Helen  Chen: Electronic Portfolios and Student Success: A Framework for Effective Implementation
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Helen  Chen: Electronic Portfolios and Student Success: A Framework for Effective Implementation Helen Chen: Electronic Portfolios and Student Success: A Framework for Effective Implementation Document Transcript

  • Electronic Portfolios and Student Success: A Framework for Effective Implementation WASC Resource Fair January 19-20, 2012 Helen L. Chen, Ph.D. Stanford University hlchen@stanford.eduAssessment Methods(Leskes & Wright, 2005) Portfolios Capstone Experiences Performances Common assignments, secondary readings, and other embedded assessments Classroom assessment techniques, action research Local tests Commercial tests Course management programs 1
  • What might go into astudent ePortfolio? 2
  • Sketch… what might go into a student ePortfolio.Don’t think too much. Put your pen to paper and start drawing. Multiple forms of evidence in various media 3
  • Multiple curricula within highereducation as they are… Lived Delivered 4
  • Why ePortfolios?The ProblemStudents’ intellectual experience of higher education isfragmented due to: • Lack of curricular coherence • Increasing demands of an information-rich environment • Growing importance of out-of-class learning experiences 5
  • Our country is rearing a group of intelligent young men and women with lots of skills and enthusiasm but little self-knowledge.http://www.insidehighered.com/views/2010/10/21/hendersonhttp://abcnews.go.com/US/wireStory/consumers-surveys-breed-feedback-fatigue-15312009#.Txfi129ST2Y 6
  • The Folio Thinking ApproachProvide structured opportunities for students to: 1. create learning portfolios 2. reflect on learning experiencesEnable students to: • integrate and synthesize learning • enhance self-understanding • make deliberate choices in their learning career • develop an intellectual identity 7
  • ePortfolio Implementation Framework (Chen & Penny-Light, 2010; Penny-Light, Chen, & Ittelson, 2012) Defining Learning Outcomes Identifying & Understanding Learners and Stakeholders Designing Learning Activities Informing Assessment of Student Learning Using ePortfolio Tools and Technologies Evaluating the Impact of Your ePortfolio Initiative http://www.documentinglearning.com Defining Learning Outcomes What are you hoping to achieve using the ePortfolio? How will ePortfolios enhance the learning experience you are designing for your students? What types of learning do you want to capture and document? 8
  • AAC&U’s Essential Learning Outcomes http://www.aacu.org/value Inquiry and analysis Teamwork Critical thinking Problem solving Creative thinking Civic knowledge and Written communication engagement – local Oral communication and global Quantitative literacy Intercultural knowledge and competence Information literacy Ethical reasoning Foundations and skills for lifelong learning Integrative learningStudying abroad gives you thechance not only to see and travelin a foreign country, but toactually learn about how thepeople there have values that aredifferent to those that yourcountry holds. http://macaulay.cuny.edu/eportfolios/lilachgez/ 9
  • Understanding your learnersWho are we designing the learning experiencefor?What are their characteristics?What technologies are they comfortable with?What support will they need to create theirePortfolios? 10
  • Who are today’s students?“Today’s students are no longer the people our educational system was designed to teach.” —Marc Prensky Digital Natives vs. Digital Immigrants (Prensky) Net Generation, Millennials (Educause Learning Initiative) Born Digital (Palfrey & Gasser, Harvard) Generation M(ultitasking) (Kaiser Family Fdn.; Ophir, Nass, & Wagner, 2009) Older Wiser Learners (OWLs)How does being continually connected affect how studentsinteract with each other and how they experience college? http://chronicle.com/article/Bleary-Eyed-Students-Cant/129838/ 11
  • What’s being lost in this environment?“We are being pummeled by a deluge of data and unless we create time and spaces in which to reflect, we will be left with only our reactions.” --Rebecca Blood, weblog historian Communication skills (writing and in person) How to think How to be contemplative How to reflect --Chronicle for Higher Education, 10/5/05 Empathy? --Konrath (2010)What data already exist? What methods can we use to learn about our learners? Example: U. of Rochester’s anthropological study of "What happens when a professor assigns a paper to a student?“ Focus groups, interviews, questionnaires, etc. What existing sources of data are available and accessible? Who owns this data? NSSE, Alumni surveys, Admissions/Registrars 12
  • Identifying StakeholdersHow can these stakeholders benefit fromadopting ePortfolios?What can these stakeholders contribute to theePortfolio initiative? 13
  • Anticipating External Uses of EvidenceHow will ePortfolios be used by externalaudiences and stakeholders?How can ePortfolios inform program evaluationand institutional accreditation needs? 14
  • Mapping Overview Kevin Kelly, SF Statehttp://teachingcommons.cdl.edu/eportfolio/resources/dop/mapping.htmlMapping Case Study:Using tags • Personal and Social Responsibility • Anchored through active involvement with diverse communities and real-world challenges • Knowledge of Human Cultures & the Physical & Natural World LEAP • Focused by engagement with big questions, both contemporary and enduring • GE Content Objective: Acquire an understanding of the interrelationships between science, economics, ethics and policy in environmental decision-making by society. • Campus Strategic Goal: To create a vital and collaborative living and learning experience for Institution students, who will appreciate and embrace the local, regional, and global communities of which we are all a part. • College of Behavioral & Social Sciences - Goal: Continue to develop community service and research partnerships that enhance student learning and community involvement. College • Department of Environmental Studies - Objective: Recognize the interconnectedness and interdependence of political, economic, and social complexities inherent in environmental problem solving, and demonstrate the ability to apply this interdisciplinary training to Dept environmental problems of local, regional, national, or global significance. • Environmental Studies 010: Life on a Changing Planet • Student Learning Objective: Demonstrate ways in which science influences and is influenced Course by complex societies, including political and moral issues. • Assignment: Calculating Your Carbon Footprint • Upload your final papers/projects from this class in your ePortfolio tagged with "science", Artifact "ethics", "policy", "environmental problem-solving", "real-world challenge" (See assignment description for details) 15
  • Evaluating the Impact of ePortfolios How will you evaluate the impact of your ePortfolio project? How will you define success for you? Your students? Your faculty? Your institution? What constitutes evidence of YOUR success?Defining “Success”(Venezsky, 2001)Imagine that your ePortfolio project is completed and that it succeeded in all of its goals. You are to appear tomorrow at a press conference to explain what you have accomplished. Write a press release to distribute at this meeting 16
  • National & International ePortfolio InitiativesFor more information Helen L. Chen, Ph.D. Center for Design Research & Office of the Registrar hlchen@stanford.edu EPAC ePortfolio Community of Practice wiki and listserv http://epac.pbworks.com https://mailman.stanford.edu/mailman/listinfo/epaccoplist Association for Authentic Experiential Evidence-Based Learning (AAEEBL) – annual conference in Boston in July 2012 http://www.aaeebl.org Association of American Colleges & Universities – VALUE, LEAP, and Quality Collaboratives projects http://www.aacu.org 17