Eportfolios: Zero to Sixty Assumptions, Actions, Expectations The Faculty Perspective SAKAI/OSP Conference Vancouver, Canada June 2, 2006.

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Presentation transcript:

Eportfolios: Zero to Sixty Assumptions, Actions, Expectations The Faculty Perspective SAKAI/OSP Conference Vancouver, Canada June 2, 2006

Kirkpatrick Assumption #1: Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.

Kirkpatrick Assumption #2: An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.

Kirkpatrick Assumption #3: Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.

Kirkpatrick Assumption #4: Eportfolios encourage users to make connections in their interdisciplinary learning.

Kirkpatrick Assumption #5: Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.

Kirkpatrick Assumption #6: Eportfolio development and sharing needs to be based on developer choice.

Kirkpatrick Action Steps: Identify other constituent groups at your institution that might want to use eportfolios, and identify a dean to facilitate this through developing an inquiry group or taskforce and writing the outcomes of the group into various grants.

Kirkpatrick Action Steps: Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" rubrics for eportfolios

Kirkpatrick Action Steps Discuss with others and emphasize the integration of eportfolios in cross-curricular development practice.

Kirkpatrick And then? Share your work broadly, especially with administrators.

Kirkpatrick Read What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal

Kirkpatrick From Love, McKean and Gathercoals: Move to Level 5 “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”

Kirkpatrick Our Tech Support Expectations Before programmatic assessment through eportfolios, faculty should be well- informed and using the software willingly with few glitches. Templates or grids for collection and display of various versions of eportfolios.

Kirkpatrick More of Our Tech Support Expectations Online manuals for students and for faculty, with multiple learning styles embedded. Examples of eportfolios that inform administrators, accreditors, Politicians, Board of Regents or the public.

Kirkpatrick Our Administrative Expectations Funding, of course, for professional development. Praise 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

Kirkpatrick First or Last But Not Least 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.

Kirkpatrick And by the way: Be creative about the flexibility of the matrix tool. Allow for individuals, courses, programs, disciplines, extracurricular groups to enjoy the challenge of designing their matrix.

Kirkpatrick References Barr, R. B. and J. Tagg (1995). "A New Paradigm for Undergraduate Education." Change 27(6): Barrett, H. (2005). "Researching Electronic PortFolios: Learning Engagement, Collaboration Through Technology." The REFLECT Initiative: White Paper: 1-24.[Retrieved November 26, 2005 from: Burns-Glover, A. (2001). "Culture, the Classrrom, and Electronic Contacts: Talk Story and Communications." The Journal for Education, Community, and Values 1(1). Heath, M. (2003). "Telling It Like It Is: Electronic Portfolios for Authentic Professional Development." Library Media Connection: Kerr, S. T. (2005). "Why we all want it to work: towards a culturally based model for technology and educational change." British Journal of Educational Technology 36(6): Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2):

Kirkpatrick References: Page 2 O'Banion, T. (1997). Creating More Learning-Centered Community Colleges, Oryx Press, ACE and AACC. Rogers, G. and T. Chow (2000). "Electronic Portfolios and the Assessment of Student Learning." Assessment Update 12(1): Rose, M. (2004). The mind at work : valuing the intelligence of the American worker. New York, Viking. Seldin, P. (2004). The teaching portfolio : a practical guide to improved performance and promotion/tenure decisions. Bolton, Mass., Anker Pub. Co. Zubizaretta, J. (2004). Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, Ankar.

Kirkpatrick