welcome to eportfolios: an overview

Welcome to ePortfolios:An Overview

Susan KahnIndiana University Purdue University at Indianapolis (IUPUI)

Judith Kirkpatrick University of Hawai`i, Kapi`olani Community College

Yves LabissierePortland State University

4/17/2008WASC ARC Conference

Framework:

ePortfolios have various stakeholders: students, faculty, program directors, campus-wide initiatives and services, administrators, others.


Framework, a definition:

An ePortfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time. 4/17/2008WASC ARC Conference

Venues:

ePortfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.


Multiple Venues:

ePortfolios encourage users to make connections in their interdisciplinary learning.


Perceptions:

ePortfolios help developers make sense of higher education through reflective analysis that users make to connect their learning experiences.


Developers and Viewers:

ePortfolio development and sharing is based on the student-developer and faculty choice.


How to start: Identify constituent groups at your

institution that might want to use ePortfolios

Identify administrators to facilitate, developing an inquiry group or taskforce

Seek funding


Cross Disciplines:

Collaborate with as many constituents as you can.

Develop "matrix thinking" and rubrics of assessment for ePortfolios


Pathways to ePortfolio Development

Emphasize the integration of ePortfolios in cross-curricular or integrative development practice. This can be fun.


Identify and SubmitKey Works

within a Degree, Program, or Certificate

Students’ key works/artifacts demonstrate progress toward or achievement of a learning goal.

Examples: a research paper, exam, creative work, taped oral presentation, business plan, or lab report.

Examples should include supporting material • Student reflective analysis of works/artifacts • Peer review • Faculty comment


Measured MilestonesAlong the Way

Developed rubrics as scoring systems define

the evidence needed to demonstrate achievement of particular learning goals set by the major and/or the institution.

Rubrics are diagnostic (not just the student’s best work) allowing student progress and achievement to be measured.


WASC ARC Conference 4/17/2008

Sample MATRIX that includes Reflective Thinking

SAMPLE RUBRIC for Reflective Thinking


Higher Education Benefits from ePortfolio Benchmarks

Scholarship as Public Enterprise.

Transparent Assessment.

Multiple Audiences are Considered

Students Interact with Other Students and a Broader Audience than Faculty alone.


ePortfolios Frame Learning

Value on student work and voice

Assessment is used as a means to give students a sense of their capacity

Assessment serves the need of student learning.


Love, McKean and Gathercoals:Five Levels of ePortfolio

MaturationThey considered “eight physical and theoretical qualities inherent in

portfolio/webfolio processes and applications to determine five levels of maturation.”

Level 1—Scrapbook

Level 2—Curriculum Vitae

Level 3—Curriculum Collaboration Between Student and Faculty

Level 4—Mentoring Leading to Mastery

Level 5—Authentic Evidence as the Authoritative Evidence for Assessment, Evaluation, and Reporting”

Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.


Ingredients for Success

Funding for time and professional development.

Acknowledgment for faculty who use ePortfolios and document their use in reviews, requests for merit raises, or other forms of remuneration

A budget that plans for long-term support


Suggestions for Success

Document use of ePortfolio use for administrative reporting.

Support campus events and showcases that demonstrate ePortfolio use

Seek and assure long-term budgetary commitment to hardware and software use.

Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix.


(I)NCEPR http://ncepr.org

(Inter) National Coalition for ePortfolio Research

Around forty colleges and universities around the country are or have been conducting research about ePortfolio effectiveness in higher education.

Cohort I (2004-2006) and II (2005-2007) have finished (some would say just begun) their projects and will be publishing a research collection by mid-2008, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Yancey.

The next cohort application is due April 25, 2008.


Cohort I of the (I)NCEPR

2004-2006 Alverno College

IUPUI (Indiana University Purdue University at Indianapolis)

La Guardia Community College (CUNY)

Northern Illinois University

Portland State University

Stanford University

Virginia Tech University

University of Washington


Cohort II of the (I)NCEPR2005-2007

Clemson University

George Mason University

Kapi`olani Community College (University of Hawai`i system)

The Ohio State University (Columbus)

Thomas College (Maine)

University of Georgia (Athens)

University of Illinois (UC)

University of Nebraska at Omaha (UNO)

Washington State University4/17/2008WASC ARC Conference

Cohort III of the (I)NCEPR2006-2008


Copy of slideshows:

http://www2.hawaii.edu/~kirkpatr/arc


Portland State University


http://portfolio.pdx.edu/

Kapi`olani Community College, University of Hawai`i


Indiana University


University of Illinois/Champaign-Urbana


University of Nebrask Lincoln Teacher Ed


Ohio State University


Washington State University


Alverno College


University of Minnesota


University of Georgia Athens


Clemson University


Thomas College (Maine)


Johns Hopkins University


St. Olaf College


Florida State University


Kalamazoo College


La Guardia Community College


Stanford University


Virginia Tech University


University of Nebraska Omaha


welcome to eportfolios: an overview

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