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The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
The Use of Evidence in Electronic Portfolios: A Typology
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The Use of Evidence in Electronic Portfolios: A Typology

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A presentation given with Lesley Smith at Praxis, Pedagogy, People: Writing in the DC Metropolitan Area, January 9, 2009 in Washington, DC.

A presentation given with Lesley Smith at Praxis, Pedagogy, People: Writing in the DC Metropolitan Area, January 9, 2009 in Washington, DC.

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    • 1. The Use of Evidence in Electronic Portfolios: A Typology Praxis, Pedagogy, and People Washington, DC January 9, 2009
    • 2. Our ePortfolio Team <ul><li>Juliet Blank-Godlove, Director of Leadership Education and Development </li></ul><ul><li>Darren Cambridge, Asst. Professor, New Century College </li></ul><ul><li>Kara Danner, Director, Portal Communications </li></ul><ul><li>Kimberly Eby, Assc. Provost for Faculty Development/Director, CTE </li></ul><ul><li>Heather Hare, Asst. Director, Center for Leadership and Community Engagement </li></ul><ul><li>Julie Owen, Asst. Professor, New Century College </li></ul><ul><li>Lesley Smith, Assc. Professor, New Century College </li></ul>
    • 3. Complicating Evidence <ul><li>Link between evidence and reflection distinguishes eportfolios and other digital means for </li></ul><ul><ul><li>Supporting reflective learning </li></ul></ul><ul><ul><li>Managing and assessing information about knowledge, skills, abilities and experiences </li></ul></ul><ul><li>“ Evidence” is the documents included in a portfolio on which the author reflects </li></ul><ul><li>Use of evidence in practice is more complex than the eportfolio literature often acknowledges </li></ul><ul><ul><li>Whitehaus (2005) makes the same argument for writing in general </li></ul></ul>
    • 4. &nbsp;
    • 5. Evidence in Reflection <ul><li>Research at Alverno College suggests that, as students become more skilled at reflection, they </li></ul><ul><ul><li>Draw on analysis of their own experiences rather than appealing to external authorities </li></ul></ul><ul><ul><li>Reference a wider range of activities and artifacts </li></ul></ul><ul><li>Research deals only with the content of the reflections, not the evidence itself </li></ul>
    • 6. Types of Evidence <ul><li>Types of evidence in science portfolios (Collins, 1992): </li></ul><ul><ul><li>Artifacts </li></ul></ul><ul><ul><li>Attestations </li></ul></ul><ul><ul><li>Reproductions </li></ul></ul><ul><li>Focuses on context of creation rather than role in portfolio </li></ul>
    • 7. Project Background <ul><li>Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning </li></ul><ul><li>NCC and portfolio-based assessment </li></ul><ul><li>Intentional collaboration with University Life </li></ul><ul><li>Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ’08 </li></ul><ul><li>Member of cohort 3 of the Inter/National Coalition for Electronic Portfolio Research (I/NCEPR) </li></ul><ul><li>Design research and grounded theory </li></ul>
    • 8. 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>
    • 9. Matches and Mismatches <ul><li>Reflective description of evidence </li></ul><ul><li>Content of evidence </li></ul><ul><li>Local – site of specific evidence use </li></ul><ul><li>Global – the whole portfolio </li></ul><ul><li>Match and mismatches yield more sophisticated understanding and resources for supporting portfolio authors </li></ul>
    • 10. An Example: Richard Zepp’s ePortfolio
    • 11. &nbsp;
    • 12. &nbsp;
    • 13. &nbsp;
    • 14. &nbsp;
    • 15. &nbsp;
    • 16. &nbsp;
    • 17. Patterns for Further Investigation <ul><li>Media </li></ul><ul><ul><li>Match of mismatch between content of images and reflection </li></ul></ul><ul><ul><li>Do images require more framing, or do educators need to become better readers of images? </li></ul></ul><ul><ul><li>Do images reveal more tacit / unconscious understanding than text? </li></ul></ul><ul><li>Level of participation </li></ul><ul><ul><li>Match or mismatch between level of participation in content of evidence and reflection </li></ul></ul><ul><ul><li>Is this do to the legacy of the portfolio as a highly individualistic, print genre? </li></ul></ul>
    • 18. We’d love to hear from you <ul><li>Darren Cambridge, dcambrid@gmu.edu Lesley Smith, lsmithg@gmu.edu </li></ul><ul><li>ncepr.org/darren/presentations.html . (Slides from this presentation will be linked to from this site.) </li></ul><ul><li>More information about New Century College: ncc.gmu.edu. </li></ul><ul><li>More information about University Life: ulife.gmu.edu. </li></ul>

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