1. Institutionalizing the ePortfolio Judith Kirkpatrick Kapi’olani Community College Benefits, challenges, answers, and how to succeed at implementation. For students, faculty, and administrators.

2. Benefits for Students ePortfolios:  Teach reflection, analysis, and integrate learning across the full educational experience  Integrate knowledge and experience  Assist with management of educational and professional records  Provide a place to maintain a catalog of accomplishments over time  Prepare for career selection and the job search  Enhance self-esteem and confidence

3. Benefits to faculty and administrators  Course-level assessment for student learning  Program-level assessment for student learning and accreditation  Enhanced student-faculty relationships  Improved advisement  Enhanced professional development  Streamlined contract renewal

4. Benefits of ePortfolios  A window for parents into their children’s education by providing an opportunity to:  View learning presentations and products  Share more directly in experiences like study abroad and service learning  A resume-enhancing tool that provides employers with critical information about applicant skills and learning  A means for colleagues to exchange information and feedback about research, teaching, committee work, and service  And, of course, a means to assess programs, learning outcomes, and the enhancement of a transcript

5. Challenges to ePortfolio Use  Limited faculty and student time and energy  Lack of funding  Lack of understanding of the value of ePortfolios in enhancing student learning  The willingness of faculty and administrators to promote the ePortfolio and folio thinking  The need for faculty and students to develop the skills to use ePortfolio  Inadequate technological resources and support  Fear of technology  Resistance to change  Educating ePortfolio audiences for viewing

6. Answers to Challenges  Time and Energy: Portfolios use the same time to more benefit by empowering users to:  Document their own educational and professional progress  Get the feedback they want and need  Become more self-directed in their learning  Money: Once implemented, ongoing costs are minimal if you adopt a solution such as the SAKAI/Open Source Portfolio  Value of Reflection: Reflection improves everyone’s learning through promoting higher level thinking

7. More answers to challenges  Skills: The software is easy; the habit of documenting and reflecting upon one’s learning is more difficult  Fear of technology: ePortfolio is a user-friendly technology  Resistance to change: Folio thinking necessitates new ways of thinking about learning  Educating ePortfolio audiences: encouraging opportunities for academic, community and family interface (internships, service learning, study abroad) helps train ePortfolio users in soliciting and preparing comments that can guide viewers feedback

8. Campus Implementation  Student Development  Admission  Student orientation  Advisement  Assessment of Learning  Course & Program level  Professional certification  Institutional Assessment  Learning Beyond the Classroom  Study Abroad  Co-Curricular Activities, Service or Experiential Learning  Career DevelopmentFaculty Concerns  Faculty development  Promotion & tenure  Curriculum development

9. Campus Activities  Initiate conversations among faculty, administrators, and students about  Benefits of ePortfolios  Challenges to ePortfolio use  Provide hands-on learning about ePortfolios through  Faculty & student orientation sessions  Master student classes and first year seminars  General education courses  Advisement  Faculty development  Faculty contract and/or tenure documents  Provide resources for pilots in various campus units/programs

10. Motivate Faculty  Reward faculty for implementing ePortfolios with:  Release time  Summer institutes or retreats  Small grants from institutional money  Assistance in seeking external grants  Showcasing effective faculty portfolio use  Encourage faculty to use their own development to learn and model ePortfolio use  Demonstrate how ePortfolios can streamline faculty workload by:  Decreasing paper flow  Minimizing lost assignments  Assisting with assignment review & feedback  Improving assessment of student learning  Enhancing benefits already present in a course management system

11. Demonstrate to Administrators  The Flexibility and Possibilities  Strengthening and streamlining the advisement process  Providing students with view access to their student records  Encouraging students to document and appreciate their  learning in and beyond the classroom  Developing and accessing data on learning assessment  Encouraging interdisciplinary collaboration in curriculum development  Developing and submitting contract/promotion and tenure files  Streamlining applications for grants and awards (UM-Duluth – Baldridge)

12. Get students to use them!  Enhancement of self-esteem by  Becoming aware of how much & how deeply one has learned  Being able to demonstrate one's progress to faculty, peers, family, & employers  Improved learning outcomes through  Additional scaffolding and incorporation of standards  Enhanced feedback from faculty and peers  Increased learning, creativity, and control  Integration of learning in and outside of the classroom  Recognition of learning relevance to the real world  Better positioning for career choice and job search  Enhancing ability to apply for a academic and co-curricular opportunity

13. How to Succeed  Begin small  With pilot groups  Specific colleges, programs, or activities  Cohorts of students  By discipline  By year or semester  Expand as demand builds  Incrementally by adding units, activities, or cohorts  To include as many common interest groups as possible

14. Promoting ePortfolio Thinking  Academia values the creation, organization, and refinement of knowledge  Folio thinking gets to the heart of these academic values  Through folio thinking, students define and refine their relationship to knowledge  Folio thinking promotes deep learning through  Organization  Reflective analysis  Evaluation  Creative manipulation of information

15. Providing Curricular Coherence  Integrative Learning and Reflection  Synthesis and Analysis  Co-curricular and Extra-curricular learning  Making sense out of the college process

16. Provide Incentive for Colleagues  Employing value motivators, frustration points, and strategic thinking to encourage ePortfolio use  Demonstrating the educational value and benefits that can be obtained from implementing ePortfolios and folio thinking in the classroom  Showcasing faculty and students who have gained new enthusiasm for teaching and learning through ePortfolio use

17. Example: Document today’s workshop for your ePortfolio  The ePortfolio XML databasing way  In the system, fill out a form with the basics, when, where, why  Upload to the system: Write accompanying notes, plans, things you would like to remember and  Affiliate your form with your notes via a presentation on professional development  Share your presentation with colleagues, deans, administrators, via emailed links/announcements or even put the presentation as a permanent link on your website (if you have one)

18. Want to try this out for the next seven months?  Put your name/email and institutional affiliation and role on a piece of paper or hand in your business card to Sharon Hamlton. You will be added to our eportfolio system in a Common Interest Group (CIG) called CW2005  http://eportfolio.kcc.hawaii.edu http://eportfolio.kcc.hawaii.edu  The CIG has about 80 other faculty from around the country who’ve come to workshops I’ve held over the last six months.  You can join the faculty CIG in the system if you like or use your access to demonstrate an eportfolio campus-wide system  The access will end May 31, 2007

19. Our philosophy and policies  The ePortfolio system is available for anyone affiliated with our College  The ePortfolio system is a value-added opportunity for our College  The ePortfolio system is a continuing, free for users, place. Users are archived offline after five years of disuse  This is a model. It’s not the only model, but it works for us. We want people to use it over time and over lifelong learning.

20. http://eportfolio.kcc.hawaii.edu  My email:  kirkpatr@hawaii.edu kirkpatr@hawaii.edu  Thank you for signing up for this workshop.  Aloha a hui hou