ePortfolios • Reward faculty for implementing ePortfolios with:

• Release time• Summer institutes or retreats• Small grants from institutional money• Assistance in seeking external grants• Showcasing effective faculty portfolio use

• Encourage faculty to use their own faculty development activities to learn and model ePortfolio use

• Demonstrate how ePortfolios can streamline faculty workload by:• Decreasing paper flow• Minimizing lost assignments• Assisting with assignment review and feedback• Improving assessment of student learning• Enhancing benefits already present in a course management

systemSection 4

Motivating Administratorsto Support ePortfolio Use

• Strengthening and streamlining advisement• Providing students with read-only access to student

records• Encouraging students to document and appreciate

learning in and beyond the classroom• Developing and accessing data on learning assessment • Encouraging interdisciplinary collaboration in curriculum

development• Developing and submitting promotion and tenure files• Streamlining applications for grants and awards

Demonstrate ePortfolio efficiency and effectiveness in:

Section 4

Motivating Students to Use Portfolios

• Enhancement of self-esteem• Awareness of how much and how deeply one has

learned• Demonstration of progress to faculty, peers, family, and

employers • Improved learning outcomes

• Incorporation of standards• Enhanced feedback from faculty and peers• Increased creativity• Integration of learning in and outside of the classroom• Real-world relevance• Better positioning for careers and job search

Section 4

Strategies for Success

• Begin small• With pilot groups

• Specific colleges, programs, or activities• Cohorts of students

• By discipline• By year or semester

• Expand as demand builds• Incrementally by adding units, activities, or cohorts• To include as many common interest groups as

possible

Section 4

Pause to Reflect

Identify at least one educational process into which your campus can integrate ePortfolios.

Choose one or more effective strategies to promote effective use of ePortfolios within that process.

Section 4

a showcase of open source portfolio innovations osp community members monday, june 14, 2010

Documents

user11th sakai conference

portfolio culture

portfolio sitesdifferentiated

kumamoto university

indiana university

university of michigan

university of delaware

form design