Portfolios in  Higher Education:  Capitalizing on the  Digital and Interactive  Darren Cambridge Virginia State University...
Objectives <ul><li>Learn about  </li></ul><ul><ul><li>Contributions of the digital to portfolio practice </li></ul></ul><u...
Contributions of the Digital <ul><li>Easing management and archiving </li></ul><ul><li>Offering rapid feedback and facilit...
Discussion <ul><li>Easing management and archiving </li></ul><ul><li>Offering rapid feedback and facilitating collaborativ...
Easing management  and archiving
Georgia Writing Portfolio <ul><li>Assessment of first year composition outcomes </li></ul><ul><li>Three essays, one revise...
Offering rapid feedback  and facilitating  collaborative learning
Folio Thinking at Stanford <ul><li>Folio thinking: learning principles and processes associated with portfolios  </li></ul...
Folio Thinking at Wolverhampton <ul><li>Julie Hughes’ students in classroom placements at Wolverhampton </li></ul><ul><li>...
Scaffolding the learning process
Learning Record Online  <ul><li>Five dimensions of learning and course goals </li></ul><ul><li>Observations and samples of...
George Mason Leadership Portfolio <ul><li>Leadership portfolio for an audience of their choice  </li></ul><ul><li>Identity...
Beginning of Semester <ul><li>Expanding thinking about evidence  </li></ul><ul><li>Reflective writing in response to chose...
Mid-semester <ul><li>Reconceptualizing as leadership  </li></ul><ul><li>Organizing evidence and reflections in relationshi...
End of Semester <ul><li>Presentation portfolio for an audience of their choice  </li></ul><ul><li>Identity, relationships,...
Matrix Thinking at Kapi’olani <ul><li>First-year courses  </li></ul><ul><li>Six native Hawaiian values and four stages of ...
Kapi’olani Research Results <ul><li>Significant positive difference between ePortfolio students and college and national b...
Documenting and promoting lifewide learning
Three curricula Kathleen Yancey,  Reflection in the Writing Classroom
LaGuardia ePortfolio <ul><li>Recent immigrants and first-generation college students  </li></ul><ul><li>Bridging home and ...
LaGuardia CCSSE Results How much has your coursework emphasized synthesizing & organizing ideas, information, or experienc...
LaGuardia ePortfolio & Retention
<ul><li>Used by 60,000 residents </li></ul><ul><li>Most active users demographically representative </li></ul><ul><li>Use ...
Enabling multimedia and hypertextual reflection
Virginia Tech
Linking/Thinking at Clemson <ul><li>Psychology undergraduate research program </li></ul><ul><li>Complexity of arrangement ...
Stanford Learning Careers
 
An Emergent Typology of Use of Evidence in ePortfolios <ul><li>Characteristics of item used as evidence </li></ul><ul><ul>...
 
Write about … <ul><li>If you were a student, which model(s) would be most appealing?  </li></ul><ul><li>Which model(s) app...
Metaphors <ul><li>Mirror  </li></ul><ul><li>Map  </li></ul><ul><li>Sonnet </li></ul><ul><li>- Mary Dietz  </li></ul><ul><l...
Kathleen Yancey’s Dimensions of Reflection Reflection-in-action   “reviewing, projecting, revising” Constructive reflectio...
<ul><li>Network Self </li></ul><ul><li>Creating intentional connections   </li></ul><ul><li>Symphonic Self </li></ul><ul><...
Authenticity <ul><li>Ownership Validation through reflexivity </li></ul><ul><li>Creativity   Articulation the inchoate sel...
Electronic Portfolios 2.0: Emergent Findings and Shared Questions <ul><li>Collection of 24 chapters detailing research fro...
Stay in touch <ul><li>[email_address] </li></ul><ul><li>+1-202-270-5224 </li></ul><ul><li>http://ncepr.org/darren </li></ul>
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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.

