Introduction to ePortfolios Jan Smith, rSmart Hugo Jacobs, Leidse Onderwijsinstellingen Mark Breuker, Leidse Onderwijsinstellingen Noah Botimer, University of Michigan Lynn Ward, Indiana University-Purdue University Indianapolis Susan Kahn, Indiana University-Purdue University Indianapolis John Gosney, Indiana University

Agenda Introductions and Opening Activity Overview of ePortfolios Susan Kahn, IUPUI OSP Archetypes and Tool Suite Janice Smith, rSmart Case studies of OSP Use LOI (Netherlands) Hugo Jacobs and Mark Breuker IU/IUPUI (US) Lynn Ward, John Gosney, and Susan Kahn Charles Sturt University (Australia) Janice Smith University of Michigan (US) Janice Smith and Noah Botimer OSP Functional and Technical Panel with questions from audience Moderator: John Gosney, IU

Overview of ePortfolios Susan Kahn, IUPUI

What is an ePortfolio? A collection of electronic evidence assembled and managed by a user, usually on the Web…Such electronic evidence may include inputted text, electronic files…images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression.” (Wikipedia) “A digitized collection of artifacts, including demonstrations, resources, and accomplishments that represent an individual, group, or institution.” (Lorenzo & Ittelson, 2005) THANK YOU, JAN. HOW MANY IT STAFF? FACULTY? ADMINISTRATORS, OTHER STAFF MEMBERS? HOW MANY HAVE EXPERIENCE USING OSP OR ANOTHER EPORTFOLIO? I’VE BEEN ASKED TO PROVIDE SOME GENERAL BACKGROUND ON ELECTRONIC PORTFOLIOS OR EPORTFOLIOS WHAT IS AN EPORTFOLIO? HOW ARE EPORTFOLIOS USED? WOULD ANYONE LIKE TO OFFER A DEFINITION? LET’S LOOK AT A FEW DEFINITIONS

What is an ePortfolio? “Created by the three principal activities of collection, selection, and reflection, student portfolios can be succinctly defined as collections of work selected from a larger archive of work, upon which the student has reflected. Portfolios can be created in many different contexts, serve various purposes, and speak to multiple audiences.” (Yancey, 2001) “A selection of purposefully organized artifacts that supports retrospective and prospective reflection, as well as documentation, assessment, and enhancement of student learning over time.” (IUPUI ePort definition) HERE ARE TWO DEFINITIONS THAT SPEAK TO THE PROCESSES USED TO CREATE EPORTFOLIOS IN HIGHER EDUCATION AND TO THE MULTIPLE PURPOSES THEY MIGHT SERVE “ARTIFACTS”=ANY ITEM INCLUDED IN A PORTFOLIO TO REPRESENT A STUDENT’S LEARNING STUDENTS COLLECT WORK, PURPOSEFULLY SELECT SAMPLES OF WORK THAT REPRESENT IMPORTANT ASPECTS OF LEARNING, AND REFLECT ON THAT LEARNING EXAMPLES

Why ePortfolios? Authentic assessment for improvement and accountability Resumes backed up with evidence of skills and abilities Deep learning/engagement in learning HIGHER EDUCATION WORLDWIDE IS UNDER PRESSURE TO DEMONSTRATE EFFECTIVENESS IN U.S., THAT PRESSURE HAS RECENTLY TAKEN THE FORM OF ADVOCACY FOR STANDARDIZED TESTS OF KEY GENERAL AND LIBERAL EDUCATION OUTCOMES SOME INSTITUTIONS ARE EXPERIMENTING WITH STANDARDIZED TESTS; OTHERS SEE PROBLEMS WITH THAT APPROACH AND BELIEVE THAT PORTFOLIOS OF KEY PIECES OF WORK THAT STUDENTS PRODUCE IN THEIR COURSES OR OTHER EDUCATIONAL EXPERIENCES PROVIDE MUCH BETTER EVIDENCE OF LEARNING AND ARE MORE USEFUL FOR IDENTIFYING AREAS WHERE PEDAGOGY OR CURRICULA NEED CHANGE CAN ONE PORTFOLIO SERVE ALL OF THESE PURPOSES? DISAGREEMENT ABOUT THAT-- RESUMES PEDAGOGICAL RATIONALE: IDEA THAT DEEP LEARNING INVOLVES REFLECTION AND INTEGRATION OF LEARNING. STUDENTS ARE ENCOURAGED TO TAKE OWNERSHIP OF THEIR LEARNING WHEN THEY CONSTRUCT THEIR OWN LEARNING “STORY”

