Portfolios in Higher Education: Capitalizing on the Digital and Interactive
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Portfolios in Higher Education: Capitalizing on the Digital and Interactive

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Slides from a workshop given at Virginia State University on January 13, 2009.

Slides from a workshop given at Virginia State University on January 13, 2009.

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Portfolios in Higher Education: Capitalizing on the Digital and Interactive Portfolios in Higher Education: Capitalizing on the Digital and Interactive Presentation Transcript

  • Portfolios in Higher Education: Capitalizing on the Digital and Interactive Darren Cambridge Virginia State University January 13, 2009
  • 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
  • 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
  • Discussion
    • 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
    • Are there way in which you do these things now? What are their strengths and limitations?
    • Which of these capabilities might help you reaching an objective you have in your courses or program?
  • Easing management and archiving
  • Georgia Writing Portfolio
    • Assessment of first year composition outcomes
    • Three essays, one revised, and cover letter
    • Collected and analyzed through <emma>
  • Offering rapid feedback and facilitating collaborative learning
  • Folio Thinking at Stanford
    • Folio thinking: learning principles and processes associated with portfolios
    • Reflective “Idealogs” composed throughout the semester
    • Wikis and blogs
  • Folio Thinking at Wolverhampton
    • Julie Hughes’ students in classroom placements at Wolverhampton
    • Community of practice through blogging
    • “ Everyday theorizing”
  • Scaffolding the learning process
  • 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
  • George Mason Leadership Portfolio
    • Leadership portfolio for an audience of their choice
    • Identity, relationships, community, future directions
    • Portfolio using template; matrix “pre-writing”
  • Beginning of Semester
    • Expanding thinking about evidence
    • Reflective writing in response to chosen prompts
    • Organized around categories for social change model of leadership
  • Mid-semester
    • Reconceptualizing as leadership
    • Organizing evidence and reflections in relationship to shared conceptual framework
    • Matrix Thinking
  • End of Semester
    • Presentation portfolio for an audience of their choice
    • Identity, relationships, community, future directions
    • Portfolio using template
  • 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
  • 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
  • Documenting and promoting lifewide learning
  • Three curricula Kathleen Yancey, Reflection in the Writing Classroom
  • 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
  • LaGuardia CCSSE Results 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
  • LaGuardia ePortfolio & Retention
    • 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
  • Enabling multimedia and hypertextual reflection
  • Virginia Tech
  • Linking/Thinking at Clemson
    • Psychology undergraduate research program
    • Complexity of arrangement mirrors sophistication of disciplinary and professional identity
  • Stanford Learning Careers
  •  
  • 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
  •  
  • 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?
  • Metaphors
    • Mirror
    • Map
    • Sonnet
    • - Mary Dietz
    • Test
    • Story
    • -Helen Barrett
    • Digital self
    • Conversation piece
    • Museum exhibit
    • Interface
    • Which metaphors appeal the most to you?
  • Kathleen Yancey’s Dimensions of Reflection Reflection-in-action “reviewing, projecting, revising” Constructive reflection “developing a cumulative, multi-selved, multi-vocal identity” Reflection-in-presentation “articulating the relationships between and among” creation, creator, and context of creation Reflection as conversation with artifacts, with self, with others (— Yancey, Reflection in the Writing Classroom )
    • Network Self
    • Creating intentional connections
    • Symphonic Self
      • Achieving integrity of the whole
  • Authenticity
    • Ownership Validation through reflexivity
    • Creativity Articulation the inchoate self through reflection
    • How does the portfolio model help students articulate their self-understanding?
    Deliberation
    • Decisions made through discussion that
    • Is reasonable
    • Is inclusive
    • Takes into account information from all
    • Allows for both consensus and dissent
    • How can the way portfolios are evaluated be defined by and involve everyone affected?
    • How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences?
    Integrity
    • Consistency of values and articulation of relationship between
    • Different spheres of life
    • Different social roles
    • How does the portfolio help students represent their identity as “whole human beings”?
    • How does it invite connections with learning beyond the context of the course, discipline or institution?
  • Electronic Portfolios 2.0: Emergent Findings and Shared Questions
    • Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition
    • Forthcoming from Stylus in early Fall 2008
  • Stay in touch
    • [email_address]
    • +1-202-270-5224
    • http://ncepr.org/darren