1. Eportfolios Frameworks | Engines | Chassis Drivers | Passengers|Wheels Pathways | Roads | Highways
Campus Technology Conference
August 1, 2007
Judith Kirkpatrick
University of Hawai`i, Kapi`olani Community College
Terrel Rhodes
Association of American Colleges and Universities

2. Portland State University
Terry Rhodes Judi Kirkpatrick

3. Framework: Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.
Terry Rhodes Judi Kirkpatrick

4. Kapi`olani Community College, University of Hawai`i
Terry Rhodes Judi Kirkpatrick

5. Framework: An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.
Terry Rhodes Judi Kirkpatrick

6. Washington State University
Terry Rhodes Judi Kirkpatrick

7. Engine: Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.
Terry Rhodes Judi Kirkpatrick

8. University of Minnesota
Terry Rhodes Judi Kirkpatrick

9. Engine: Eportfolios encourage users to make connections in their interdisciplinary learning.
Terry Rhodes Judi Kirkpatrick

10. University of Nebrask Lincoln Teacher Ed
Terry Rhodes Judi Kirkpatrick

11. Chassis: Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.
Terry Rhodes Judi Kirkpatrick

12. Clemson University
Terry Rhodes Judi Kirkpatrick

13. Drivers and Passengers: Eportfolio development and sharing needs to be based on developer choice.
Terry Rhodes Judi Kirkpatrick

14. University of Nebraska Omaha
Terry Rhodes Judi Kirkpatrick

15. Drivers and Passengers:
Identify other constituent groups at your institution that might want to use eportfolios
Identify a dean to facilitate this through developing an inquiry group or taskforce
Write the outcomes of the group into various grants.
Terry Rhodes Judi Kirkpatrick

16. Indiana University
Terry Rhodes Judi Kirkpatrick

17. Wheels:
Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" and rubrics of assessment for ePortfolios
Terry Rhodes Judi Kirkpatrick

18. Virginia Tech University
Terry Rhodes Judi Kirkpatrick

19. Drivers and Passengers Wheels Pathways
Discuss with others and emphasize the integration of eportfolios in cross-curricular or integrative development practice.
Terry Rhodes Judi Kirkpatrick

20. Stanford University
Terry Rhodes Judi Kirkpatrick

21. Drivers and Passengers Key Information Signs:
“A key performance is the work (evidence) a student submits to demonstrate progress toward or achievement of a learning goal.”
For example: a research paper, exam, a creative work, a taped oral presentation, a business plan, or the results of an experiment.
Includes supporting material such as student self-reflection, peer review, and faculty comment.
Terry Rhodes Judi Kirkpatrick

22. Kalamazoo College
Terry Rhodes Judi Kirkpatrick

23. Drivers and Passengers Measure Mileposts Along the Way:
Rubrics are scoring systems which define the evidence (see “Key Performance”) needed to demonstrate achievement of particular learning goals set by the major and/ or the institution.
Rubrics are diagnostic (not just the student’s best work) allowing us to pinpoint student progress (or lack thereof) and achievement.
Terry Rhodes Judi Kirkpatrick

24. St. Olaf College
Terry Rhodes Judi Kirkpatrick

25. Drivers and Passengers Benefit from Road Signs:
Scholarship as Public enterprise.
Public Assessment.
Audience Consideration.
Students Working with Students – peer tutoring and interaction.
Terry Rhodes Judi Kirkpatrick

26. Florida State University
Terry Rhodes Judi Kirkpatrick

27. Journey’s End Value on student work and voice
Emphasis on using assessment as a means to give student a sense of their capacity
Most importantly, assessment serving the need of student learning.
Terry Rhodes Judi Kirkpatrick

28. La Guardia Community College
Terry Rhodes Judi Kirkpatrick

29. Drivers and Passengers Read:
What is an eportfolio?
V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <
Terry Rhodes Judi Kirkpatrick

30. Johns Hopkins University
Terry Rhodes Judi Kirkpatrick

31. Drivers and Passengers Cruise to Level 5
From Love, McKean and Gathercoals:
“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”
Terry Rhodes Judi Kirkpatrick

32. Alverno College
Terry Rhodes Judi Kirkpatrick

33. Pathways and Roads, Highways and Freeways
Funding, of course, for professional development.
Acknowledgment 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
Terry Rhodes Judi Kirkpatrick

34. University of Georgia Athens
Terry Rhodes Judi Kirkpatrick

35. Extending the Journey
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.
Terry Rhodes Judi Kirkpatrick

36. Thomas College (Maine)
Terry Rhodes Judi Kirkpatrick

37. Mapping the Journey: Be flexible, expect change.
Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix.
Terry Rhodes Judi Kirkpatrick

38. Ohio State University
Terry Rhodes Judi Kirkpatrick

39. (Inter) National Coalition for ePortfolio Research
(I)NCEPR
(Inter) National Coalition for ePortfolio Research
Around forty colleges and universities around the country are or have been conducting research about ePortfolio effectiveness in higher education.
Cohort I ( ) and II ( ) have finished (some would say just begun) their projects and will be publishing a research collection by mid-2008, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Yancey.
Terry Rhodes Judi Kirkpatrick

40. University of Illinois/Champaign-Urbana
Terry Rhodes Judi Kirkpatrick

41. Cohort I of the (I)NCEPR 2004-2006
Alverno College
IUPUI (Indiana University Purdue University at Indianapolis)
La Guardia Community College (CUNY)
Northern Illinois University
Portland State University
Stanford University
Virginia Tech University
University of Washington
Terry Rhodes Judi Kirkpatrick

42. Cohort II of the (I)NCEPR 2005-2007
Clemson University
George Mason University
Kapi`olani Community College (University of Hawai`i system)
The Ohio State University (Columbus)
Thomas College (Maine)
University of Georgia (Athens)
University of Illinois (UC)
University of Nebraska at Omaha (UNO)
Washington State University
Terry Rhodes Judi Kirkpatrick

43. Cohort III of the (I)NCEPR 2006-2008
Arizona State University (Polytechnic Campus)
California State Universities (San Jose, San Francisco, Monterey Bay, Systemwide Office)
Florida State University
Framingham State College (CT)
George Mason University (VA)
Minnesota State Colleges and Universities
Pennsylvania State University
Seton Hall University (NJ)
University of Sheffield/Hallam (UK)
University of San Diego (CA)
University of Waterloo (Canada)
University of Wolverhampton (UK)
Terry Rhodes Judi Kirkpatrick

44. How many people in this group have: A. a college-wide system?
Questions?
How many people in this group have:
A. a college-wide system?
B. their own ePortfolio?
C. funding to support and sustain ePortfolios?
D. What do you need to get started?
Copy of slideshow:
Terry Rhodes Judi Kirkpatrick

45. Reference
Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2):
Terry Rhodes Judi Kirkpatrick