Implications of ePortfolios for Learners and Teachers “Intentional” teaching and learning strategies Thrive when faculty collaborate to develop coherent curricula and well-defined learning outcomes Learning-centered vs. teaching-centered Support active learning pedagogies aimed at promoting deeper learning Support integrative, reflective learning Support formative and summative assessment BUT ALL OF THESE RATIONALES FOR E-PORTFOLIOS ARE ASSOCIATED WITH NEWER THINKING AND RESEARCH ABOUT TEACHING, LEARNING, CURRICULUM DESIGN, AND ASSESSMENT. THE IDEA THAT BOTH TEACHERS AND LEARNERS NEED TO BE MORE INTENTIONAL ABOUT STRATEGIES FOR TEACHING AND LEARNING THE IDEA THAT FACULTY MEMBERS SHOULD COLLABORATE TO ENSURE THAT CURRICULA HAVE A DESIGN, AND AREN’T JUST A COLLECTION OF UNRELATED EXPERIENCES THE IMPORTANCE OF ACTIVE, ENGAGED LEARNING THE IMPORTANCE OF ASSESSMENT FOR IMPROVEMENT, AS WELL AS FOR ACCOUNTABILITY

WE SCAFFOLD THESE REFLECTIONS IN A VARIETY OF WAYS FIRST, WITHIN THE MATRIX ITSELF, WE PROVIDE A LIST OF QUESTIONS OR PROMPTS SECOND, WE ESSENTIALLY DESIGN THE COURSE AROUND THE THREE IDENTITY DOMAINS, WITH READINGS AND SPEAKERS ON THESE TOPICS THE STUDENTS READ ESSAYS BY THOMAS FRIEDMAN AND MARTHA NUSSBAUM WE’VE USED A SHORT STORY BY KURT VONNEGUT A FILM CALLED THE HISTORY BOYS

WE SCAFFOLD THESE REFLECTIONS IN A VARIETY OF WAYS FIRST, WITHIN THE MATRIX ITSELF, WE PROVIDE A LIST OF QUESTIONS OR PROMPTS SECOND, WE ESSENTIALLY DESIGN THE COURSE AROUND THE THREE IDENTITY DOMAINS, WITH READINGS AND SPEAKERS ON THESE TOPICS THE STUDENTS READ ESSAYS BY THOMAS FRIEDMAN AND MARTHA NUSSBAUM WE’VE USED A SHORT STORY BY KURT VONNEGUT A FILM CALLED THE HISTORY BOYS

Matrix Thinking Students self-assess their intellectual growth since the original creation of the artifact Encourages clear articulation of knowledge, skills, abilities, dispositions Encourages integration across courses and disciplines WE FOUND THAT THAT REQUIREMENT STIMULATED STUDENTS TO MAKE CONNECTIONS THAT WERE MORE PROFOUND THAN WE ANTICIPATED— WE STARTED TO CALL THIS KIND OF THINKING “MATRIX THINKING”— AND IT REALLY SEEMS TO RESULT FROM THE REQUIREMENT THAT STUDENTS LOOK AT THEIR PAST WORK THROUGH A DIFFERENT LENS, USING A BROADER CONCEPTUAL FRAMEWORK DERIVED FROM THE INTERSECTION OF TWO CONCEPTS (IN THE MATRIX)

PUL and Global Citizenship I wrote “Born to Farm” because I wanted to interview people living in my community. I had heard them talk about farming and their memories of it. This artifact shows how the community is changing, and therefore, the citizens are also changing. Writing an account of these changes gives me an opportunity to offer some analysis of the world, the economics of the world of farming, and the values of this farming community. I can communicate with others and form their thoughts and ideas into a story. I can effectively gather information and put it together in a form that readers find interesting.

