eportfolio systems j. elizabeth clark laguardia community college 14 august 2012
TRANSCRIPT
PORTFOLIOS-NOT A NEW IDEA
• Used in writing;
• Used in fine arts;
• Used in architecture;
• Used in K-12 education;
• What’s new is the emerging use of the digital portfolio & the ways in which campuses are helping students integrate across courses, yoking assessment & student growth & development.
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. (National Learning Infrastructure Initiative, 2003)W
hat
is a
n e
Port
folio?
[A]n electronic
portfolio uses
electronic
technologies
as the
container,
allowing students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text); and using hypertext links to organize the material, connecting evidence to appropriate outcomes, goals and standards.
(Helen Barrett, 2005)Wh
at
is a
n e
Port
folio?
[A] learning portfolio serves to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from reflection. (John Zubizarreta, 2004)
Wh
at
is a
n e
Port
folio?
Course ePortfolio
Documents student learning in a single course(s) in a single semester.
Documents student learning over time and make connections across courses and experiences
Integrative ePortfolio
ePortfolio Structures
EPORTFOLIO GOALSShowcase/ Credential ePortfolio
Assessment ePortfolio
Learning ePortfolio
For transfer, employment, registration, credentialing
For program review and/or to evaluate student competencies
For metacognition, deepening learning, making connections
TYPES OF SYSTEMS
Truly open source
Supported open source
Third-party vendor contract
Third-party student sought/shared
EPAC’S LIST OF KEY CRITERIA CITED BY SCHOOLS IN CONSIDERING SYSTEMS/PLATFORMS
Ease of use (and user friendly)
Portability
Cost
Flexibility
Multi-use across departments (also cited as multipurpose)
Multimedia support
User-centered
Social networking features
These consistentlyrank as the most importantissues campuses consider
No cost to students
Support
Accessibility
Aesthetics (look and feel)
Open source
Elements that train students to use ePortfolio
Accreditation
Recommended by someone (Ed Tech department, another institution)
Ability to support/connect to rubrics
Ability to aggregate and disaggregate data
Mechanism for feedback from instructors (with or without rubrics)
Summary data
These are also cited, but notas consistently from campusto campus.
Emphasis on showcase portfolios
Ability to facilitate student learning and assessment
Integration with current campus technologies
Vendor reliability
Ability to customize
Ability to access after graduation
Security
Privacy
Student ownership
Durability over time
Privacy/password protected
Hours, time, and cost to implement
Same system across a university system
No criteria: it was the default system connected to the course management system or learning management system (CMS/LMS)
Couldn't find a product that did what the school wanted (so built their own)
CLEMSON: GOOGLE SITES
http://people.clemson.edu/~ramcwho/Drew_McWhorters_ePortfolio/Welcome.html
LAGUARDIA: DIGICATION
https://lagcc-cuny.digication.com/kunya_parra_scholar_ep_spring2011/Intro
CHOOSING A SYSTEMCreate a process that includes faculty, staff, and students;
Determine what you need and want the ePortfolio to do;
Explore, as a campus, what ePortfolios you like from other schools;
Determine the parameters for selection (what will guide your choice?);
Talk with campuses currently using the system you are interested in;
Choose a small number of systems;
Test out different systems in small pilots;
Make sure everyone is involved and has a voice;
Make extensive use of surveys & small group feedback sessions.