Electronic Portfolio Development Using Blackboard

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Electronic Portfolio Development Using Blackboard. Douglas Harvey, Ed. D, Associate Professor of Instructional Technology Amy J. Hadley, Ed. D., CCC-SLP Assistant Professor SPAD. E-Portfolio. - PowerPoint PPT Presentation

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Integrating Academic and Professional Skills in Electronic Portfolio Development.

Electronic Portfolio DevelopmentUsing BlackboardDouglas Harvey, Ed. D,Associate Professor of Instructional Technology

Amy J. Hadley, Ed. D., CCC-SLPAssistant Professor SPADE-PortfolioDigitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution.The collection can include:Text /DocumentGraphicsMultimedia elementsCan be archived via:WedCDDVDOther Electronic Means

Source: Lorenzo & Ittelson (2005)

Sample Uses of Portfolios in EducationInstitutional PortfoliosTeaching PortfoliosStudent PortfoliosInstitutional PortfoliosCan be used at level of: Program, School, CollegeCan be used to facilitate:Program self-studiesAccreditation processPromoting programsSharing best practicesInstitutional E-Portfolio Example:Spelman College, AtlantaThrough use of the electronic portfolio, the college is attempting to increase student engagement in the learning process a critical factor in promoting achievement and persistence to graduation. Burnett & Williams (2009)Institutional E-Portfolio Example:Spelman College, AtlantaUsed in first year experience courses.Includes:Reflections on the required community service experience,Report on information literacy exercises, Reflections on the first year of college,Writing portfolio.Assessment is longitudinal.Based on college mission statement & outcomes of general educational program.

Spelman College First Year Writing Portfoliohttp://www.spelman.edu/wcenter/cwp/FIRST_YR_PORTFOLIO.html

Teaching Portfolios: Support sharing of teaching philosophies & practices.

Key Functions of a TeachingPortfoliocollect evidence of your teaching ability a context for your teaching summary data on your teaching in a simple, readable format focus on quality, not quantity organized and its various sections relate to each other an everchanging, living document allows for self-reflection provides an opportunity to be unique, and showcase your personal style ofteaching the process of creating one is generally much more important and meaningful than the end product

Source: Ohio State University

Ohio State Teaching Portfoliohttp://ucat.osu.edu/teaching_portfolio/teaching_port.html

Student PortfoliosCan support advisingCareer preparationCredential documentation

Traditional Types of Student PortfoliosPrior Learning: Usually assessed by faculty experts in the area for the purpose of assigning college credit for prior experiential learning (e.g. as would be used at Thomas Edison State College).Comprehensive Record: Usually includes grade reports, narrative assessments from faculty, degree program plans. Documentation is usually not for generated by the student.Credential: Used for employment. Documents skills competency.

Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures. Philadelphia: Council for Adult and Exceptional Learning.

Types of Student PortfoliosDevelopmental: Shows student progress and the acquisition of knowledge as a process. May show improvement in skills across time.(e.g. examples of essays or speeches across a semester)Capstone: A collection of a students best work over time.Learning Contract: Contains elements of the prior learning & developmental portfolios but is used as a toll in demonstrating acquisition of new learning. For example, the learning contract may contain anticipated learning outcomes, how learning is to be documented, the outcome measures, and methods of evaluation. The portfolio may be continually assessed.

E-PortfoliosSource: Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educase Review.Work can be organized at different times relative to when it was created.People do not have to be in the same physical space to view the portfolio.Digital materials can be reorganized and presented in different ways for different purposes.Should provide the author with administrative privileges for organizing work and deciding who can view it.E-PortfoliosWithin a course instructors manage assignments & materials within the framework of the course (e.g. on a Blackboard course site for a specific course).E-Portfolios should be controlled by the author.Content should be managed from a variety of courses throughout the academic career.Allow for communication about the contents with teachers, mentors, peers, and author.

Types of E-PortfoliosShowcase E-Portfolio: Organization occurs after the work has been created. Some may use templates.