CAREER AND ENGLISH MAJOR GOAL THREE EXPERIENCES IN DIFFERENT COURSES AND CONTEXTS ADDED UP TO CUMULATIVE LEARNING

PUL (CRITICAL THINKING) AND GLOBAL CITIZENSHIP LOOKING ACROSS DISCIPLINES AND LEARNING EXPERIENCES

Development in Reflective Thinking Ability to self-assess Awareness of how one learns Developing lifelong learning skills IF YOU READ HANDOUT, THERE’S A GREAT DEAL OF OVERLAP AT ADVANCED LEVEL, THEME OF MAKING CONNECTIONS, INTEGRATING KNOWLEDGE, AND APPLYING LEARNING TO NEW SITUATIONS WE DEVELOPED THIS AS A DESCRIPTIVE RUBRIC WE GIVE IT TO STUDENTS TO HELP THEM UNDERSTAND WHAT REFLECTION IS AND THEY FIND IT EXTREMELY HELPFUL WE’VE ALSO USED IT TO DEVELOP SOME OF OUR REFLECTION PROMPTS IT REALLY DESCRIBES WHAT THE CHARACTERISTICS OF A MATURE LEARNER ARE

“I no longer see what I have to offer as an English job hunter in mere terms of degree possessed and years of experience…I look at what I have to offer in a larger context. Beyond the essential in my resume that I share with all other graduates, I now see capacities in critical thinking, communications, and multi-project analyses. All these capacities can be supported with the creative and scholarly material in my matrix.” WRITING ABOUT EXPERIENCE OF DEVELOPING SENIOR PORTFOLIO—IT ENABLED THIS STUDENT TO SEE HER WORK IN A LARGER CONTEXT. SHE IDENTIFIED ABILITIES SHE DEVELOPED ACROSS COURSES AND ACROSS TIME.

Janice A. Smith, Ph.D. rSmart Portfolio Archetypes Janice A. Smith, Ph.D. rSmart

Definitions ePortfolio -- A collection of web pages individuals use to represent themselves to a selected audience Portfolio –- The complete set of an individual’s portfolio data -- Any subset of that data for a specific purpose Open Source Portfolio –- A suite of ePortfolio tools in Sakai The rSmart CLE -- A version of Sakai enhanced and supported by The rSmart Group Brief review of definitions (as needed)

Three ePortfolio Archetypes

ePortfolio Archetypes Personal Representation Resumes Professional Portfolios Teaching and Learning General Education Portfolios Disciplinary Portfolios Co-Curricular Transcripts Assessment and Accreditation Course and Program Assessment Portfolios Institution-Wide Assessment Portfolios

Documentation of Three Portfolio Archetypes Using OSP These three archetypes are available for download through the rSmart CLE Portfolio Showcase (http://www.rsmart.com). In collaboration with Charles Sturt University, rSmart has also documented these three representative portfolio implementations MSWord and .pdf versions are available on Sakai Confluence at Location of rSmart contributed documentation on Sakai Confluence. http://confluence.sakaiproject.org/confluence/display/OSP/rSmart+Contributed+Documentation

Portfolios for Personal Representation Developmental focus Guide students in collecting information about themselves Assist students in managing their virtual identity Examples include: Resumes Professional Portfolios Leadership Portfolios

Personal Representation ePortfolio Example Portfolio: Rider University Implementing Group: Career Services Goal: Prepare for the job search with an online resume

Chronological Resume Wizard Institutions guide learners in capturing resume data via forms and uploaded files.

Sample Resume Form Institutions customize forms to structure user data for use in resume portfolios. Students select from their accumulated forms and uploaded files to populate versions of their resumes to share electronically with different individuals for different purposes. This the form for documenting an objective for a resume.

Chronological Resume Forms Activities Certifications Community Service Computer Skills Education Experience Footer Header Honors Interests Language Skills Leadership Memberships Objective Presentations/Publications Professional Development Activities Relevant Courses Relevant Experience URLs Travel Filling out a form and saving creates an instance of a form (saved copy of a form). Each form asks for data relevant for the resume category. Most forms capture one or more instances of the data. For example, the activities form may list any number of activities. The education and experience forms allow users to order each set of data chronologically.

