1. © Katrina Strampel, 2004 Changing Times: ePortfolios in Co-operative Education Katrina Strampel University of Waterloo CAFCE National Conference August 10, 2004

2. © Katrina Strampel, 2004 Objectives We will be comparing ePortfolios to the more traditional work reports; We will be learning about the different components of ePortfolios; We will reflect on how we can use ePortfolios effectively in our institutions. © Katrina Strampel, 2004

3. A Brief Overview Defining ePortfolios Reflecting on the value of work reports Standardizing ePortfolios Implementing ePortfolios Discussing how we fit into the picture (small groups) Sharing our ideas © Katrina Strampel, 2004

4. What is an ePortfolio? Online Organized Media-wide Dynamic Permanent © Katrina Strampel, 2004

5. Understanding the Value of Work Reports (at UW) The Original (Proposed) Scenario: Domain specific markers Valuable feedback High degree of knowledge transfer The Current Scenario: Range of report markers Limited feedback Lacking knowledge transfer

6. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Specifics: 3756 students 7.85 response rate Sections: Effort Purpose/skills Knowledge Transfer

7. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Effort: 70% finish reports in two weeks or less 77% start reports near the end of the work term or shortly before it is due 41.4% put “some” effort into the reports; 14% put in “very little” effort

8. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Effort: 41% put the same effort into work reports now as they did at the beginning of their academic careers; 43.8% put less 7.8% put more effort into their work reports than a graded academic report; 65% put less 56.7% are not satisfied with the quality of feedback they receive

9. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Purpose: 48% to improve writing skills 10% to practice analytical skills 3.4% to add a gradable dimension to the work term 1.7% to improve generic skills 0.7% to improve critical thinking skills

10. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Skills: 69.5% to gain writing skills 17.6% to gain analytical skills 2.4% to gain critical thinking skills 0.6% to gain reflective thinking skills

11. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Knowledge Transfer:

12. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Knowledge Transfer:

13. © Katrina Strampel, 2004 Student Surveys: Do they see the value? Conclusions to be drawn: Gradable component? Marking rubric with feedback? Set of skills to be gained? More face-face work with students? Reflective thinking?

14. © Katrina Strampel, 2004 Faculty Surveys: ??? Near the end of semester? Saturation point? Do the low numbers tell us something?

15. © Katrina Strampel, 2004 The Evolution of ePortfolios Print portfolios Electronic transportable portfolios ePortfolios (webfolios)

16. © Katrina Strampel, 2004 Advantages of ePortfolios (vs. Prior Portfolios): Less storage space Easy retrieval Computer-savvy students Dynamic Permanent ownership

17. © Katrina Strampel, 2004 Disadvantages of ePortfolios (vs. Prior Portfolios): Computer access Technology ability/availability Non-computer savvy students

18. © Katrina Strampel, 2004 Guidelines and Standards: Templates Available templates University standards

19. © Katrina Strampel, 2004 Guidelines and Standards: Documents as Evidence Standardized checklists Professionalism Privacy regulations

20. © Katrina Strampel, 2004 Guidelines and Standards: National Standards Skills recognized by labour market Complete inventory of skills Current content

21. © Katrina Strampel, 2004 Guidelines and Standards: National Standards Allow flexibility Simple development process Barrier-free development and use Bias-free development and content

22. © Katrina Strampel, 2004 Competencies and Skills: Institutional competencies Faculty competencies Department competencies Workplace competencies Student recognition and marked progression of competencies

23. © Katrina Strampel, 2004 Value in Reflection: Forward and backward reflection Reflection in action Guidance for reflection

24. © Katrina Strampel, 2004 Benefits for Employers

25. © Katrina Strampel, 2004 Implementation Model For implementing ePortfolios, several areas need to be visited: ePortfolio 101 Technology –KEEP ToolkitKEEP Toolkit –UW-ACE –Jobmine

26. © Katrina Strampel, 2004 Implementation Model For implementing ePortfolios, several areas need to be visited: What to include: –First work term –Second work term –Third work term –Fourth work term

27. © Katrina Strampel, 2004 Implementation Model For implementing ePortfolios, several areas need to be visited: Student contracts Marking the ePortfolios Starting small

28. © Katrina Strampel, 2004 Wrap-Up

29. © Katrina Strampel, 2004 Reference URLs National Standards “ePortfolio Quality Standards: An International Development Project.” www.FuturEd.com Cognitive Apprenticeship “Cognitive Teaching Models” http://carbon.cudenver.edu/~bwilson/hndbkch.html

30. © Katrina Strampel, 2004 Thank You! Please feel free to contact me: Katrina Strampel katrina@LT3.uwaterloo.ca And visit: LT3 Centre: http://lt3.uwaterloo.cahttp://lt3.uwaterloo.ca UW Co-op: http://www.cecs.uwaterloo.ca/http://www.cecs.uwaterloo.ca/ WatCACE: http://www.watcace.uwaterloo.ca/http://www.watcace.uwaterloo.ca/