Implementing E-portfolios in the Business Language Curriculum: A French Case


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Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.

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Implementing E-portfolios in the Business Language Curriculum: A French Case

  1. 1. Implementing E-portfolios in the Business Language Curriculum: A French Case CIBER 2011 Heather McCoy & Meredith Doran Penn State University
  2. 2. E-Portfolios in Education <ul><li>E-portfolios increasingly used in a range of disciplines </li></ul><ul><li>Multimedia platforms allow for rich evidence of learning and achievement </li></ul><ul><li>Opportunity for distinctive self-presentation </li></ul><ul><li>Bridge between classroom learning and everyday use of Web 2.0 platforms </li></ul><ul><li>Bridge between class assignments and career development </li></ul>
  3. 3. Overview of Workshop <ul><ul><li>Principles : </li></ul></ul><ul><ul><ul><li>What is an e-portfolio? </li></ul></ul></ul><ul><ul><ul><li>What is the value added of e-portfolios? </li></ul></ul></ul><ul><ul><ul><li>How do e-portfolios showcase self-presentation, evidence, and business language competence? </li></ul></ul></ul><ul><ul><li>Possibilities: </li></ul></ul><ul><ul><ul><li>Examples of multimedia e-portfolios from a Business French course </li></ul></ul></ul><ul><ul><li>Practices: </li></ul></ul><ul><ul><ul><li>(Free) Tools </li></ul></ul></ul><ul><ul><ul><li>Assessment </li></ul></ul></ul><ul><ul><ul><li>Best practices for use in business language curricula </li></ul></ul></ul>
  4. 4. Introductions <ul><li>Where are you from? </li></ul><ul><li>What is your current teaching context? Which languages do you teach, at what levels? </li></ul><ul><li>Have you worked with e-portfolios? Other portfolio assessments? </li></ul>
  5. 5. What is an E-portfolio? <ul><li>“ An e-portfolio is the product, created by the learner, of a collection of digital artefacts articulating experiences, achievements, and learning. ” (from JISC 2008, p. 7) </li></ul><ul><li>Sample E-portfolio </li></ul>
  6. 6. Traditional Portfolio Assessments <ul><li>Paper-based (and private) </li></ul><ul><li>Primarily textual evidence of learning (written assignments) </li></ul><ul><li>Course-specific </li></ul><ul><li>Audience is the course instructor </li></ul><ul><li>Process-oriented (include rough drafts, focus on showing development) </li></ul><ul><li>Encourage student self-reflection on learning process and areas of growth </li></ul>
  7. 7. E-Portfolios <ul><li>Digital (potentially public) </li></ul><ul><li>Multimedia evidence of learning (texts, video, audio, hyperlinks, etc.) </li></ul><ul><li>Can be course-related or autonomous </li></ul><ul><li>Wide potential audience </li></ul><ul><li>Can document process , or only final outcomes ( display portfolio ) </li></ul><ul><li>May or may not include reflective commentary </li></ul>
  8. 8. E-portfolio: Advantages <ul><li>Portable </li></ul><ul><li>Shareable </li></ul><ul><li>‘ Durable’ </li></ul><ul><li>Multimedia </li></ul><ul><li>Interactive (dialogic) </li></ul><ul><li>Multipurpose / Multiaudience </li></ul><ul><li>Supports / Documents Lifelong Learning </li></ul><ul><li>Creative/flexible </li></ul>
  9. 9. E-portfolios: Purposes <ul><li>Demonstrating outcomes of learning (for school, work, life) </li></ul><ul><li>Personal planning </li></ul><ul><li>Applying for a job or next stage of learning (course, degree program, etc.) </li></ul><ul><li>Registering with a professional body (e.g. teachers ’ union, certificate-granting agency, etc.) </li></ul><ul><li>Engaging with learning, documenting longitudinal learning and achievement </li></ul><ul><li>Increasing student investment/engagement with learning </li></ul>
  10. 10. E-Portfolios in Business Language Teaching: Advantages <ul><li>Include multimedia evidence of task-based competence and performance (four-skills) </li></ul><ul><li>Display domain-specific multilingual competence ( Français sur objectifs spécifiques ) </li></ul><ul><li>Provide evidence of business language competence not measured through standardized proficiency tests (e.g. ACTFL, TFI, DALF) </li></ul>
  11. 11. E-Portfolios in Business Language Teaching: Advantages <ul><li>Create a bridge to future professional activities: internships, graduate programs, career opportunities </li></ul><ul><li>Offer an opportunity for professional self-presentation in the L2 </li></ul><ul><li>Allow for personalization and creativity not available in a traditional cv </li></ul>
  12. 12. French Business Language E-Portfolios <ul><li>Context: 400-level undergraduate French Business Language course </li></ul><ul><li>E-portfolio purposes: </li></ul><ul><ul><li>Encourage professional self-presentation in French </li></ul></ul><ul><ul><li>Offer an pportunity for public display of best work </li></ul></ul><ul><ul><li>Suggest ‘Real-life’ application of course assignments </li></ul></ul>