Chronological Resume Portfolio The chronological resume can be shared via the web and/or printed out.

Rider Resume Portfolio Components Wizard for guidance in creating a resume Forms for collecting Collecting specified data for the resume Participant reflections Faculty feedback Portfolio template for creating a chronological resume Optional report definition to capture information on student progress in creating resume forms and portfolios The OSP 2.4 data structures for the Rider resume portfolio are documented on Sakai Confluence (see previous URL) and will be made available in the OSP Community Library.

Portfolios for Teaching and Learning Educational focus Guide students in creating and submitting portfolio-worthy evidence Evidence is linked to and evaluated according to standards, outcomes, objectives Examples include: General education portfolios Disciplinary portfolios Co-Curricular Transcripts

Teaching and Learning ePortfolio Example Portfolio: Kapi’olani Community College Participating Group: General Education Goals: Assess student learning according to general education standards Promote participation in college programs Support educational processes

General Education Matrix Institutions construct matrices to structure student learning in relation to learning outcomes. In this matrix: Row headings represent six General Education learning outcomes shared by all KCC academic programs. KCC faculty have agreed that all coursework will work to meet these outcomes and that every course will provide some means for students to improve in relation to one or more of these outcomes. Each outcome is further defined by a set of no more than ten standards displayed in glossary pop-ups and listed within each of the cells for the row. Column headings represent three levels of achievement in student progress toward graduation. Each subsequent level requires students to address an increasing number of standards for the row with an increasing number of works from their academic and co-curricular activities at KCC.

General Education Matrix Cell Cells in the matrix represent intersections of skills and levels of achievement. The content of each cell includes the standards for the learning outcome, guidance for students in meeting the requirements for work in the cell, a means of submitting work and reflection for formative feedback and summative evaluation, and a means for the reviewer and evaluators to provide feedback and evaluation. In the example shown above, only three cells contain data. Students associate uploaded files and reflection with each matrix cell before submitting it for evaluation.

General Education Evaluation Faculty use the Evaluations tool to access and evaluate student work in matrix cells.

General Education Portfolio Students may also share the contents of their matrix with others via a portfolio

General Education Portfolio Components Five forms: A General Education Evidence form to document student work A Reflection form for students to reflect upon their evidence A Feedback form for instructors to offer formative feedback An Evaluation form to provide a summative evaluation A Contract Information form to identify student portfolios A matrix consisting of: Six rows of General Education learning outcomes Three columns of progressive steps for meeting each outcome Eighteen cells with standards, instructions and the four forms A matrix portfolio for a personalized display of a selected matrix column Report templates to capture information in the matrix The OSP 2.4 data structures for the KCC General Education portfolio are documented on Sakai Confluence (see previous URL) and will be made available in the OSP Community Library.

Portfolios for Assessment and Accreditation Focus on acquisition of assessment data for purposes of accreditation Usually combined with portfolios for teaching and learning Reports aggregate and analyze assessment data and identify representative artifacts of learning Examples include portfolios for: Assessing institutional outcomes Assessing disciplinary outcomes Combination of the above

Rhode Island Electronic Portfolio System (RIEPS) Participating Groups: Rhode Island Network for Technology Rhode Island Department of Education 15 High School Districts 25 High Schools Goals: Develop and share portfolio-worthy assignments Assess student learning according to state standards and district expectations All teachers and students participate in the ePortfolio All 2008 graduates will submit a Graduation Portfolio Provide reports of student learning to state and accrediting organizations

RIEPS Portfolio-Worthy Assignments Teachers may create their own assignments or import them from libraries of assignments validated at the state level. Each teacher posts one or more portfolio-worthy assignments in each of their courses. These assignments may come from a variety of sources. The student-created assignments are open-ended for the student to choose the topic and the task.

