Download presentation
Presentation is loading. Please wait.
Published byIsabel Norton Modified over 8 years ago
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/
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.