1. Introduction to ePortfolios Jan Smith, rSmart Hugo Jacobs, Leidse Onderwijsinstellingen Mark Breuker, Leidse Onderwijsinstellingen Noah Botimer, University of Michigan Lynn Ward, Indiana University-Purdue University Indianapolis Susan Kahn, Indiana University-Purdue University Indianapolis John Gosney, Indiana University

2. Agenda 1.Introductions and Opening Activity 2.Overview of ePortfolios –Susan Kahn, IUPUI 3.OSP Archetypes and Tool Suite –Janice Smith, rSmart 4.Case studies of OSP Use –LOI (Netherlands) Hugo Jacobs and Mark Breuker –IU/IUPUI (US) Lynn Ward, John Gosney, and Susan Kahn –Charles Sturt University (Australia) Janice Smith –University of Michigan (US) Janice Smith and Noah Botimer 5.OSP Functional and Technical Panel with questions from audience –Moderator: John Gosney, IU

3. Overview of ePortfolios Susan Kahn, IUPUI

4. What is an ePortfolio? A collection of electronic evidence assembled and managed by a user, usually on the Web…Such electronic evidence may include inputted text, electronic files…images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression.” (Wikipedia)the Webmultimediablog hyperlinks “A digitized collection of artifacts, including demonstrations, resources, and accomplishments that represent an individual, group, or institution.” (Lorenzo & Ittelson, 2005)

5. What is an ePortfolio? “Created by the three principal activities of collection, selection, and reflection, student portfolios can be succinctly defined as collections of work selected from a larger archive of work, upon which the student has reflected. Portfolios can be created in many different contexts, serve various purposes, and speak to multiple audiences.” (Yancey, 2001) “A selection of purposefully organized artifacts that supports retrospective and prospective reflection, as well as documentation, assessment, and enhancement of student learning over time.” (IUPUI ePort definition)

11. Why ePortfolios? Authentic assessment for improvement and accountability Resumes backed up with evidence of skills and abilities Deep learning/engagement in learning

12. Implications of ePortfolios for Learners and Teachers “Intentional” teaching and learning strategies Thrive when faculty collaborate to develop coherent curricula and well-defined learning outcomes Learning-centered vs. teaching-centered Support active learning pedagogies aimed at promoting deeper learning Support integrative, reflective learning Support formative and summative assessment

16.  Students self-assess their intellectual growth since the original creation of the artifact  Encourages clear articulation of knowledge, skills, abilities, dispositions  Encourages integration across courses and disciplines

17. PUL and Global Citizenship I wrote “Born to Farm” because I wanted to interview people living in my community. I had heard them talk about farming and their memories of it. This artifact shows how the community is changing, and therefore, the citizens are also changing. Writing an account of these changes gives me an opportunity to offer some analysis of the world, the economics of the world of farming, and the values of this farming community. I can communicate with others and form their thoughts and ideas into a story. I can effectively gather information and put it together in a form that readers find interesting.

20. Development in Reflective Thinking Ability to self-assess Awareness of how one learns Developing lifelong learning skills

21. “I no longer see what I have to offer as an English job hunter in mere terms of degree possessed and years of experience…I look at what I have to offer in a larger context. Beyond the essential in my resume that I share with all other graduates, I now see capacities in critical thinking, communications, and multi-project analyses. All these capacities can be supported with the creative and scholarly material in my matrix.”

22. Portfolio Archetypes Janice A. Smith, Ph.D. rSmart

23. Definitions ePortfolio -- A collection of web pages individuals use to represent themselves to a selected audience Portfolio – - The complete set of an individual ’ s portfolio data -- Any subset of that data for a specific purpose Open Source Portfolio – - A suite of ePortfolio tools in Sakai The rSmart CLE -- A version of Sakai enhanced and supported by The rSmart Group

24. Three ePortfolio Archetypes Personal Representation Assessment and Accreditation Teaching and Learning

25. ePortfolio Archetypes Personal Representation –Resumes –Professional Portfolios Teaching and Learning –General Education Portfolios –Disciplinary Portfolios –Co-Curricular Transcripts Assessment and Accreditation –Course and Program Assessment Portfolios –Institution-Wide Assessment Portfolios Personal Representation Assessment and Accreditation Teaching and Learning