RIEPS Assignments are Linked to State Standards and District Expectations Teachers link each assignment to one or more state standards or district expectations. The linkage between assignments and goals allows students to create portfolio-worthy artifacts for eventual inclusion in a graduation portfolio. Each assignment contains instructions to students along with the rationale for mapping the assignment to specific goals and an explanation of the rating scale to be applied. At appropriate times throughout the school year, students work on the assignments and submit work to their teachers for rating. Over time, each student collects many assignments that map to goals. Teachers link portfolio assignments to shared goals and rate student work according to goals

RIEPS Goals and Assignments Guide Learning and Assessment Students apply their understanding of standards to the learning process Teachers rate student performance in relation to standards Schools gauge success according to student evidence of learning in relation to standards

RIEPS Reports Gather Evidence of Learning Students assess quality and completeness of their evidence Students use assessment to populate Graduation Portfolio Teachers assess student learning and effectiveness of portfolio assignments Schools assess student learning and teacher performance RIDE assesses school and district performance

RIEPS Graduation Portfolios Customized for Each High School Students gather assignments that have been submitted for evaluation by their teachers and repurpose them to meet district expectations in the Graduation Portfolio template for their district. Each graduation portfolio is based on a table in which: Row headings represent district expectations. Column headings represent categories for individual assignments (which can be as simple as Entry 1, Entry 2, etc. or can provide more complex requirements for the entry of specific types of assignments). Cells in the table can be opened to display specific assignments that the student has chosen to meet the requirements of a district expectation. Clicking on the assignment allows the user to view the assignment instructions, student work on the assignment, linked goals, and teacher rating of the work according to the defined rating scale. Viewers of the portfolio can click on each cell to view the assignment the student has chosen to submit as evidence of having met a standard. A sample assignment display is shown, in part, on the next page. Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements

RIEPS Components Teachers Students Administrators Create portfolio-worthy assignments for each section of each course Associate assignments with state standards and district expectations Use reports to assess student work in their courses Students Submit assignments for teachers to rate according to associated standards and expectations Use reports to assess their work in preparation for graduation Re-purpose assignments according to district expectations using the Graduation Portfolio template for their school Administrators Use reports to aggregate assessment results for reporting to the state and to accrediting agencies

Janice A. Smith, Ph.D. rSmart OSP Tool Suite Janice A. Smith, Ph.D. rSmart

OSP History January 2003 - U of Minnesota ePortfolio goes open source April 2003 - First OSP community meeting at CSU Monterey Bay June 2003 – Open Source Portfolio Initiative (OSPI) is formed Summer 2003 –U of Delaware, rSmart, and U of Minnesota release OSP 1.0 December 2003 –Indiana U and rSmart receive $1 million from the Mellon Foundation for OSP development December 2003 – The Sakai Project is formed July 2004 – OSP 1.5 is released June 2005 – OSP 2.0 is released based on Sakai 1.5 Since then OSPI officially joined with Sakai and OSP releases are now coordinated with Sakai releases Summer 2007 – Sakai/OSP 2.4 is released Summer 2008 – Sakai/OSP 2.5 is released

Portfolio Tools in Sakai Forms Matrices Glossary Wizards Evaluations Reports These tools are combined in portfolio sites to implement a variety of processes. Portfolios Portfolio Templates Portfolio Layouts Styles Goal Management Data Points

Open Source Portfolio Tools Provide great flexibility for ePortfolio implementations Operate in combination with each other Require customization using the tool interface and .xml coding Out of the box, OSP tools don’t do anything, but with careful design and customization, they can support multiple portfolio processes across a variety of contexts.

