• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Electronic Portfolios for Integrative Learning
 

Electronic Portfolios for Integrative Learning

on

  • 1,016 views

Presentation at Integrations 2005 - AGLS/AIS Annual Meeting, October 5, 2005

Presentation at Integrations 2005 - AGLS/AIS Annual Meeting, October 5, 2005

Statistics

Views

Total Views
1,016
Views on SlideShare
1,015
Embed Views
1

Actions

Likes
0
Downloads
13
Comments
0

1 Embed 1

https://www.linkedin.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Electronic Portfolios for Integrative Learning Electronic Portfolios for Integrative Learning Presentation Transcript

  • Electronic Portfolios for Integrative Learning Darren Cambridge George Mason University Integrations 2005 - AGLS/AIS Annual Meeting October 5, 2005
  • Integrative Portfolios in Practice
    • What is integrative learning?
    • Survey of portfolio practice
      • What needs do they meet?
      • How are they being used?
      • What are cultural characteristics of institutions that use them well?
    • Portfolios exemplifying dimensions of integrative learning
    • What are tensions between different uses, and how can they be resolved?
      • Open Source Portfolio
    • How can their use be extended beyond higher education?
      • eFolio Minnesota research
  • Individual and Institutional Needs
    • Self-authorship to deal with rapid change
      • Integration
      • Reflection
    • Self-representation for community participation
    • Accountability for student learning outcomes
    • A richer picture of how students make sense and take ownership of their learning careers
    • New ways to help students plan learning and present evidence of learning
  • Portfolio Applications
    • Course-level assessment
    • Facilitating reflective and integrative learning
    • Scholarship of teaching and learning
    • Job search
    • Communication with family and community
    • Advising
    • Assessment of programmatic and institution-wide learning outcomes
    • Evidence for accreditation and public accountability
    • Data for institutional research
  • Building Portfolio Culture: Best Practices
    • Going public
    • Culture of evidence
    • Learning through assessment
    • Multiple contexts and purposes
    • Evaluation and planning
    • Individual ownership and control
    • Technology follows pedagogy and community
    • Formal role in curriculum and rewards structure
  • Some Portfolio Leaders
    • Alverno College
    • LaGuardia Community College
    • Clemson University
    • IUPUI
    • Minnesota State Colleges and Universities
  • What is integrative learning?
  • Integrative Learning in Practice
    • Integration through competencies
    • Integration across disciplines
    • Integration across roles
    • Integration across cultures
  • Integration through competencies
    • David Glick’s New Century College graduation portfolio
      • http://www.somedave.com/school/portfolio/index.php
    • New Century College graduation portfolio assignment
      • http://www.ncc.gmu.edu/portguide.html
  • Integration Across Disciplines
    • Bret Werner’s integrative studies major portfolio
      • http://www.stolaf.edu/depts/cis/wp/wernerb/
    • St. Olaf College Center for Integrative Studies
      • http://www.stolaf.edu/depts/cis/
  • Integration Across Roles
    • Tracy Wright’s portfolio
      • http://tracywright.efoliomn2.com/
    • eFolio Minnesota
      • http://www.efoliomn.com/
    • eFolio Minnesota for Lifelong and Lifewide Learning
      • http://efoliomn.com/index.asp?Type=B_PR&SEC={4FFD14BC-BE50-4B27-BB57-314A464DFFF5 }
    • “ You choose the pieces that you feel most accurately and positively reflect your human being, and so I selected things that I felt demonstrated my values and shed a positive light on me in a public way.” - Tracy Wright
        • “ I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are, versus just me as a professional educator and nurse, so I think that that was important for me to be able to display that … I am a real person, I have a family, I have kids and I think that that brings me closer to what maybe students are experiencing, I am not someone who's isolated to the world of professional nursing education, I also have conflicting, or competing maybe, obligations within my life that I need to balance, just as students do and other professionals do, and I think that that's a good thing, to show students and people that are reading my sites, I have other obligations in my life and I manage to hopefully balance them all and be able to perform to the best of my ability in all those domains.” - Tracy Wright
  • Integration Across Cultures
    • Manju Poudel’s portfolio
      • http://www.eportfolio.lagcc.cuny.edu/esamples/Manju.poudel/Spring_2005/index.html
    • ePortfolio @ LaGuardia
      • http://www.eportfolio.lagcc.cuny.edu/
  • Tensions in ePortfolio Use
    • Purpose: accountability vs. improvement
    • Epistomology: objectivist vs. intuitionist (Gray 2002)
    • Locus of control: individual vs. institution
    • Metaphor: test vs. story (Barrett 2004)
  •  
  • One Size Doesn’t Fit All
