Eportfolios Frameworks | Engines | Chassis Drivers | Passengers|Wheels Pathways | Roads | Highways Campus Technology Conference August 1, 2007 Judith Kirkpatrick University of Hawai`i, Kapi`olani Community College Terrel Rhodes Association of American Colleges and Universities

Portland State University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Framework: Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Kapi`olani Community College, University of Hawai`i Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Framework: An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Washington State University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Engine: Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

University of Minnesota Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Engine: Eportfolios encourage users to make connections in their interdisciplinary learning. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

University of Nebrask Lincoln Teacher Ed Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Chassis: Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Clemson University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers: Eportfolio development and sharing needs to be based on developer choice. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

University of Nebraska Omaha Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers: Identify other constituent groups at your institution that might want to use eportfolios Identify a dean to facilitate this through developing an inquiry group or taskforce Write the outcomes of the group into various grants. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Indiana University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Wheels: Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" and rubrics of assessment for ePortfolios Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Virginia Tech University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Wheels Pathways Discuss with others and emphasize the integration of eportfolios in cross-curricular or integrative development practice. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Stanford University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Key Information Signs: “A key performance is the work (evidence) a student submits to demonstrate progress toward or achievement of a learning goal.” For example: a research paper, exam, a creative work, a taped oral presentation, a business plan, or the results of an experiment. Includes supporting material such as student self-reflection, peer review, and faculty comment. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Kalamazoo College Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Measure Mileposts Along the Way: Rubrics are scoring systems which define the evidence (see “Key Performance”) 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 us to pinpoint student progress (or lack thereof) and achievement. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

St. Olaf College Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Benefit from Road Signs: Scholarship as Public enterprise. Public Assessment. Audience Consideration. Students Working with Students – peer tutoring and interaction. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Florida State University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Journey’s End Value on student work and voice Emphasis on using assessment as a means to give student a sense of their capacity Most importantly, assessment serving the need of student learning. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

La Guardia Community College Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Read: What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes> Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Johns Hopkins University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Drivers and Passengers Cruise to Level 5 From Love, McKean and Gathercoals: “We 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” Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Alverno College Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Pathways and Roads, Highways and Freeways Funding, of course, for 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 Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

University of Georgia Athens Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Extending the Journey Document use of eportfolio use for administrative reporting. Support campus events that help eportfolio knowledge and use Show long-term budgetary commitment to hardware and software use. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Thomas College (Maine) Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Mapping the Journey: Be flexible, expect change. Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Ohio State University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

(Inter) National Coalition for ePortfolio Research (I)NCEPR (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. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

University of Illinois/Champaign-Urbana Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

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 Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Cohort II of the (I)NCEPR 2005-2007 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 University Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Cohort III of the (I)NCEPR 2006-2008 Arizona State University (Polytechnic Campus) California State Universities (San Jose, San Francisco, Monterey Bay, Systemwide Office) Florida State University Framingham State College (CT) George Mason University (VA) Minnesota State Colleges and Universities Pennsylvania State University Seton Hall University (NJ) University of Sheffield/Hallam (UK) University of San Diego (CA) University of Waterloo (Canada) University of Wolverhampton (UK) Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

How many people in this group have: A. a college-wide system? Questions? How many people in this group have: A. a college-wide system? B. their own ePortfolio? C. funding to support and sustain ePortfolios? D. What do you need to get started? Copy of slideshow: http://www2.hawaii.edu/~kirkpatr/ct07 Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>

Reference Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37. Terry Rhodes <rhodes@aacu.org> Judi Kirkpatrick <kirkpatr@hawaii.edu>