1. Digital Portfolios – Alverno College’s DDP Linda Ehley Robert O’Brien Hokanson John Savagian Kelly Talley Ann van Heerden College of Menominee Nation August, 2003

3. Digital Portfolio Questions  What are digital portfolios?  What are the basic types of digital portfolios?  What are the trends with regard to digital portfolios?  What is Alverno’s Diagnostic Digital Portfolio?  What are some benefits and issues we have found in using the DDP?  How are faculty using the DDP within their classes?

4. What are Digital Portfolios?  Creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning  A collection of student work that is stored on a computer, on a CD-ROM or using some other digital technology

5. Characteristics of Portfolios  Portfolios can feature multiple examples of work  Portfolios can be context rich  Portfolios can offer opportunities for selection and self assessment  Portfolios can offer a look at development over time Assessing the Portfolio: Principles for Practice, Theory and Research (1998 - Liz Hamp-Lyons)

6. What are the types of Digital Portfolios? Institution * Program Assessment * Course Assessment * Faculty Assessment Faculty * Teaching Assessment * Course Assessment * Personal Growth/Reflection Student * Student Learning * Evaluation/grading * Showcase

7. What are the Trends?  To HAVE a Digital Portfolio!  Technology * Portfolios in other than digital format are not new - Electronic/digital portfolios provide easy access  Public Relations * Better understanding of student learning in higher education  Accreditation Documentation * Teacher Education programs

8. It’s not about the technology … …it’s about learning

9. Alverno College  One of about 80 US women’s colleges  Ability-based curriculum Ability-based curriculum  Two time frames: Weekday, Weekend  About 2000 students with a high level of ethnic diversity  Majors with largest enrollment: Business and Management; Education; Nursing, Professional Communication/ CMT; Social Sciences/Psychology/CLD http://www.alverno.edu/for_educators/publications.html

10. Eight Abilities  Communication  Analysis  Problem Solving  Valuing in Decision- Making  Social Interaction  Global Perspectives  Effective Citizenship  Aesthetic Responsiveness

11. Alverno’s Diagnostic Digital Portfolio (DDP)  A cumulative yet selective record of an individual student’s academic work that is electronically accessible and assessable.  Main purpose - to assist students in analyzing their patterns of learning  A mirror to reflect her learning thus far and a map to chart where she is going

12. Diagnostic - analyzing the cause or nature of a situation Digital - readable and manipulable by computer Portfolio - a collection representative of a person’s work

13. Why We Created the DDP  Mountains of information on student performance and learning * 14 different locations * Not easily accessible to students and faculty  Wanted a vehicle to enhance student reflection on their learning across time

14. Implementation  Year 1 * Began with accounts for all new students * Piloted key performances  Year 2 * Expanded classroom key performances * Piloted Independent Learning Experiences  Year 3 * Piloted video uploads * Mid Program Integrating Moment  Year 4 * Set Institutional goal for all faculty to create and use key performances in their courses * Began adding graduate programs

15. Student Reactions  Very positive and excited  Interested in developing a “history” of her learning  Eager to participate and add additional materials  Made her learning -- what she does at Alverno -- more visible  Provides “one location” to access criteria, advanced outcomes, learning style templates and advising templates

16. Faculty Reactions  Very positive for piloting faculty  Easy access to Communication criteria, writing and speaking templates, Advanced Outcomes and self assessment framework  Time and complexity issues  Emphasized the need for technology support

17. Issues  Provide specific places where students reflect on their learning * Integrating Moments  Address the varying computer literacy levels of students  Integrate DDP use into classroom practice  Extend understanding of uses of the DDP

18. Benefits  Increase computer literacy among faculty and students * Actual “purpose” for using technology  Provide specific places in curriculum for reflecting on prior work and setting goals  Assist students/faculty in “seeing” learning and self assessment development  Improve quality of self assessment  Help students with learning issues

19. Questions - Comments?

20. Let’s Look at the DDP!!! ddp.alverno.edu

21. References  The How and the Why of Electronic Portfolios in Higher Education - Marsha Leeman-Conley * http://www.softcom.net/users/conley/papers/TechEd99.html#whatis http://www.softcom.net/users/conley/papers/TechEd99.html#whatis  Electronic Portfolios: Students, Teachers, and Life Long Learners Annette Lamb  http://eduscapes.com/tap/topic82.htm http://eduscapes.com/tap/topic82.htm  Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning - AAHE - 2001 Barbara L. Cambridge, volume editor  Alverno’s Diagnostic Digital Portfolio * http://ddp.alverno.edu http://ddp.alverno.edu