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

    1. 1. Portfolios in Higher Education: Capitalizing on the Digital and Interactive Darren Cambridge Virginia State University January 13, 2009
    2. 2. Objectives <ul><li>Learn about </li></ul><ul><ul><li>Contributions of the digital to portfolio practice </li></ul></ul><ul><ul><li>Models from the Inter/National Coalition for Electronic Portfolio Research </li></ul></ul><ul><li>Reflect on these concepts and models in relationship to your own current and future work in teaching and assessment </li></ul><ul><li>Identify heuristics for further exploration </li></ul><ul><ul><li>Metaphors </li></ul></ul><ul><ul><li>Theories </li></ul></ul>
    3. 3. Contributions of the Digital <ul><li>Easing management and archiving </li></ul><ul><li>Offering rapid feedback and facilitating collaborative learning </li></ul><ul><li>Scaffolding the learning process </li></ul><ul><li>Documenting and promoting lifewide learning </li></ul><ul><li>Enabling multimedia and hypertextual reflection </li></ul>
    4. 4. Discussion <ul><li>Easing management and archiving </li></ul><ul><li>Offering rapid feedback and facilitating collaborative learning </li></ul><ul><li>Scaffolding the learning process </li></ul><ul><li>Documenting and promoting lifewide learning </li></ul><ul><li>Enabling multimedia and hypertextual reflection </li></ul><ul><li>Are there way in which you do these things now? What are their strengths and limitations? </li></ul><ul><li>Which of these capabilities might help you reaching an objective you have in your courses or program? </li></ul>
    5. 5. Easing management and archiving
    6. 6. Georgia Writing Portfolio <ul><li>Assessment of first year composition outcomes </li></ul><ul><li>Three essays, one revised, and cover letter </li></ul><ul><li>Collected and analyzed through <emma> </li></ul>
    7. 7. Offering rapid feedback and facilitating collaborative learning
    8. 8. Folio Thinking at Stanford <ul><li>Folio thinking: learning principles and processes associated with portfolios </li></ul><ul><li>Reflective “Idealogs” composed throughout the semester </li></ul><ul><li>Wikis and blogs </li></ul>
    9. 9. Folio Thinking at Wolverhampton <ul><li>Julie Hughes’ students in classroom placements at Wolverhampton </li></ul><ul><li>Community of practice through blogging </li></ul><ul><li>“ Everyday theorizing” </li></ul>
    10. 10. Scaffolding the learning process
    11. 11. Learning Record Online <ul><li>Five dimensions of learning and course goals </li></ul><ul><li>Observations and samples of work throughout semester </li></ul><ul><li>Interpretation and grade recommendations at middle and end </li></ul><ul><li>Midterm moderations </li></ul>
    12. 12. George Mason Leadership Portfolio <ul><li>Leadership portfolio for an audience of their choice </li></ul><ul><li>Identity, relationships, community, future directions </li></ul><ul><li>Portfolio using template; matrix “pre-writing” </li></ul>
    13. 13. Beginning of Semester <ul><li>Expanding thinking about evidence </li></ul><ul><li>Reflective writing in response to chosen prompts </li></ul><ul><li>Organized around categories for social change model of leadership </li></ul>
    14. 14. Mid-semester <ul><li>Reconceptualizing as leadership </li></ul><ul><li>Organizing evidence and reflections in relationship to shared conceptual framework </li></ul><ul><li>Matrix Thinking </li></ul>
    15. 15. End of Semester <ul><li>Presentation portfolio for an audience of their choice </li></ul><ul><li>Identity, relationships, community, future directions </li></ul><ul><li>Portfolio using template </li></ul>
    16. 16. Matrix Thinking at Kapi’olani <ul><li>First-year courses </li></ul><ul><li>Six native Hawaiian values and four stages of the journey of a canoe </li></ul><ul><li>Impact on student engagement and learning strategies </li></ul>
    17. 17. Kapi’olani Research Results <ul><li>Significant positive difference between ePortfolio students and college and national benchmarks for </li></ul><ul><ul><li>Student engagement </li></ul></ul><ul><ul><ul><li>Six of twelve CCSSE questions </li></ul></ul></ul><ul><ul><li>Learning strategies </li></ul></ul><ul><ul><ul><li>Eight of ten Learning Strategies and Study Skills (LASSI) categories </li></ul></ul></ul>