Portfolio Sites Differentiated from course / project sites Specifically dedicated to portfolio work Specialized tools/roles /permissions Portfolio tools also available for course and project sites

Forms Created via Forms tool Available for export/import Accessed through and stored in Resources Used for Providing reflection prompts and structure for feedback and evaluation in matrices and wizards Providing structure for participant content Matrices Wizards Portfolios

Matrices Matrices are a type of wizard Matrix cells are similar to wizard pages Matrices allow: Application of styles Customization of Rows and columns Matrix cells (instruction, rationale, examples) Progression across cells Reflection, feedback, and evaluation processes

Matrix Cell

Wizards Wizards may be sequential or hierarchical Wizard pages are similar to matrix cells Wizards allow: Choice of sequential or hierarchical pages Application of styles Customization of Wizard pages (instruction, rationale, examples) Reflection, feedback, and evaluation processes

Evaluations Apply to matrix cells and wizard pages Customizable for each cell and page Prompts, evaluation levels, and comment fields determined via forms Formative review through feedback form and accessed via matrix or wizard Summative review through evaluation form

Evaluation

Styles and Layouts Uploaded to Resources Styles applied by site organizer to Matrix cells Wizards and wizard pages Freeform (design your own) portfolios Layouts applied by user to portfolios

Styles and Layouts

Portfolios May be created From portfolio templates Institution selects layout and style for guided process in creating portfolio Freeform by user User selects content and applies style and layout supplied by site organizer to portfolios created without portfolio template Along with reports, portfolio templates represent the most challenging aspect of implementing OSP

Portfolio Templates

Resume Portfolio

Matrix Portfolio

Co-Curricular Transcript Portfolio

Reports Require report definitions and prepopulated OSP data tables Definitions specify parameters to be applied to data to be collected Data tables are prepopulated nightly by job scheduler Data in reports may be displayed, printed, and/or exported

Report

Goal Management Links goals to Assignments Data points Allows comprehensive assessment of learning and reporting of results Assignment submissions with linked goals and ratings can be displayed in portfolios

Portfolio with Goal Management

OSP 2.5 Enhancements Portfolio tools added to Core Both choices of portals offer OSP tools OSP Help added Forms Builder creates .xsd for forms Forms offer far more sophistication in views and functionality Aggregated views of portfolios and matrices in My Workspace Sharing of portfolios across worksites OSP Library for sharing data structures

Case Study: IUPUI Transition to Teaching Program Lynn Ward, IUPUI Susan Blackwell, Program Director, IUPUI

Overview of the Secondary Transition to Teaching Program Full time, one year immersion experience Graduate level program Admission requirements 3.0 GPA in the major and overall Successful completion of PRAXIS I and PRAXIS II required for licensing Successful interview Accompanying courses Psychology of Teaching and Learning Teaching and Learning in the Middle School Teaching and Learning in the High School Professional Issues and Portfolio Creation The program begins in second Summer Session II and completes the next year at the end of Summer Session I. Candidates’ applications are reviewed and all acceptable candidates are interviewed, either by a selection committee for science and math candidates or by the program coordinator and someone from Teacher Education. Candidates have me as their primary instructor throughout the program. Also have content methods instructor, a specialist in educational psychology for their introductory class. 2007 Assessment Institute in Indianapolis

Program Expectations Curricular and instructional focus on … content and instructional differences for middle and high school teaching developmental differences between middle and high school teaching differentiated instruction and assessment working with diverse learners inquiry and reflection as a process for growth as a beginning professional Performance based on IU Principles of Teacher Education IUPUI Principles of Undergraduate Instruction (PULs) Interstate New Teacher Assessment and Support Consortium (INTASC] standards The School of Education has established six core principles as the basis for course content alignment and all assessments. Candidates sign a letter of agreement indicating that they understand that their performance in the classroom must meet expectations in order to complete the program and be recommended for licensure. 2007 Assessment Institute in Indianapolis

Three Sources of Evidence Teaching Performance Clinical experience Coursework E-portfolio Candidates’ evaluation is determined through three sources of data: clinical experience in teaching within a classroom – authentic performance; coursework which includes evidence of planning, self-assessing accurately, analyzing student performance, And the e-portfolio which demonstrates the candidate’s vision of the teaching and learning process 2007 Assessment Institute in Indianapolis

Portfolio Structure Based on prior paper-based process Three sections, each of which has multiple components (total of 17 sections) My Teaching Situation Teaching My Class My Professional Growth Evaluated holistically My Teaching Situation (description and analysis of learning context) Teaching My Class (evidence of ability to plan, execute, and critically reflect) My Professional Growth (evidence of capacity and commitment to continued growth and improvement as a teaching professional)

