Experiences using Electronic Portfolios for Learning Presented by Faculty and Staff at UMW’s College of Graduate and Professional Studies Lisa Ames, Gail Brooks, Teresa Coffman, Cheryl Hawkinson-Melkun and Sharon Teabo

Andragogy “experience is the adult learner's living textbook” (Lindeman, 1926) What do they offer? Life Experiences Life/Work/School Learning Connections How do they learn? Self-Reflection Peer Review Small Group Interactions Learner Centered Lessons Who Are They? Lifelong Learners Self-Directed Take Responsibility for Decisions

Professional OF Learning FOR Learning 2 Target Programs

Undergraduate Adult Degree Completion Program E-Portfolio Template Undergraduate Adult Degree Completion Program

Undergraduate Degree Completion E-Portfolio Rubric Skills Level 5 Excellent Level 4 Proficient Level 3 Acceptable Level 2 Needs Improvement Level 1 Unacceptable Demonstrated Growth & Depth of Reflection Demonstrates exceptional growth as a writer, student, and thinker. Demonstrates strong growth as a writer, student, and thinker. Student reflects on and analyzes Demonstrates growth as a writer, student, and thinker. Student reflects. Demonstrates limited or inconsistent growth as a writer, student, and thinker. Some reflections Demonstrates little or no growth as a writer, student, or thinker. Reflections are not fully developed Reflective Strategies Reveals thoughts and feelings through the presentation and brings those experiences to life Reveals thoughts and feelings and makes a strong connection between experiences and future goals. Shares thoughts, feelings, and previous experiences and attempts to make those experiences real for the reader. Constructs reflections that are inconsistent in quality. Some reflections may be fully developed Shows little thought or effort in reflective pieces. Writing is vague and not fully developed. Skills Matrix & Use of Artifacts Uses specific, detailed, and convincing evidence and artifacts. Uses evidence and artifacts Presents some evidence Uses incomplete or vaguely developed evidence Uses little or no evidence and/or artifacts within the skills matrix. Language Use & Conventions Uses language that is precise and engaging, Uses language appropriately and provides concrete details and specifics. Displays competency in his/her writing and an awareness of writing conventions. Uses language that is vague or imprecise. May use language ineffectively Displays significant difficulties negotiating the demands of written English.

Graduate Teacher Education Program

Graduate Teacher Education E-Portfolio Rubric

Template or Self-Design

Lessons Learned and Future Plans Fall ’05 Format proved challenging to students Lack of self-regulatory skills Difficulty regulating own learning Technology competency lower than expected Writing proficiency 33% below expected level Spring ’06 much improved