Structured E-Portfolio: A predefined organization exists for work that is yet to be created. Often used for demonstration of fulfilling certain requirements such as for certification

Learning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors changing interests, requirements, and understanding.Samples of Online Portfolios University of British Columbiahttp://www.cust.educ.ubc.ca/wstudents/TSED/Students03/McIntyre/Portfolio/index.html

McDaniel College in Marylandhttp://www2.mcdaniel.edu/its/templates.htm

Functions of PortfoliosDisplay range of student work over time Provide important information about individual student progress Allow participation of student in self-assessment of work and progress Create a basis for evaluation of student performance and achievement

Source: Dr. Barbara Cozza, University of Scranton http://academic.uofs.edu/faculty/cozzab2/portfolio.html

Reasons to Use E-PortfoliosMore active involvement of the student in the selection and design process Unique way to display talents and abilities Strong sense of personal responsibility and ownership Fuller picture of student achievement Can show examples of performance assessment Condenses collection of data and artifacts and reduces quantity of paper handled and stored

Reasons to Use E-PortfoliosRequires reflection Integrates technology into the instruction process Can heighten interest in learning Enables performances to be viewed more than once in context Wider audience and support system for student work

Process for Constructing Electronic Portfolios (Barrett, 1998): Decide on portfolio goals based on learner outcome goals Decide on the assessment context Decide on the audience for the portfolio Determine the portfolio content Determine the most appropriate software tools Determine the most appropriate storage and presentation medium Gather multimedia materials to include in the portfolio which represent the learners achievement

Process (continued)Record student self-reflection on the work selected and achievement of goals Record teacher feedback on the work and achievement of goals Organize with hypermedia links between goals, student work samples, rubrics, and assessment Present portfolio to appropriate audience Evaluate effectiveness of portfolio in relation to the purpose and assessment context

Authentic Assessment & E-PortfoliosEmphasis of process over productGroup workDifferent learning stylesAllow student to demonstrate how learning occurredAllows for multi-media documentationFlexible timeline Materials may be submitted over the span of a course or program

Sample E-Portfolio RubricPointsSkills9-10Meets or exceeds required quantity of artifacts;artifacts are creatively presented and well organized;shows significant level of meaningful reflection;provides strong evidence of peer and self-assessment;show an obvious investment of time and effort.7-8Meets required quantity of artifacts; shows somecreativity and adequate organization; demonstrates someamount of meaningful reflection; includes evidence ofpeer and self-assessment; generally shows a good effort.

5-6Less than the required number of artifacts; lackscreativity; shows little reflection on items; offers somepeer and self-assessment; shows a limited effort.1-4Shows a poor effort to meet any of the requirements.Source: Bauer & Anderson (2000)Sample Rubric ( Dr. Cozzas webpage)Criterion1 Novice2 Apprentice3 Veteran4 Masterorganization mechanicsmost links do not worklinks not clearmost links work, clearly labeled, easy to navigatemulti-linked pages all links work, links clearly labeledgraphicsno graphicsonly clip art no use of scanned pictures no color background, no variety of fontsclear clip art, clear scanned pictures, color background, some variety of fontsclear clip art, clear pictures, good use of color, variety of fontscontent relevancyonly personal informationmostly personal info, no course work or field samplesexamples of related course work or field samplesoutstanding examples of related course work or field examplesself reflectionsno reflective piecesmostly descriptive-not telling why pieces were includedsome personal reflection of piecesexcellent integration of experiences and theory, thoughtful reflectionshttp://rubistar.4teachers.org/index.php

Create Your Own RubricUse of Blackboard Portfolio in SPAD ProgramAuthentic AssessmentFor Student Self-AssessmentContinuous Improvement & Personal ReflectionGraduate School Application/AcceptanceCareer PlanningTo Document Learning Outcomes for CourseworkTo Document Professional Association Standards (KASA in Speech Pathology & Audiology Program)For Program Assessment

KASA StandardsKnowledge & Skills Acquisition SummaryAmerican Speech-Language Hearing Association

KASA Summary Form

Course StandardsCourse ObjectivesDescribe treatment principles in speech-language pathology Describe ethical practice in speech-language pathology Describe multicultural issues in treatment Demonstrates procedures for collecting data in treatment Describe evidence-based practice in speech-language pathology Describe behavioral principles used in treatment

Identify treatment targets Be able to write behavioral objectives as part of a treatment plan Be able to report client progress based on treatment data Describe methods and materials suitable for pediatric and adult speech and language disorders Identify principles related to client and family counseling

Setting Up a Portfolio on Blackboard CE 6The instructor requests that portfolios be set up by the Director of Computer Services.A list of students and stk or login IDs are needed.Portfolios will remain available for the student while he/she is enrolled at StocktonStudents enrolled in SPAD 2125 for Fall 2008 continue to work on the files during the Spring 2009 semesterPortfolios can be saved externally by students (e.g. for copy to a CD)

Once the portfolio is constructed:Students can invite guests to view their portfolios.Ask the students to add the instructor as a guest who can view (but not design) their portfolios.Students can add both Stockton users and outside guests to view their portfolios.Remind students to add to portfolios and DELETE old information.A portfolio should be a sample on ones exemplary work.Suggestion: Set aside one day per semester for portfolio construction/maintenance.Identify students who can mentor other students on portfolio construction.Thank you!

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