    • Using portfolios designed to promote learning for high stakes assessment poses numerous legal and psychometric problems (Wilkerson & Lang 2003)
    • Portfolio formats and workflows designed for large scale assessment rarely promote learning directly
  • Electronic Portfolios can be Multiple
    • Working portfolio - all the material collected or made available for use in portfolios and all the associations made within that collection; the larger archive from which portfolio elements are selected
    • Presentation portfolio (view) - designed for and shared with particular audiences or collection of audiences for a particular rhetorical purpose
    • Remixing: Power of time, energy, and information invested can be multiplied
  • Electronic Portfolios can be Connected
    • Discourse around shared ePortfolios can build community
    • Institutional portfolios can integrate multiple sources of evidence, including individual portfolios
    • Multiple technologies can be integrated to support ePortfolio development and use
  • OSP 2 Functionality Design Design Collection Collect and Organize Query Analyze Scaffolding (Matrix) Guide Worksites Communicate Tool Activity
  • OSP 2: Multiplicity
    • Collection
      • Artifacts - files, reflections, comments …
      • Relationships - reflection on, attests to, evidence of, etc.
    • Design
      • Visual design
      • Hypertext
    • Scaffolding
      • Matrixes and rubrics
      • Wizards and checklists
      • Analytical tools: search and query
  • OSP 2: Connectedness
    • Common Interest Groups (CIG)
      • Anyone can create CIGs, guidance, and designs
      • Collaboration tools through Sakai
    • Libraries and templates
      • Anything can be shared with any CIG
    • Interoperability
      • Easier integration with other systems through open standards
      • Import and export using IMS ePortfolio
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  • Criteria Objects Multi-dimensional Assessment Model Aggregate (Reports) Time/level/Linear
  • Criteria Objects Multi-dimensional Analysis Model Aggregate (Reports) Time/level/Linear
  • Objects Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Criteria Aggregate (Reports) Multi-dimensional Analysis Model Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Time/level/Linear
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact more Objects Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact Objects Aggregate of all criterion one (Communication Skill) artifacts Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear •
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact Objects Aggregate of all criterion two (Critical Thinking) artifacts Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear •
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact Objects Aggregate of all criterion one (communication skill) reflections associated with an artifact Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear •
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact Objects Aggregate of all criterion one (communication skill) Course Grades associated with an artifact Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear •
  • Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intro Intro Intro Intro Intermed Intermed Intermed Intermed Intermed Adv. Adv. Adv. Adv. Adv. Exper Exper Exper Exper Exper Artifact Artifact Artifact Artifact reflect reflect reflect reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact • All reflections for each criterion on a specific level Objects Criteria Aggregate (Reports) Multi-dimensional Analysis Model Time/level/Linear
  • Learning from eFolio Minnesota
    • A project of the Minnesota State Colleges and Universities system (MnSCU)
    • Launched Fall 2003
    • Available to all residents of Minnesota
    • 30,000 active users as of April 2005 with linear growth
    • Portfolios for lifelong and lifewide learning
  • Research Results
    • Age not a factor
    • High level of use across all six categories of use
    • Educational planning central
    • Frequent role shifts
    • Little perceived impact of institutional support
  • Factors Influencing Level of Impact
    • Audience
      • Real
        • Evidence of reading and response
      • Imagined
        • Clear intended audience
        • Being “out there”
    • Ownership
      • Integrity
        • Integration of personal and professional
      • Currency
  • Ways Institutional Support Matters
    • Audience:
      • Technology’s impact of findability, connectivity
      • Collaborative contexts of portfolio authorship
    • Ownership
      • Introduction that embraces lifelong and lifewide learning
      • Technology that supports user adaptation
  • Policy and Pedagogy Implications
    • Minimize barriers to entry
    • Introduce in way that addresses a wide range of uses
    • Provide support for collaborative development
    • Cultivate real audiences with real stakes
    • Allow sufficient space to see what people actually care about doing
  • Places to Learn More
    • EPAC International
      • http://epacinternational.org
    • National Coalition for Electronic Portfolio Research
      • http://ncepr.org/ncepr/drupal