    18. 18. Documenting and promoting lifewide learning
    19. 19. Three curricula Kathleen Yancey, Reflection in the Writing Classroom
    20. 20. LaGuardia ePortfolio <ul><li>Recent immigrants and first-generation college students </li></ul><ul><li>Bridging home and disciplinary culture </li></ul><ul><li>Impact on retention, student engagement, grades </li></ul><ul><li>Portfolio studios </li></ul><ul><li>Visual design and iteration </li></ul>
    21. 21. 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
    22. 22. LaGuardia ePortfolio & Retention
    23. 23. <ul><li>Used by 60,000 residents </li></ul><ul><li>Most active users demographically representative </li></ul><ul><li>Use across roles suggests intrinsic motivation and lifelong learning </li></ul><ul><li>Integration of different life roles in single representation with user control over contents and visual design key success factor </li></ul>
    24. 24. Enabling multimedia and hypertextual reflection
    25. 25. Virginia Tech
    26. 26. Linking/Thinking at Clemson <ul><li>Psychology undergraduate research program </li></ul><ul><li>Complexity of arrangement mirrors sophistication of disciplinary and professional identity </li></ul>
    27. 27. Stanford Learning Careers
    28. 29. An Emergent Typology of Use of Evidence in ePortfolios <ul><li>Characteristics of item used as evidence </li></ul><ul><ul><li>Agency </li></ul></ul><ul><ul><li>Media </li></ul></ul><ul><li>Purpose of incorporating evidence </li></ul><ul><ul><li>Rhetorical Function </li></ul></ul><ul><ul><li>Object </li></ul></ul><ul><li>Characteristics of associated learning activities </li></ul><ul><ul><li>Sponsorship </li></ul></ul><ul><ul><li>Participation </li></ul></ul>
    29. 31. Write about … <ul><li>If you were a student, which model(s) would be most appealing? </li></ul><ul><li>Which model(s) appeal(s) most to you as an educator? </li></ul><ul><li>Which best match current or anticipated practice in your classroom, program, or institution? </li></ul><ul><li>What challenges might you anticipate if you were to build on one of these models? </li></ul>
    30. 32. Metaphors <ul><li>Mirror </li></ul><ul><li>Map </li></ul><ul><li>Sonnet </li></ul><ul><li>- Mary Dietz </li></ul><ul><li>Test </li></ul><ul><li>Story </li></ul><ul><li>-Helen Barrett </li></ul><ul><li>Digital self </li></ul><ul><li>Conversation piece </li></ul><ul><li>Museum exhibit </li></ul><ul><li>Interface </li></ul><ul><li>Which metaphors appeal the most to you? </li></ul>
    31. 33. 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 )
    32. 34. <ul><li>Network Self </li></ul><ul><li>Creating intentional connections </li></ul><ul><li>Symphonic Self </li></ul><ul><ul><li>Achieving integrity of the whole </li></ul></ul>
    33. 35. Authenticity <ul><li>Ownership Validation through reflexivity </li></ul><ul><li>Creativity Articulation the inchoate self through reflection </li></ul><ul><li>How does the portfolio model help students articulate their self-understanding? </li></ul>Deliberation <ul><li>Decisions made through discussion that </li></ul><ul><li>Is reasonable </li></ul><ul><li>Is inclusive </li></ul><ul><li>Takes into account information from all </li></ul><ul><li>Allows for both consensus and dissent </li></ul><ul><li>How can the way portfolios are evaluated be defined by and involve everyone affected? </li></ul><ul><li>How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences? </li></ul>Integrity <ul><li>Consistency of values and articulation of relationship between </li></ul><ul><li>Different spheres of life </li></ul><ul><li>Different social roles </li></ul><ul><li>How does the portfolio help students represent their identity as “whole human beings”? </li></ul><ul><li>How does it invite connections with learning beyond the context of the course, discipline or institution? </li></ul>
    34. 36. Electronic Portfolios 2.0: Emergent Findings and Shared Questions <ul><li>Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition </li></ul><ul><li>Forthcoming from Stylus in early Fall 2008 </li></ul>
    35. 37. Stay in touch <ul><li>[email_address] </li></ul><ul><li>+1-202-270-5224 </li></ul><ul><li>http://ncepr.org/darren </li></ul>
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