Transition to Teaching Wizard

T2T Evaluation Form

Evaluation process Selection and training of raters Liberal arts faculty, School of Science faculty, graduates of the program, professional education faculty, coaches, teachers Brief training prior to reading Evaluators work synchronously in pairs and complete a single copy of the evaluation form Program director reviews evaluation

Reporting Summary Information

Charles Sturt University New South Wales, Australia Professional Portfolio Student Portfolio Freeform Portfolio Five Layouts Eight Styles

Professional Portfolio User supplies the image Expandable categories that can be re-titled by the user

Professional Portfolio Rich text editors in forms allow insertion of images, re-titling of captions and uploaded file attachments.

Student Portfolio The Student Portfolio uses many of the same forms as the Professional Portfolio (only fewer).

Student Portfolio Students and faculty alike may experiment with including all kinds of uploaded files in the rich text editors in each form, including Flash, Fireworks, and audio files.

Freeform Portfolio Five different layouts can be used with each style. Users supply their own banners.

Freeform Portfolio Eight different styles can be used with each layout.

Freeform Portfolio The portfolios tool can show thumbnails for each layout. A style can be selected for the entire portfolio or for each page.

The “Michigan Difference” ePortfolio Pilot Highly diverse, distributed & interdisciplinary environment 54,000 students 225 undergraduate majors 600 degree programs in 19 Schools & Colleges No centralized leadership, vision or resources with regard to student learning Many different ePortfolio pilot sites with a variety of needs and goals

UM Undergraduate Integrative and Generative Knowledge ePortfolios Surface and articulate the value of both formal and embodied (tacit) knowledge Connect learning with professional ethics and personal values, aspirations and moral commitments Imagine alternatives to complex problems – identify and show evidence of working toward solutions Develop identity and capacities as innovators, life-long learners and leader Gather data for research on learning and accreditation needs

Integrative Learning Portfolios for Undergraduates

Step 1: Surface Embodied Knowledge: use interview and dialogue methods to help students identify and value the knowledge and skills gained from informal learning and lived experience Surfacing and understanding embodied knowledge increases adaptive capacities needed for innovation

Integrative Portfolio-Based learning Builds Identities and Capacities for Social Innovation Pre: “I don’t see a lot that can be changed or how I can do anything to make things different….it is just not who I am, it is not my personality…” Post: YEAH I AM a social change agent! Now, I say, “This is a problem!”“ This isn’t right!” …I ask, “What can I do?” “Where can I go?” “Who else is working on this?” I see my power now…my ability to fight for and implement an IT system in the agency I worked for…to inspire and train people to use it….it is now saving the State of Michigan $ millions…. Based on Research (Peet, 2006) Process is based on a lot of research wich shows the power if integrative portfolio based learning Implication: students seeing their own growth and in the rest of the ePort environment – they The pedaggy behind this students’ change has been documented as a series of best practices & has directly informed the eP process at UM By the end of the program, one student identified her power as her ability to fight for, design, and implement an effort to update a state agency's IT system (saving the agency much needed revenue and further budget cuts). A year earlier, this same student reported not having any power at all, citing conflict was not one of her personality traits and therefore she didn't see herself as a social change agent. This student's transformation hinged on her learning how to identify different types of power, practice steps in a change process, and develop skills to engage in conflict during the MSW program.

UM Hospital Department of Internal Medicine Demonstrates asynchronous and blended learning environment Bridging research to practice gap Strengthening residents’ patient-safety knowledge and skills Producing data for research, programmatic improvement and accreditation needs

Internal Medicine Analyze Medical Errors Conduct on-line analysis reflect on underlying causes Assess Response Evaluate Learning Discuss incidents in seminar Matrix Learning; integrates concepts with practice Gives a graphic representation of status and progress Embodies several years of research, scholarhsip and work re: adverse event education

How Can I Learn More or Get Involved in OSP?

To Learn More/Get Involved Attend other OSP sessions at this conference Community mailing list osportfolio.org (general information and community library of examples) OSP space on Confluence (the Sakai wiki) Weekly community calls Test drive the application on an OSP QA server