  13. 13. French Business Language E-portfolios: Examples <ul><li>In looking at these e-portfolios, what can we notice about: </li></ul><ul><ul><li>Student self-presentation? </li></ul></ul><ul><ul><li>Evidence of learning? </li></ul></ul><ul><ul><li>Stylistic choices? </li></ul></ul><ul><ul><li>Portfolio 1 (Julia) </li></ul></ul><ul><ul><li>Portfolio 2 (John) </li></ul></ul>
  14. 14. French Language E-portfolios <ul><li>Context: 400-level undergraduate French Advanced Language course </li></ul><ul><ul><li>Not a business language course, but many students learning French for pre-professional purposes (e.g., journalism, advertising, finance, science) </li></ul></ul><ul><li>E-portfolio purposes: </li></ul><ul><ul><li>Encourage public self-presentation in French </li></ul></ul><ul><ul><li>Bridge course content to general interests and life goals (via hyperlinks, personalization) </li></ul></ul><ul><ul><li>Construct ‘archive’ of 4-skill student work </li></ul></ul>
  15. 15. French Language E-portfolios <ul><li>Juliette M. </li></ul><ul><li>Stephanie Y. </li></ul><ul><li>Dan C. </li></ul><ul><li>French course blog </li></ul>
  16. 16. E-Portfolios: Getting Started <ul><li>Three key phases in e-portfolio construction: </li></ul><ul><ul><li>Planning: defining e-portfolio goals, creating individual assignments/elements </li></ul></ul><ul><ul><li>Design: getting materials on-line, adjusting to format issues (opportunities, differences, tools needed) </li></ul></ul><ul><ul><li>Assessment: creating e-portfolio requirements, how & when to provide feedback, defining assessment criteria </li></ul></ul>
  17. 17. E-portfolios: A Continuum of Choices <ul><li>‘ Final Display Portfolio ’ : A limited number of key (4-skill) assignments that Ss are asked to post in an on-line ‘ repository, ’ with or without reflective commentary included in display </li></ul><ul><li>Dynamic E-portfolio/blog : A more developed individual portfolio, with multimedia content, interactive features, and room for student creativity/expansion </li></ul><ul><li>Teaching Tool : A teaching companion site--Course e-portfolio--where many course activities, assignments, interactions are located </li></ul><ul><li>Course Home : A course backbone, used to guide in-class and out-of-class activities, used to generate and to store all major course materials & resources) </li></ul>
  18. 18. Practices: Getting Started <ul><li>Using Weebly </li></ul><ul><li>Alternative: Google Sites </li></ul><ul><li>General E-portfolio development tools: </li></ul><ul><ul><li>EPAC (Evolving List of E-portfolio Tools) </li></ul></ul><ul><ul><li> (Helen Barrett) </li></ul></ul><ul><ul><ul><li>Helen Barrett’s Wordpress e-portfolio </li></ul></ul></ul><ul><ul><ul><li>Penn State E-portfolio Development </li></ul></ul></ul>
  19. 19. Multimedia Tools <ul><li>Wordle </li></ul><ul><li>Concept Mapping ( CMAP ) </li></ul><ul><li>Embedding YouTube video </li></ul><ul><li>Embedding Google Maps </li></ul><ul><li>Creating podcasts with Audacity </li></ul><ul><li>VoiceThread </li></ul><ul><li>50 Web 2.0 Ways to Tell a Story (Alan Levine) </li></ul><ul><li>Jing </li></ul>
  20. 20. E-portfolio Assessment <ul><li>By individual assignment (using existing grading criteria + display criteria) </li></ul><ul><ul><li>Include process documentation in e-portfolio? </li></ul></ul><ul><li>By proficiency criteria </li></ul><ul><ul><li>LinguaFolio self-assessment criteria </li></ul></ul><ul><ul><ul><li>LinguaFolio Materials </li></ul></ul></ul><ul><ul><ul><li>Can-do statements </li></ul></ul></ul><ul><ul><ul><li>Council of Europe Language Portfolio Site </li></ul></ul></ul><ul><ul><li>Holistic </li></ul></ul><ul><ul><li>Basic E-portfolio Assessment Rubric </li></ul></ul><ul><ul><li>University of Wisconsin Rubric </li></ul></ul><ul><ul><li>Rubric Design Guide </li></ul></ul>
  21. 21. Permissions/Copyright Issues <ul><li>How can I make sure that multimedia content in the e-portfolio (teacher/student) is not violating copyright law? </li></ul><ul><ul><li>Web copyright law resources </li></ul></ul><ul><ul><li>Media Commons Website (Creative Commons information) </li></ul></ul><ul><ul><li>Google image searches (.gov images are free!) </li></ul></ul>
  22. 22. Implementing E-portfolios: Best Practices <ul><li>Define purpose, audience to set overall expectations & design elements </li></ul><ul><li>Assign e-portfolio activities regularly --maintain student engagement & investment </li></ul><ul><li>Align e-portfolio elements with general curriculum (not just as an ‘add-on’) </li></ul><ul><li>Emphasize value-added /multi-purposes of e-portfolios to students </li></ul><ul><li>Provide support for early assignments </li></ul><ul><li>Give feedback on early activities quickly </li></ul>
  23. 23. Your Questions? <ul><li>Technology concerns? </li></ul><ul><li>Contexts of use? </li></ul><ul><li>Integrating into the curriculum? </li></ul><ul><li>Learning curve/effort? </li></ul><ul><li>Learning value? </li></ul>
  24. 24. Thank you!