navigating the shoals of portfolio implementation susan kahn and lynn ward indiana university-purdue...
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Navigating the Shoals of Portfolio Implementation
Susan Kahn and Lynn Ward
Indiana University-Purdue University Indianapolis
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One student’s perspective
“So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”
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AAC&U Project on Integrative Learning
Definition of integrative learning:
• Integrative learning is “the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts.”
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Why now?• Knowledge explosion• Contemporary problems and solutions are multi-
disciplinary• Information encountered in daily life is
increasingly complex and fast-moving• In civic life, need to be aware of complex
interdependencies, connect theory to practice• In professional life, need to move among
different areas of expertise
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The Principles of Undergraduate Learning (PULs)
• Core Communication and Quantitative Skills• Critical Thinking• Integration and Application of Knowledge• Intellectual Depth, Breadth, and
Adaptiveness• Understanding Society and Culture• Values and Ethics
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Complete Pending Ready Locked
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The IUPUI ePortfolio (ePort)
• Definition:
A selection of purposefully organized artifacts that supports retrospective and prospective reflection, as well as documentation, assessment, and enhancement of student learning over time.
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Implications of ePortfolios for Learners and Teachers
• Learning-centered vs. teaching-centered• Support active learning pedagogies aimed at
promoting deeper learning• Support integrative, reflective learning• Support formative and summative
assessment• Thrive when faculty collaborate to develop
coherent curricula and well-defined learning outcomes
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• Introduce ePort in first-year experience courses
• Training to prepare faculty and advisors
• Assumption that interest would grow among faculty, advisors, and students, as they became aware of the benefits
Initial Implementation Strategy
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• Immature technology; technology not matched to institutional vision
• Forced adoption• Portfolio pedagogy not well understood • Portfolio treated as add-on, not integrated
into work of course/TLC• Perceived as top-down initiative• Lack of campus-wide buy-in to PULs and to
assessment
Initial Obstacles
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• Small grants to interested departments and schools
• First year designated for department-wide curricular and pedagogical preparation
• Intensive one-on-one guidance and support• Projects geared to needs the academic unit
wants to address (e.g., customized matrices/wizards geared to program outcomes)
• Faculty in these departments are providing guidance for ongoing software development
Current Strategy: Integrative Department Grants
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Other Enablers
• Center for Teaching and Learning: well-developed structure for supporting pedagogical and curricular innovation with technology
• Well-developed institutional and (some) program-level assessment programs
• ePort integrated into course management system
• Development of a few good examples/cadre of early-adopter programs
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On the brink of wider adoption?
Current planning to:• Use ePortfolio in conjunction with Personal
Development Plan in first-year seminars• Use ePortfolio as site for artifacts and
reflections in new campus-wide experiential learning initiative (RISE)
• Adopt campus-wide at satellite campus
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• Immature technology
• Forced adoption
• Portfolio pedagogy not well understood
• Portfolio treated as add-on, not integrated into work of course/TLC
• Perceived as top-down initiative• Lack of campus-wide buy-in to PULs and to
assessment
Initial Obstacles
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• Small grants to interested departments and schools
• First year designated for department-wide curricular and pedagogical preparation
• Intensive one-on-one guidance and support• Projects geared to needs the academic unit
wants to address• Faculty in these departments are providing
guidance for ongoing software development
Current Strategy: Integrative Department Grants
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• Know your key stakeholders• Talk with and listen to your stakeholders• Build from a campus need or point of strength• Engage and sustain campus leaders in
supporting and advocating for implementation• Secure solid funding
Secure Campus Buy in
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• Provide virtual and “live” opportunities for peer support relative to both the technology and the pedagogy
• Eport user site• ePortfolio Community of Practice planned• Professional development workshops
Foster Collaboration
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• Start small and keep project limited in scope• Design for scalability
– Technology– Assessing student work– Support structures
• Allow sufficient time for project planning– Help guide the process– ePortfolio readiness matrix
More Lessons
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• Each project has an assigned support team consisting of an instructional designer, instructional technologist, and an assessment specialist
• Semi-annual ePortfolio symposium• ePort Readiness Matrix• Online user community
– Implementation examples– Articles– Sample rubrics– Mailing list and discussion forums
Project Support
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• Outcomes mapping (mapping PULs to disciplinary outcomes)
• Curriculum mapping (determining where in the curriculum students learn and practice specific outcomes)
• Developing evaluation criteria (expectations and rubrics)
• Developing mastery assignments• Communicating purpose and value of
project to faculty and students
Common Planning Activities
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ePortfolio Readiness Matrix
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• A systematic approach to planning and analysis
• Acquaints project team with the software early in the planning process
• Allows project team to learn from the work of other projects
• Documents use and value of portfolios to individual schools, departments, faculty
ePortfolio Readiness Matrix