1. Experiences using Electronic Portfolios for Learning
Presented by Faculty and Staff at UMW’s College of Graduate and Professional Studies
Lisa Ames, Gail Brooks, Teresa Coffman, Cheryl Hawkinson-Melkun and Sharon Teabo

2. Andragogy “experience is the adult learner's living textbook” (Lindeman, 1926)
What do they offer?
Life Experiences
Life/Work/School Learning Connections
How do they learn?
Self-Reflection
Peer Review
Small Group Interactions
Learner Centered Lessons
Who Are They?
Lifelong Learners
Self-Directed
Take Responsibility for Decisions

3. Professional OF
Learning
FOR
Learning
2 Target Programs

4. Undergraduate Adult Degree Completion Program
E-Portfolio Template
Undergraduate Adult Degree Completion Program

5. Undergraduate Degree Completion E-Portfolio Rubric
Skills
Level 5
Excellent
Level 4
Proficient
Level 3
Acceptable
Level 2
Needs Improvement
Level 1
Unacceptable
Demonstrated Growth & Depth of Reflection
Demonstrates exceptional growth as a writer, student, and thinker.
Demonstrates strong growth as a writer, student, and thinker. Student reflects on and analyzes
Demonstrates growth as a writer, student, and thinker. Student reflects.
Demonstrates limited or inconsistent growth as a writer, student, and thinker. Some reflections
Demonstrates little or no growth as a writer, student, or thinker. Reflections are not fully developed
Reflective Strategies
Reveals thoughts and feelings through the presentation and brings those experiences to life
Reveals thoughts and feelings and makes a strong connection between experiences and future goals.
Shares thoughts, feelings, and previous experiences and attempts to make those experiences real for the reader.
Constructs reflections that are inconsistent in quality. Some reflections may be fully developed
Shows little thought or effort in reflective pieces. Writing is vague and not fully developed.
Skills Matrix & Use of Artifacts
Uses specific, detailed, and convincing evidence and artifacts.
Uses evidence and artifacts
Presents some evidence
Uses incomplete or vaguely developed evidence
Uses little or no evidence and/or artifacts within the skills matrix.
Language Use & Conventions
Uses language that is precise and engaging,
Uses language appropriately and provides concrete details and specifics.
Displays competency in his/her writing and an awareness of writing conventions.
Uses language that is vague or imprecise. May use language ineffectively
Displays significant difficulties negotiating the demands of written English.

6. Graduate Teacher Education Program

7. Graduate
Teacher
Education
E-Portfolio Rubric

8. Template or Self-Design

9. Lessons Learned and Future Plans
Fall ’05
Format proved challenging to students
Lack of self-regulatory skills
Difficulty regulating own learning
Technology competency lower than expected
Writing proficiency
33% below expected level
Spring ’06
much improved