ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien
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ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien

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What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in ...

What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?

In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.

http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail

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  • One definition
  • Another definition
  • Prior learning Assessment and Recognition
  • TRU moving forward
  • Gail, people may respond to this question.
  • Still mainly paper-based
  • Green font is our workshop focus
  • 3:15
  • You may share these challenges… We will make time to hear your thoughts in the discussion period of workshop
  • Meg – your thoughts on how this would work? Gail, I left this as is because this is exactly what Barrett says – maybe her inconsistency is worthy of discussion.
  • Focus on look & feel vs. messy learning
  • Pair Share for a few minutes /Report out -
  • Conclusion: Practitioners are transforming their teaching practices. 3:35
  • Last heard from this is what the students and faculty said was most important (Tosh et al.)
  • Next slide Faculty Concern – How do I assess reflections on learning? Especially when students are sensitive to it?
  • Video files

ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien Presentation Transcript

  • E-Portfolios in Assessment:Emerging Learning-Centred PedagogyCollect… Select… Reflect… ConnectGail MorongDonna DesBiensTRUETUGJune 6, 2013
  • Presentation Outline• Portfolio definitions• Pedagogy• Benefits and challenges• Emerging Trends• Research Lessons/Tips• Future Research Directions• Discussion
  • What’s a portfolio?• A collection of items or artifacts that representan individual in some wayMany kinds, both traditional and digital:• Showcase• Teaching• Educational
  • Showcase Portfolio
  • Teaching portfolio
  • What is an educational portfolio?“ an educational portfolio contains work that alearner has collected, reflected upon, selected, andpresented to show growth and change over time”(Barrett, 2007)
  • What is an educational portfolio?“Purposeful selection of artifacts together withreflections that represent some aspect of theowner‟s learning.”(Chen, Stanford University,2009)
  • Traditional educational portfolios• Paper based, 3 ring binder• May include CD / DVD file(Prior Learning Association Canada, 2008)
  • Traditional Portfolios at TRU
  • TRU Traditional PLAR Portfolio
  • e-Portfolio Research Beginning
  • What is an e-Portfolio?“e-Portfolios are personalized, online collectionsof your work, chosen by you to represent todiverse audiences your knowledge, skills andinterests.”(UBC Portfolio Community of Practice, accessed 2013)
  • E-Portfolios may include• Presentations, papers, projects• Multimedia images, videos• Reflections on learning / work• Selective collaboration and feedback• Customization for different audiences
  • Many e-portfolio systemsTRU – Mahara & WordPress
  • Mahara e-portfolio features
  • Levels of educational e-portfolios• Course (Individual or Group)• Program• Campus-wide
  • Individual e-Portfolio in WordPress
  • Digital Storytelling Project (iPad)TRU Education and Skills Training ProgramTRU Student Group e-portfolio
  • Program Level
  • Campus-level PortfolioTRU Centre for Student Engagement & Learning InnovationRecognizes intercultural and international experiences in any credit program
  • Contemporary TechnologyTraditional E-PortfolioCollect ArchiveSelect Link/ThinkReflect Tell a storyProject CollaborateCelebrate Publish(Barrett, 2007)
  • Educational uses of e-portfolios• Job search• Learning assessment• Course evaluation• Plan educational programs• Track development within a program• Document „KSA‟ and learning• Monitor and evaluate performance(Barrett, 2007; Lorenzo & Ittleson , ELI, 2005)
  • Major Uses of Student e-Portfolios• Career preparation• Showcase accomplishments• Capture the learning process• Document specific learning outcomes• Learning representation, reflection and revision(Barrett, 2007; Lorenzo & Ittleson, ELI, 2005)
  • Critical Parts of Learning PortfoliosDocument, reflect, and collaborate:• Individual learning artifacts• Overall story of learning(Barrett, 2007; Zubizaretta, 2004, cited in Barrett)
  • So…what are the benefits of usinge-portfolios for learning?
  • Potential Benefits• Engage students in active learning• Help students become critical thinkers• Help develop writing and communication skills• Help develop information and digital literacy• Promote deep learning• Integrate learning across multiple contexts• Enable life-long learning(Lorenzo & Ittleson , ELI, 2005; Tosh et al., 2005)
  • Learning Potential
  • Shared Challenges• Multiple purposes & stakeholders• Ownership issues• Assessment issues – what, how, why?• Multiple new technologies• Workload – time and effort• Training and support access• Interoperability – silos vs. collaborative COP• Storage capacity(Goodine, 2010; EIfEL team blog, 2009; Barrett 2007)
  • Assessment Purposes Tension2 main purposes:• Assessment of learning• Assessment for learning(Barrett 2007)
  • Assessment of learning• Document achievement of standards, e.g.learning outcomes, competencies• Assume meaning is constant across users,contexts and purposes• Measure prescribed learning(Barrett, 2007)