26. Documentation of Three Portfolio Archetypes Using OSP These three archetypes are available for download through the rSmart CLE Portfolio Showcase (http://www.rsmart.com). In collaboration with Charles Sturt University, rSmart has also documented these three representative portfolio implementations MSWord and.pdf versions are available on Sakai Confluence at http://confluence.sakaiproject.org/confluence/display/OSP/rSmart+C ontributed+Documentation

27. Portfolios for Personal Representation Developmental focus Guide students in collecting information about themselves Assist students in managing their virtual identity Examples include: –Resumes –Professional Portfolios –Leadership Portfolios

28. Personal Representation ePortfolio Example Portfolio: Rider University Implementing Group: Career Services Goal: Prepare for the job search with an online resume

29. Chronological Resume Wizard Institutions guide learners in capturing resume data via forms and uploaded files.

30. Sample Resume Form Institutions customize forms to structure user data for use in resume portfolios.

31. Chronological Resume Forms Activities Certifications Community Service Computer Skills Education Experience Footer Header Honors Interests Language Skills Leadership Memberships Objective Presentations/Publications Professional Development Activities Relevant Courses Relevant Experience URLs Travel

32. Chronological Resume Portfolio The chronological resume can be shared via the web and/or printed out.

33. Rider Resume Portfolio Components Wizard for guidance in creating a resume Forms for collecting –Collecting specified data for the resume –Participant reflections –Faculty feedback Portfolio template for creating a chronological resume Optional report definition to capture information on student progress in creating resume forms and portfolios

34. Portfolios for Teaching and Learning Educational focus Guide students in creating and submitting portfolio- worthy evidence Evidence is linked to and evaluated according to standards, outcomes, objectives Examples include: –General education portfolios –Disciplinary portfolios –Co-Curricular Transcripts

35. Teaching and Learning ePortfolio Example Portfolio: Kapi’olani Community College Participating Group: General Education Goals: Assess student learning according to general education standards Promote participation in college programs Support educational processes

36. General Education Matrix Institutions construct matrices to structure student learning in relation to learning outcomes.

37. General Education Matrix Cell Students associate uploaded files and reflection with each matrix cell before submitting it for evaluation.

38. General Education Evaluation Faculty use the Evaluations tool to access and evaluate student work in matrix cells.

39. General Education Portfolio Students may also share the contents of their matrix with others via a portfolio

40. General Education Portfolio Components Five forms: –A General Education Evidence form to document student work –A Reflection form for students to reflect upon their evidence –A Feedback form for instructors to offer formative feedback –An Evaluation form to provide a summative evaluation –A Contract Information form to identify student portfolios A matrix consisting of: –Six rows of General Education learning outcomes –Three columns of progressive steps for meeting each outcome –Eighteen cells with standards, instructions and the four forms A matrix portfolio for a personalized display of a selected matrix column Report templates to capture information in the matrix

41. Portfolios for Assessment and Accreditation Focus on acquisition of assessment data for purposes of accreditation Usually combined with portfolios for teaching and learning Reports aggregate and analyze assessment data and identify representative artifacts of learning Examples include portfolios for: –Assessing institutional outcomes –Assessing disciplinary outcomes –Combination of the above

42. Rhode Island Electronic Portfolio System (RIEPS) Participating Groups: Rhode Island Network for Technology Rhode Island Department of Education 15 High School Districts 25 High Schools Goals: Develop and share portfolio- worthy assignments Assess student learning according to state standards and district expectations All teachers and students participate in the ePortfolio All 2008 graduates will submit a Graduation Portfolio Provide reports of student learning to state and accrediting organizations

43. RIEPS Portfolio-Worthy Assignments Teachers may create their own assignments or import them from libraries of assignments validated at the state level.

44. RIEPS Assignments are Linked to State Standards and District Expectations Teachers link portfolio assignments to shared goals and rate student work according to goals

45. RIEPS Goals and Assignments Guide Learning and Assessment Students apply their understanding of standards to the learning process Teachers rate student performance in relation to standards Schools gauge success according to student evidence of learning in relation to standards

46. RIEPS Reports Gather Evidence of Learning Students assess quality and completeness of their evidence Students use assessment to populate Graduation Portfolio Teachers assess student learning and effectiveness of portfolio assignments Schools assess student learning and teacher performance RIDE assesses school and district performance

47. RIEPS Graduation Portfolios Customized for Each High School Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements

48. RIEPS Components Teachers –Create portfolio-worthy assignments for each section of each course –Associate assignments with state standards and district expectations –Use reports to assess student work in their courses Students –Submit assignments for teachers to rate according to associated standards and expectations –Use reports to assess their work in preparation for graduation –Re-purpose assignments according to district expectations using the Graduation Portfolio template for their school Administrators –Use reports to aggregate assessment results for reporting to the state and to accrediting agencies

49. OSP Tool Suite Janice A. Smith, Ph.D. rSmart

50. OSP History January 2003 - U of Minnesota ePortfolio goes open source April 2003 - First OSP community meeting at CSU Monterey Bay June 2003 – Open Source Portfolio Initiative (OSPI) is formed Summer 2003 –U of Delaware, rSmart, and U of Minnesota release OSP 1.0 December 2003 –Indiana U and rSmart receive $1 million from the Mellon Foundation for OSP development December 2003 – The Sakai Project is formed July 2004 – OSP 1.5 is released June 2005 – OSP 2.0 is released based on Sakai 1.5 Since then OSPI officially joined with Sakai and OSP releases are now coordinated with Sakai releases Summer 2007 – Sakai/OSP 2.4 is released Summer 2008 – Sakai/OSP 2.5 is released

51. Portfolio Tools in Sakai Forms Matrices Glossary Wizards Evaluations Reports These tools are combined in portfolio sites to implement a variety of processes. Portfolios Portfolio Templates Portfolio Layouts Styles Goal Management Data Points

52. Open Source Portfolio Tools Provide great flexibility for ePortfolio implementations Operate in combination with each other Require customization using the tool interface and.xml coding Out of the box, OSP tools don’t do anything, but with careful design and customization, they can support multiple portfolio processes across a variety of contexts.

53. Portfolio Sites Differentiated from course / project sites Specifically dedicated to portfolio work Specialized tools/roles /permissions Portfolio tools also available for course and project sites

54. Forms Created via Forms tool Available for export/import Accessed through and stored in Resources Used for –Providing reflection prompts and structure for feedback and evaluation in matrices and wizards –Providing structure for participant content Matrices Wizards Portfolios

55. Matrices Matrices are a type of wizard Matrix cells are similar to wizard pages Matrices allow: –Application of styles –Customization of Rows and columns Matrix cells (instruction, rationale, examples) Progression across cells Reflection, feedback, and evaluation processes

56. Matrix Cell

57. Wizards Wizards may be sequential or hierarchical Wizard pages are similar to matrix cells Wizards allow: –Choice of sequential or hierarchical pages –Application of styles –Customization of Wizard pages (instruction, rationale, examples) Reflection, feedback, and evaluation processes

58. Evaluations Apply to matrix cells and wizard pages Customizable for each cell and page Prompts, evaluation levels, and comment fields determined via forms Formative review through feedback form and accessed via matrix or wizard Summative review through evaluation form

59. Evaluation

60. Styles and Layouts Uploaded to Resources Styles applied by site organizer to –Matrix cells –Wizards and wizard pages –Freeform (design your own) portfolios Layouts applied by user to portfolios

61. Styles and Layouts

62. Portfolios May be created –From portfolio templates Institution selects layout and style for guided process in creating portfolio –Freeform by user User selects content and applies style and layout supplied by site organizer to portfolios created without portfolio template Along with reports, portfolio templates represent the most challenging aspect of implementing OSP

63. Portfolio Templates

64. Resume Portfolio

65. Matrix Portfolio

66. Co-Curricular Transcript Portfolio

67. Reports Require report definitions and prepopulated OSP data tables Definitions specify parameters to be applied to data to be collected Data tables are prepopulated nightly by job scheduler Data in reports may be displayed, printed, and/or exported

68. Report

69. Goal Management Links goals to –Assignments –Data points Allows comprehensive assessment of learning and reporting of results Assignment submissions with linked goals and ratings can be displayed in portfolios

70. Portfolio with Goal Management

71. OSP 2.5 Enhancements Portfolio tools added to Core Both choices of portals offer OSP tools OSP Help added Forms Builder creates.xsd for forms Forms offer far more sophistication in views and functionality Aggregated views of portfolios and matrices in My Workspace Sharing of portfolios across worksites OSP Library for sharing data structures

72. Case Study: IUPUI Transition to Teaching Program Lynn Ward, IUPUI Susan Blackwell, Program Director, IUPUI 72

73. Full time, one year immersion experience Graduate level program Admission requirements 3.0 GPA in the major and overall Successful completion of PRAXIS I and PRAXIS II required for licensing Successful interview Accompanying courses –Psychology of Teaching and Learning –Teaching and Learning in the Middle School –Teaching and Learning in the High School –Professional Issues and Portfolio Creation Overview of the Secondary Transition to Teaching Program

