the tracking e portfolio iupui 2009

The Tracking ePortfolio:Serving Students, Program,

and InstitutionMary Bold, Ph.D., CFLE

bold@marybold.com Paula Ann Hughes, Ph.D.

pahughes@twu.edu Carol Kominski, Ph.D.

ckominski@twu.edu

Mary has no friends

Facebook … where students are most expressive

and an example of universal eportfolio!

Genuinely helpful for students Something they can “take with”

… And something that helps to

develop ongoing and systematic

assessment of student learning

outcomes.

Premise for ePortfolio

What Business & Econ at TWU have:

Six Learning Goals articulated in their Graduate & Undergraduate Program Reviews

Many syllabi (64UG, 31G) with about 65 in use at a time, most of them for multiple course

sections

A high profile online EMBA (n=850)

Plan educational programs Document knowledge, skills…. Track development within program Find a job Evaluate a course Monitor and evaluate performance

Lorenzo and Ittelson (2005): Six Functions

Showcase Organized after elements have been created

StructuredOrganization is pre-defined

LearningOrganization evolves as works are created

Greenberg (2004): Three Types

Although seemingly a small matter, Batson says we can drop the "e" from ePortfolio because of the widespread use of digital methods.

Our experience is that the “e” is still debated in some areas.

Batson (2008): On the matter of the “e”

The Able Portfolio

ExportableExpandableAmendableArchivableFundableUpdatableImprovable

…some givens are that it will be:

Expectations for Portfolio

ReportsLinkagesPrivacy optionsFormative feedbackSummative endpoints

…we wanted features such as:

Luckily, the adopted platform fit.

Student Professional Development including job search preparation

Program Assessment including retention strategies

Institutional Effectiveness

including evaluation of tools

Three-Pronged Approach

Appropriate to Student Needs Demonstration of learning ePortfolio shows progress across time Use of technology for self-presentation

Support Mechanisms 2-year paid TaskStream subscriptions ePortfolio Coaches (part-time employees) Guides published in LMS (Blackboard)

Student Professional Development

Course-embedded Assessments Aligned with student learning outcomes Efficient grading and data collection Ideal for a tracking portfolio

National Instruments EBI (both grad and undergrad) ETS Field Test (undergrad) GPI: Global Perspectives Inventory (both)

Program Assessment

Uses of ePortfolio Recognized as authentic assessment Growth is 3X in past 5 years Use extends to accreditation reports

Evaluation of Tools Rubric for Assessing the Use of Portfolios for Assessing Program Learning, published by Western Association of Schools and Colleges (WASC) in 2008

Institutional Effectiveness

InstitutionalEffectiveness

System

Program Portfolio

CoursePortfolio

TrackingPortfolio

FacultyPortfolio

Field Experience

StudentPortfolio

StudentPortfolio

StudentPortfolio

InternshipPortfolio

InternshipPortfolio

College DepartmentDiscipline

TWU: Connections Among ePortfolios

ThematicPortfolio

StudentPortfolioStudent

Portfolio

StudentPortfolio

University of Texas at Dallas Portfolio

Blog commentary. . . http://sacs.utdallas.edu/blog/

Their own online game. . ..http://www.utdallas.edu/GEMS/beGEMmed

Graduate Tracking ePortfolio

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Contrasting approach for the UG program is a thematic portfolio on sustainability

Tracking Features of the Software

Tracking an Individual Student

Drilling Down to the Particulars

Howell, Williams, & Lindsay (2003): break out the tasks of class management a trend in online education as faculty roles are redefined

How the program unbundled: ePortfolio Coaches (Master’s-prepared) experienced in TaskStream software working with 150 students at quarter-time

Unbundling the Work

Lauri Mani Erin

Spot your friendlyePortfolio Coaches

Their fan mail:

Mary Bold, PhD, CFLEEMAIL

bold@marybold.com

BLOG http://higheredassessment.blogspot.com

SKYPE marybold

ask me for my vOffice address

Thank you for coming today!

Batson, T. (2008, October).The institutional path for change in this age: Andragogy, not pedagogy. Campus Technology, 10/8/2008, http://campustechnology.com/articles/2008/10/the-institutional-path-for-change-in-this-age-andragogy-not-pedagogy.aspx [Accessed 2/3/2009]

Greenberg, G. (2004, July/August). The digital convergence: Extending the portfolio model. EDUCAUSE Review, 31.

Howell, S. L., Williams, P. B., & Lindsay, N. K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 6(3).

Lorenzo, G., & Ittelson, J. (2005). An overview of institutional e-portfolios. EDUCAUSE Learning Initiative, ELI Paper 2:2005, 8.

WASC (2008). Rubric for assessing the use of portfolios for assessing program learning. Western Association of Schools and Colleges. Available: http://www.wascsenior.org/findit/files/forms/PortfolioRubric4_08.pdf [Accessed 3/3/2009]