  • Assessment for learning• Invite digital stories of deep learning• Provide structure for systematic criticalreflection on learning process over time• Improve /negotiate learning(Barrett, 2007)
  • Things to think about• Can tension be resolved?• What learning outcomes do you want to assess?• What kind of assessment is appropriate?
  • Supporting Multiple Needs3 interconnected systems:• Archive of student work• Authoring environment for creative learning• Institutional assessment management system(Barrett, 2007)
  • Challenges for Students• Buy-in• Motivation• Assessment• Technology(Tosh et al., 2005)
  • Buy-in / Motivation Concerns• Weak induction and instructions• Didn‟t understand reasons for collecting info• Need to know „What‟s in it for me?‟
  • Assessment Concerns• Sensitive to grading of personal reflections• Didn‟t understand what was wanted• Tension between trying to give what was wantedand meaningful learning• Grade weight / workload imbalance
  • Technology Concerns• Time required to learn system• Difficult to customize• Public vs. private access – when public, concernfor appearance trumped content and learning
  • Challenges for Faculty• What is purpose?• How to assess• Tech overload• Time shortage• Training & support
  • Pause for thought• How many of you have made an e-portfolio orused them in student assessment?• What are some of your experiences?• What technology did you use?
  • AAEEBL e-Portfolio Survey 2012Ass‟n for Authentic Experiential and Evidence-Based Learning• 243 responses from 13 countries representing 97 institutionsWho responded?• US (80%)• UK (20)• Canada (9)• Australia (8)
  • Emerging Trends• Program vs. course-based• Collaborative assessment• More learner/learning-centred beliefs- Student responsibility for learning- Student choices in what, how & how to represent- Cross-disciplinary evaluation teams- Assess multiple examples of student work(Brown, Chen & Gordon, IJeP, 2012)
  • Lessons from ResearchFirst step: Define your purpose
  • Lessons from ResearchEngage learning• Explain and demo how students can benefit• Show examples – good, messy, your own• Align with course & program• Give feedback, support and time to reflect• Connect classroom, community & work learning
  • Lessons from ResearchGuide assessment• Scaffold skills in how to reflect• Clear assessment criteria• Self-assessment to develop reflection and self-management skills• Peer review to develop thinking,communication, and collaboration skills
  • CHALLENGE:How do I mark that?
  • Lessons from ResearchFaculty• Build an evidence-based learning culture• Validate learning evidence• Collaborate on what works and why
  • Lessons from ResearchTech• Focus on learning vs. „look & feel‟• Use flexible, user-friendly systems• Enable multimedia file use• Ensure selective permissions/multiple views• Separate authoring and official record systems• Need active technology coordinator & equipment(Johnson, 2012; Barrett, 2007; Tosh et al., 2005)
  • Future research• What is valid evidence that e-portfolios supportsuccessful learning & assessment?• What is evidence of deep learning in e-portfolios?• How does learning-centred practice impactstudent critical reflection and agency?• Explore systems that differentiate student-ownede-portfolios from official records
  • E-Portfolio Research
  • Faculty buy-in/uptake in yourinstitution?TRU-OL:• Mahara and WordPress are supported• Pockets in Communications, Education, Englishand Nursing• PLIRC research
  • More Discussion Questions• How do different portfolio systems support andinfluence learning?• What do we know about how students fromdifferent cultural backgrounds response to e-portfolios?• How long should e-portfolios be kept on server?• How well do current practices meet challenges?
  • Contact InformationGail Morong:▫ gmorong@tru.caDonna DesBiens:▫ ddesbiens@tru.ca
  • Key References• Barrett, H.C. 2007. Researching electronic portfolios and learner engagement: The REFLECTInitiative. Journal of Adolescent & Adult Literacy (JAAL) 50:6 March 2007. doi:10.1598/JAAL.50.8.2• Brown, G., Chen, H. & Gordon, A. 2012. The Annual AAEEBL Survey at Two: Looking Back andLooking Ahead. International Journal of ePortfolio, Vol 2 Number 2, 129-138. Accessed at:http://www.theijep.com• Chen, H. 2009. ePortfolios: emerging definitions. Accessed at:http://www.youtube.com/watch?v=KKd5pDuGDJA• EIfEL team blog. 2009. Learning Futures: 10 ePortfolio challenges. Accessed at:http://www.learningfutures.eu/2009/09/10-eportfolio-challenges.html• Goodine, M. 2010. Eportfolios: In Search of a Silver Bullet. Accessed at:https://portfolios.kwantlen.ca/view/view.php?id=515
  • Key References• Johnson, H.L. 2012. Making Learning Visible with ePortfolios: Coupling the Right Pedagogy withthe Right Technology. International Journal of ePortfolio, Vol 2, Number 2, 139-148.• Lorenzo, G. & Ittleson, J. 2005. (D. Oblinger, Ed.). An Overview of E-Portfolios, EDUCAUSELearning Initiative (ELI). Accessed at:. http://www.educause.edu/library/resources/overview-e-portfolios• Tosh, D., Light, T., Fleming, K. & Haywood, J. 2005. Engagement with Electronic Portfolios:Challenges from the Student Perspective. Canadian Journal of Learning and Technology, V31(3)Fall, 2005.• UBC website. E-Portfolios @UBC – Archive of Projects. Accessed at:http://blogs.ubc.ca/projectportfolio/