74. Curricular and instructional focus on … content and instructional differences for middle and high school teaching developmental differences between middle and high school teaching differentiated instruction and assessment working with diverse learners inquiry and reflection as a process for growth as a beginning professional Performance based on IU Principles of Teacher Education IUPUI Principles of Undergraduate Instruction (PULs) Interstate New Teacher Assessment and Support Consortium (INTASC] standards Program Expectations

75. Teaching Performance Clinical experience CourseworkE-portfolio Three Sources of Evidence

76. Portfolio Structure Based on prior paper-based process Three sections, each of which has multiple components (total of 17 sections) –My Teaching Situation –Teaching My Class –My Professional Growth Evaluated holistically 76

77. Transition to Teaching Wizard

78. T2T Evaluation Form 78

79. Evaluation process Selection and training of raters –Liberal arts faculty, School of Science faculty, graduates of the program, professional education faculty, coaches, teachers –Brief training prior to reading Evaluators work synchronously in pairs and complete a single copy of the evaluation form Program director reviews evaluation 79

80. Reporting Summary Information

81. Charles Sturt University New South Wales, Australia Professional Portfolio Student Portfolio Freeform Portfolio –Five Layouts –Eight Styles

82. Professional Portfolio Expandable categories that can be re-titled by the user User supplies the image

83. Professional Portfolio Rich text editors in forms allow insertion of images, re-titling of captions and uploaded file attachments.

84. Student Portfolio The Student Portfolio uses many of the same forms as the Professional Portfolio (only fewer).

85. Student Portfolio Students and faculty alike may experiment with including all kinds of uploaded files in the rich text editors in each form, including Flash, Fireworks, and audio files.

86. Freeform Portfolio Five different layouts can be used with each style. Users supply their own banners.

87. Freeform Portfolio Eight different styles can be used with each layout.

88. Freeform Portfolio The portfolios tool can show thumbnails for each layout. A style can be selected for the entire portfolio or for each page.

89. The “Michigan Difference” ePortfolio Pilot Highly diverse, distributed & interdisciplinary environment –54,000 students –225 undergraduate majors –600 degree programs in 19 Schools & Colleges No centralized leadership, vision or resources with regard to student learning Many different ePortfolio pilot sites with a variety of needs and goals

90. UM Undergraduate Integrative and Generative Knowledge ePortfolios Surface and articulate the value of both formal and embodied (tacit) knowledge Connect learning with professional ethics and personal values, aspirations and moral commitments Imagine alternatives to complex problems – identify and show evidence of working toward solutions Develop identity and capacities as innovators, life-long learners and leader Gather data for research on learning and accreditation needs

91. Integrative Learning Portfolios for Undergraduates

92. Surfacing and understanding embodied knowledge increases adaptive capacities needed for innovation Step 1: Surface Embodied Knowledge: use interview and dialogue methods to help students identify and value the knowledge and skills gained from informal learning and lived experience

100. Integrative Portfolio-Based learning Builds Identities and Capacities for Social Innovation Pre:“I don’t see a lot that can be changed or how I can do anything to make things different….it is just not who I am, it is not my personality…” Post: YEAH I AM a social change agent! Now, I say, “This is a problem!”“ This isn’t right!” …I ask, “What can I do?” “Where can I go?” “Who else is working on this?” I see my power now…my ability to fight for and implement an IT system in the agency I worked for…to inspire and train people to use it….it is now saving the State of Michigan $ millions…. Based on Research (Peet, 2006)

101. UM Hospital Department of Internal Medicine Demonstrates asynchronous and blended learning environment Bridging research to practice gap Strengthening residents’ patient-safety knowledge and skills Producing data for research, programmatic improvement and accreditation needs

102. Analyze Medical Errors  Conduct on-line analysis  reflect on underlying causes  Assess Response  Evaluate Learning  Discuss incidents in seminar Internal Medicine

107. How Can I Learn More or Get Involved in OSP? 107

108. To Learn More/Get Involved Attend other OSP sessions at this conference Community mailing list osportfolio.org (general information and community library of examples) OSP space on Confluence (the Sakai wiki) Weekly community calls Test drive the application on an OSP QA server 108