Policy Implications of Research on eFolio Minnesota

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Presentation at Goodenough College, May 9, 2005

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  • Policy Implications of Research on eFolio Minnesota

    1. 1. Policy Implications of Research on eFolio Minnesota Darren Cambridge Goodenough College, London June 3, 2009
    2. 2. eFolio Minnesota <ul><li>Organizational Context </li></ul><ul><li>Research Results </li></ul><ul><li>Policy Implications </li></ul>
    3. 3. eFolio Background <ul><li>A project of the Minnesota State Colleges and Universities system (MnSCU) </li></ul><ul><li>Launched Fall 2003 </li></ul><ul><li>Available to all residents of Minnesota </li></ul><ul><li>30,000 active users as of April 2005 with linear growth </li></ul><ul><li>Planned interoperability with Open Source Portfolio at University of Minnesota </li></ul>
    4. 4. Funding and Leadership <ul><li>MnSCU leading as an entrepreneurial agency </li></ul><ul><li>Initial funding part of a larger grant from the Fund for Improvement of Postsecondary Education (FIPSE) </li></ul>
    5. 5. Service Model <ul><li>Centralized technology support </li></ul><ul><ul><li>Avenet eFolio </li></ul></ul><ul><ul><li>Phone technical support (rarely needed) </li></ul></ul><ul><li>Distributed programmatic support </li></ul><ul><ul><li>Colleges, universities, workforce development centers, schools </li></ul></ul><ul><ul><li>Small grants from MnSCU </li></ul></ul>
    6. 6. Individual Focus <ul><li>Focus on individual use for lifelong and lifewide learning </li></ul><ul><li>Minimal centralized control </li></ul><ul><li>Software and documentation encourages broad range of uses </li></ul><ul><li>See what works for individuals, then do more of that </li></ul>
    7. 7. Research Results <ul><li>Age not a factor </li></ul><ul><li>High level of use across all six categories of use </li></ul><ul><li>Educational planning central </li></ul><ul><li>Frequent role shifts </li></ul><ul><li>Little perceived impact of institutional support </li></ul>
    8. 8. Factors Influencing Level of Impact <ul><li>Audience </li></ul><ul><ul><li>Real </li></ul></ul><ul><ul><ul><li>Evidence of reading and response </li></ul></ul></ul><ul><ul><li>Imagined: </li></ul></ul><ul><ul><ul><li>Clear intended audience </li></ul></ul></ul><ul><ul><ul><li>Being “out there” </li></ul></ul></ul><ul><li>Ownership </li></ul><ul><ul><li>Integrity </li></ul></ul><ul><ul><ul><li>Integration of personal and professional </li></ul></ul></ul><ul><ul><li>Currency </li></ul></ul>
    9. 9. Ways Institutional Support Matters <ul><li>Audience: </li></ul><ul><ul><li>Technology’s impact of findability, connectivity </li></ul></ul><ul><ul><li>Collaborative contexts of portfolio authorship </li></ul></ul><ul><li>Ownership </li></ul><ul><ul><li>Introduction that embraces lifelong and lifewide learning </li></ul></ul><ul><ul><li>Technology that supports user adaptation </li></ul></ul>
    10. 10. Policy Implications <ul><li>Minimize barriers to entry </li></ul><ul><li>Introduce in way that addresses a wide range of uses </li></ul><ul><li>Provide support for collaborative development </li></ul><ul><li>Cultivate real audiences with real stakes </li></ul><ul><li>Interoperability through partnerships </li></ul><ul><ul><li>Bottom up from actual individual practice as well as top down through standards process </li></ul></ul><ul><li>Allow sufficient space to see what people actually care about doing </li></ul>

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