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Portfolios in Higher Education: Capitalizing on the Digital and Interactive

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Slides from a workshop given at the Dallas English Technology Forum, Grapevine, TX, March 5, 2009

Slides from a workshop given at the Dallas English Technology Forum, Grapevine, TX, March 5, 2009


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  • 1. Portfolios in Higher Education: Capitalizing on the Digital and Interactive Darren Cambridge Grapevine, TX March 5, 2009
  • 2. Objectives •  Learn about –  Contributions of the digital to portfolio practice –  Models from the Inter/National Coalition for Electronic Portfolio Research •  Reflect on these concepts and models in relationship to your own current and future work in teaching and assessment •  Identify heuristics for further exploration –  Metaphors –  Theories
  • 3. Portfolios •  Collection •  Reflection •  Selection •  Projection •  Connection
  • 4. Contributions of the Digital •  Easing management and archiving •  Offering rapid feedback and facilitating collaborative learning •  Scaffolding the learning process •  Documenting and promoting lifewide learning •  Enabling multimedia and hypertextual reflection
  • 5. Discussion •  Easing management and •  Are there way in which archiving you do these things now? •  Offering rapid feedback and What are their strengths facilitating collaborative and limitations? learning •  Which of these •  Scaffolding the learning capabilities might help process you reaching an objective •  Documenting and promoting lifewide learning you have in your courses •  Enabling multimedia and or program? hypertextual reflection
  • 6. Easing management and archiving
  • 7. Georgia Writing Portfolio •  Assessment of first year composition outcomes •  Three essays, one revised, and cover letter •  Collected and analyzed through <emma>
  • 8. Seton Hall First Year •  First-year portfolio focused on four non-cognitive factors related to retention •  Research demonstrates all four factors predict persistence and success (GPA) beyond otherwise available data •  Social integration and quality of effort most significant  new curricular emphasis
  • 9. Offering rapid feedback and facilitating collaborative learning
  • 10. Folio Thinking at Stanford •  Folio thinking: learning principles and processes associated with portfolios •  Reflective “Idealogs” composed throughout the semester •  Wikis and blogs
  • 11. Folio Thinking at Wolverhampton •  Julie Hughes’ students in classroom placements at Wolverhampton •  Community of practice through blogging •  “Everyday theorizing”
  • 12. Scaffolding the learning process
  • 13. Learning Record Online •  Five dimensions of learning and course goals •  Observations and samples of work throughout semester •  Interpretation and grade recommendations at middle and end •  Midterm moderations
  • 14. George Mason Leadership Portfolio •  Leadership portfolio for an audience of their choice •  Identity, relationships, community, future directions •  Portfolio using template; matrix “pre-writing”
  • 15. Beginning of Semester •  Expanding thinking about evidence •  Reflective writing in response to chosen prompts •  Organized around categories for social change model of leadership
  • 16. Mid-semester •  Reconceptualizing as leadership •  Organizing evidence and reflections in relationship to shared conceptual framework •  Matrix Thinking
  • 17. End of Semester •  Presentation portfolio for an audience of their choice •  Identity, relationships, community, future directions •  Portfolio using template
  • 18. Matrix Thinking at Kapi’olani •  First-year courses •  Six native Hawaiian values and four stages of the journey of a canoe •  Impact on student engagement and learning strategies
  • 19. Kapi’olani Research Results •  Significant positive difference between ePortfolio students and college and national benchmarks for –  Student engagement •  Six of twelve CCSSE questions –  Learning strategies •  Eight of ten Learning Strategies and Study Skills (LASSI) categories
  • 20. Documenting and promoting lifewide learning
  • 21. Three curricula Kathleen Yancey, Reflection in the Writing Classroom
  • 22. LaGuardia ePortfolio •  Recent immigrants and first-generation college students •  Bridging home and disciplinary culture •  Impact on retention, student engagement, grades •  Portfolio studios •  Visual design and iteration
  • 23. LaGuardia CCSSE Results 3.2 3 2.8 2.6 2.4 Nat'l Mean LaG Mean eP Mean 2.67 2.85 3.12 Critical Thinking How much has your coursework emphasized synthesizing & organizing ideas, information, or experiences in new ways? 1 = Very Little, 2 = Some, 3= Quite a Bit, 4 = Very Much
  • 24. LaGuardia ePortfolio & Retention 78 76 74 72 70 68 66 64 Fa05->Sp06 Sp06-> Fa06 2 Smstr Mean 71 69 70 College 76.5 74.7 75.5 ePortfolio
  • 25. •  Used by 60,000 residents •  Most active users demographically representative •  Use across roles suggests intrinsic motivation and lifelong learning •  Integration of different life roles in single representation with user control over contents and visual design key success factor
  • 26. Enabling multimedia and hypertextual reflection
  • 27. Virginia Tech
  • 28. Linking/Thinking at Clemson •  Psychology undergraduate research program •  Complexity of arrangement mirrors sophistication of disciplinary and professional identity
  • 29. Stanford Learning Careers
  • 30. An Emergent Typology of Use of Evidence in ePortfolios •  Characteristics of item used as evidence –  Agency –  Media •  Purpose of incorporating evidence –  Rhetorical Function –  Object •  Characteristics of associated learning activities –  Sponsorship –  Participation
  • 31. Write about … •  If you were a student, which model(s) would be most appealing? •  Which model(s) appeal(s) most to you as an educator? •  Which best match current or anticipated practice in your classroom, program, or institution? •  What challenges might you anticipate if you were to build on one of these models?
  • 32. Metaphors •  Mirror •  Digital self •  Map •  Conversation piece •  Sonnet •  Museum exhibit - Mary Dietz •  Interface •  Test Which metaphors •  Story appeal the most -Helen Barrett to you?
  • 33. Kathleen Yancey’s Dimensions of Reflection Reflection-in-action Constructive reflection “reviewing, “developing a cumulative, projecting, multi-selved, revising” multi-vocal identity” Reflection-in-presentation Reflection as conversation “articulating the relationships with artifacts, between and among” creation, with self, creator, and context of creation with others (— Yancey, Reflection in the Writing Classroom)
  • 34. Network Self Creating intentional connections Symphonic Self Achieving integrity of the whole
  • 35. •  How does the portfolio model Authenticity •  Ownership help students articulate their Validation through reflexivity self-understanding? •  Creativity Articulation the inchoate self through reflection •  How can the way portfolios are Deliberation Decisions made through evaluated be defined by and discussion that involve everyone affected? • Is reasonable •  How do we ensure that the • Is inclusive information about learning that • Takes into account information informs such decisions is broad from all enough to take advantage of • Allows for both consensus and individual differences? dissent •  How does the portfolio help Consistency of values and Integrity students represent their identity articulation of relationship as “whole human beings”? between • How does it invite connections •  Different spheres of life with learning beyond the context •  Different social roles of the course, discipline or institution?
  • 36. Electronic Portfolios 2.0: Emergent Findings and Shared Questions •  Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition •  Out next week from Stylus
  • 37. Stay in touch •  dcambrid@gmu.edu •  +1-202-270-5224 •  http://ncepr.org/darren