All materials © The rSmart Group What Are Portfolio Tools and Why Would I Want to Use Them in a Sakai Site? Janice A. Smith The rSmart Group

OSP Tool Suite in Sakai 2.3 Portfolio Sites Resources Matrices Glossary Wizards Evaluations Forms Styles Portfolio Layouts Portfolio Templates Portfolios Reports

OSP Tools Require preplanning and customization Work together to support educational processes at your institution May be a part of any Sakai site Can support participant work in courses and projects as well as in stand-alone portfolio sites Require additional.xml programming

Influences on ePortfolios Long tradition of paper portfolios in art, writing, engineering, and other professions Assessment movement brings standards and learning outcomes to higher education Accreditation agencies require accountability in relation to standards and outcomes Folio thinking emerges as philosophy behind portfolio use

Assessment and Accreditation Disciplines encouraged to define learning outcomes and apply standards to evidence of student learning Integration of learning across disciplines is increasingly valued –General Education –Institutional Values and Outcomes Accrediting agencies insist on concrete evidence Portfolios provide the means to capture evidence of learning

Folio Thinking Embodies deep learning Works backwards from desired learning outcomes Offers practices to use deep learning to bring about desired outcomes Many thanks to Darren Cambridge and Helen Chen for their ideas on Folio Thinking.

Dimensions of Deep Learning Reflective Integrative Social

Reflective Learning Learning and performance is a cycle of reflection and action –(Schon, The Reflective Practitioner) Information becomes knowledge when situated in the cycle by a knower –(Brown and Duguid, Social Life of Information) The cycle is hard-wired into our brains –(Zull, The Art of Changing the Brain)

Many Ways to Reflect Reflection-in-action “reviewing, projecting, revising” Constructive reflection “developing a cumulative, multi-selved, multi-vocal identity” Reflection-in-presentation “articulating the relationships between and among” creation, creator, and context of creation” Reflection as conversation with artifacts, with self, with others (— Kathleen Yancey, Reflection in the Writing Classroom)

Integrative Learning as Expert Thinking Experts Have a conceptual framework for information Notice features and patterns Organize content knowledge to reflect deep understanding Apply information in new situations Monitor their own understanding in a process of “adaptive expertise,” modifying concepts, identifying information gaps, and taking control of their learning –(Donovan, et. al., How People Learn)

Importance of Integrative Learning Scholarship of integration –(Boyer, Scholarship Reconsidered) Learning careers –(Chen and Mazow, Stanford Ctr. for Innovation in Learning) 75% of students older, independent, work full time, attend part time (NCES 2002) 58% attend multiple institutions (NCES 2002) Systems thinking –(Partnership for 21st Century Skills) Career trajectories, not careers –(Brown 2004 AAHE keynote)

Social Learning Our identities are formed through participation in communities of practice –(Wenger, Communities of Practice) Learning to be a member of a disciplinary or professional community is as important or more important than learning “content” –(Brown and Duguid) Multiple identities –Are formed in the context of multiple communities –Are integrated into learning career trajectories

In Summary, Folio Thinking Works backward from what we know Defines behaviors based on deep learning Is reflective, integrative, and social Guides learners in explaining and predicting the development of their identities

Portfolio Process Collection Selection Reflection Connection A continuously iterative process Articulating relationships to personal and social experience Locating and pulling together relevant evidence of learning Putting evidence to use Giving and receive feedback Continuing to refine evidence and reflection Choosing evidence for particular purposes. Identifying gaps and connections.

ePortfolio Purposes Self-Presentation –Student career development and job search –Faculty development and evaluation –Lifelong learning Teaching and Learning –Student awareness of learning –Instructor assessment of learning Institutional assessment and accreditation

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 Users access forms through Resources Purposes –Reflection and evaluation in matrices and wizards –Adding content to matrices, wizards, and portfolios One saved instance of a form can be used many times Site organizers create forms with.xsd programming in Forms tool

Wizards and Matrices Documentation, reflection and assessment of learning Sequential, hierarchical or tabular process Pages or cells with –Instruction, rationale, and examples –User evidence of learning –Reflection, feedback, and evaluation Created with user interface and.xsd programming

Evaluations Formative review in wizard or matrix Summative evaluation of matrix cell or wizard/wizard page via evaluation form Customizable (using.xsd programming) for –Prompts –Scales –Comments

Styles and Layouts Styles applied to –Matrices –Wizards –Portfolios Layouts applied to –Portfolios Customizable using.xml programming

Portfolios Opportunity to share evidence and reflection with others User designed with styles and layouts Institutionally designed with portfolio templates Customizable using.xml programming

Reports Report templates specify data to be collected Data may be displayed, shared, printed, and exported Customizable using.xml programming

Portfolio Examples Self Presentation –Resumes –Artist Showcase Teaching and Learning –General Education Outcomes –Co-Curricular Progress –Programatic/Disciplinary Outcomes Program Assessment and Accreditation –Combining Teaching and Learning with Reporting

Self Presentation Site participants Enter evidence in Resources Access portfolio templates through Portfolios tool to create –Resume –Artist portfolio Or design their own portfolios using available styles and layouts

Teaching and Learning Instructors design wizards and matrices Students submit documentation of and reflection on learning Instructors evaluate evidence and reflection Students share completed wizard or matrix via a portfolio template

Assessment and Accreditation Rhode Island High Schools: Goal Management Tool provides standards Assignments tool collects evidence Grad Portfolio Template selects evidence and reflection Reports aggregate evidence of learning for high school accreditation and state report cards