ePortfolios for Higher Education

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  • QUICK NOTES Collection of your work thru your college life – you learn from your experiences Flexible, revisable, reviewable Learn who they are what they can do, focus on their growth and present to outside audiences EG: Mech 101 – model of bridge Easy to use, learn in 10-15 minutes Students express selves in their portfolios – look and feel – very important Education, projects , course internships, jobs.. Documented, archived work – analyze back and plan forward Keep track of progress – improvement in writing, calculus, etc. Keep work stored in one place, helps make a resume (and for interview), help move to a new college Holistic picture of who you are, what you’re interested in – career, extracurricular, - and how well you did your work Use portfolio to present selves to help transition (to new school, job, etc.)
  • Organizational ITC systems: LMS, corporate eRecruitment, HR systems and Job Banks
  • Frame of Reference: Matt Elliot and Jennifer Turns Simple tasks to begin: enter profile information, annotate artefact Prompts for reflection, structured reflection
  • ePortfolios for Higher Education

    1. 1. ePortfolios for Higher Education July 31, 2012Don Presant
    2. 2. VideoePortfolio at LaGuardia
    3. 3. What is ePortfolio? http://www.jiscinfonet.ac.uk/infokits/e-portfolios
    4. 4. Personal Planning and LearningOnline Locker, Interactive Workbook• Online archive – Personal & downloaded documents, links• Resources for self-directed learning – Webinars, videos, self-assessment surveys• Learning plans and tracking tools – Set goals and track progress to them (Learning Plans) – Keep records of learning activities over time (CPD)• Personal journal – Reflect on goals and alternative futures – Keep ad hoc “notes to self”, prepare agendas, etc.• Ongoing Personal Learning Environment (PLE) – “Continuous Learning Environment”
    5. 5. Employment & related purposesDemonstrate, assess & improve Human Capital• Qualification Recognition – Initial, formative, summative assessment• Academic recognition – PLAR/RPL for courses and programs• Career Development – Gap analysis, exploration of alternatives, building pathways• Employment (Web CV) – Hiring, career advancement, team building tool for employers• Continuing Professional Development (CPD) – Tracking ongoing learning activities and reflection on practice – Recertification
    6. 6. ePortfolios & Higher EducationPoints of Convergence• Institution/Program admission – Assessment, gap training• Undergraduate learning – First year general studies – Course specific/program wide – Work experience, internships• Capstone – Graduate Attributes – Employability (“School to work”)• Continuing Education/ Professional Development• Personal Learning Environment
    7. 7. Benefits• Supports undergraduate learning – Embedded learning activities• Holistic view of the graduate – Diverse evidence aligned to graduate outcomes – Interdisciplinary, lifewide• Supports professional identity development – Scaffolded reflection• Ongoing professional development tool – Personal Learning Environment
    8. 8. Affordances of “e”• Information Management capabilities – Collecting, archiving, making different versions• Easy sharing – “One to many”, digital copies, links to specific pages• Collaboration – Easy to add comments, edit, mentor, coach – Can integrate with other ICT systems• Measurement – Link to frameworks, rubrics, track learning over time• Easy to illustrate/demonstrate with multimedia – Pictures, PowerPoint, Audio, Video• Integration with Internet skills – Online research: documents, networks – Internet literacy – Builds personal network, grooms digital identity
    9. 9. Evidenceto demonstrate outcomes• Authentic Evidence or Documentation – Artefacts: assignments, reports, presentations, videos, images of objects, etc.• Explanations or Reflections – Curation of evidence, learning journals, etc.• Validation Entries or Observations (3rd party) – Evaluations, testimonials, etc.…more than scanned documents – images, videos, audio clips, forum entries, newsfeeds, etc.
    10. 10. Success FactorsStudent perspective• Watch the frame of reference – Emphasize “internal” (personal values & interests) over “external” (expectations of employers & recruiters)• Focus on learning, not just assessment – PLE, lifelong companion, personal narrative – Private, shared and public space• Start early and monitor progress• Emphasize content over technology• Opportunities for peer interaction – Peer review, brainstorming, portfolio buddies, presenting portfolios• Take small steps with lots of scaffolding – Simple tasks to begin, provide examples – Provide technical and content support and feedback• Eat your own dog food (i.e. build your own eportfolio)
    11. 11. Success FactorsOrganizational perspective• Burning platform – Program outcomes, impact on accreditation• Principles of change management – Accelerating vs. accepting the maxim: “change happens one retirement at a time”• Faculty portfolios (“eportfolio is good for you”) – Graduate portfolios – Hiring Portfolios – Continuing Professional Development• Department portfolio to support accreditation
    12. 12. Constellation of Possible ePortfolio StakeholdersPenny Light T., Chen H., Ittelson J. 2012. Documenting Learning with ePortfolios – A Guide for College Instructors. Jossey Bass
    13. 13. Don Presant don@learningagents.cacareerportfolio.mb.caLink to the support page for this presentation:bit.ly/eP4HigherEd

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