C2 l model of ePortfolio practices

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C2 l model of ePortfolio practices

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C2 l model of ePortfolio practices

  1. 1. Creating a Resource for the FieldC2L’s National Developmental Model of ePortfolio Practice Bret Eynon, Laura Gambino & Judit Torok and the C2L Research Team: Randy Bass, Helen Chen & Trent Batson
  2. 2. Supporting Our Colleagues – and Ourselves
  3. 3. Guiding Question What Strategies,Principles & Practices Contribute toSuccessful ePortfolio Projects?
  4. 4. Successful ePortfolio Projects:Examining Them from Four Perspectives
  5. 5. ePortfolio for Integrative & Social Pedagogy• How & where do students learn about & engage w/ ePortfolio?• In what ways do students reflect in an integrative ePortfolio?• What pedagogies & practices do educators use to engage students with integrative ePortfolio learning?• How can Dep’ts build ePortfolio into curricula & practices?• How can ePortfolio link with and enhance First Year Experience, Capstones & other High Impact Practices?• What role can the Center for Teaching & Learning play in guiding ePortfolio prof’l development?
  6. 6. ePortfolio as a Means to Support Outcomes Assessment• How do students use ePortfolio to collect work for assessment & link it to key competencies?• How is student work made available to faculty for use in assessment processes?• How do dep’ts use ePortfolio for accreditation & program review?• What steps do key college stakeholders take to actively support outcomes assessment?
  7. 7. ePortfolio as a Digital Technology• What platform features support students’ integrative use of ePortfolio?• What platform features support faculty & staff in their ePortfolio pedagogy and practice?• What types of technology access & training do faculty & staff need to support their use of ePortfolio?• What kinds of institutional infrastructure and collaboration are needed to effectively support ePortfolio?
  8. 8. Scaling Up: Guiding & Building an ePortfolio Project• How do ePortfolio leaders grow their work from pilot to broad implementation?• How do ePortfolio leaders gather & use evidence of student learning to guide their planning & growth?• How do ePortfolio leaders work w/ dep’ts & programs to disseminate information about ePortfolio?• How do ePortfolio leaders work w/ key institutional stakeholders to advance long-term institutional plans related to ePortfolio?
  9. 9. Organizing Our QuestionsStructuring our Model
  10. 10. Hypothesis: Overview Layer Successful Integrative eP Each side incorporatesimplementation is advanced by four different levels oractive attention to practices on layers. all 4 sides Student Learning Faculty & Staff Programmatic Connections Institutional Needs & Support
  11. 11. ePortfolio as Integrative Social Pedagogy & Practice Hypothesis: Successful ePortfolio Successful Integrative eP projects use integrativeimplementation is advanced Student approaches to ePortfolio by active attention to advance student learning & Learning practices on all 4 sides How do growth. How do students students learn about the reflect in an For each side, integrative integrative ePortfolio? ePortfolio? successful ePortfolio projects address How does student use of an integrative ePortfolio effect them and their learning?practices on each level. Faculty & Staff Where and how do What pedagogies and practices do faculty faculty & staff learn & staff use to engage students with about integrative integrative ePortfolio learning? ePortfolio? How do Centers, Programmatic Connections Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE & other High Impact Practices? What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices? Institutional Needs & Support How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
  12. 12. ePortfolio as Integrative and Social Pedagogy Student Learning and Growth Layer Courses How and where dostudents learn about Advisement and engage with ePortfolio? Co-Curricular Activities Integrative Reflection In what ways do Social students reflect in Pedagogy an integrative ePortfolio? Personal Change
  13. 13. ePortfolio as a Technology Hypothesis: Student Successful integrative Successful Integrative eP Learning ePortfolio projects ensureimplementation is advanced by that their technology supports the desiredactive attention to practices on What types of pedagogy and practice all 4 sides What platform and access and technology features training are are helpful in needed to supporting students’ support students use of ePortfolio? using ePortfolio technology? Faculty & Staff What platform and What types of access and training technology features are helpful do faculty and staff need to in supporting faculty and staff support their use of ePortfolio in their use of ePortfolio? technology? Programmatic Connections What types of access and training are What platform and technology features are needed to support programs’ use of helpful in supporting programs’ use of ePortfolio? ePortfolio? Institutional Needs & Support What platform features are useful in integrating ePortfolio What types of institutional support are needed for a technology across an institution? successful institutional ePortfolio implementation?
  14. 14. ePortfolio as a Digital Technology Faculty and Staff Layer Flexible, reliable, easy to use What platform and technology Capacity to review,features are helpful in supporting comment on faculty and staff in their use of student work ePortfolio? Built-in rubrics What types of access and Access to training do faculty and staff computer labs need to support their use of Access to training ePortfolio technology? materials
  15. 15. ePortfolio as a Means to Support Outcomes Assessment Hypothesis: Using ePortfolio to support Successful Integrative eP Programmatic or Institutionalimplementation is advanced by Assessment requires theactive attention to practices on Student ePortfolio project to engage all 4 sides Learning or connect with multi-level assessment work. How do students gain In what ways do students an understanding of actively engage in outcomes assessment? outcomes assessment? Faculty & Staff How do faculty & staff deepen their What are some ways faculty and staff use understanding of ePortfolio as part of ePortfolio to actively engage in the an outcomes assessment process? outcomes assessment process? Programmatic Connections How do Depts. & Programs deepen How do Dep’ts, Student Affairs & other units actively engage in understandings of ePortfolio in the build and use an ePortfolio-based outcomes assessment to outcomes assessment process? improve student learning & success? Institutional Needs & Support How do key College stakeholders come to understand What steps do key College stakeholders take ePortfolio as an outcomes assessment method? to actively support outcomes assessment?
  16. 16. ePortfolio for Outcomes Assessment Programmatic Connections Layer Host discussions and training on outcomes assessment with full- and part-time facultyHow do departments Integrate Gen Ed outcomes into and majors actively program curriculaengage in outcomes assessment? Engage in program assessment, using ePortfolio generated student work Complete the assessment cycle by developing & implementing recommendations
  17. 17. Scaling Up: Guiding & Building an ePortfolio Project Successful eP projects move Hypothesis: from pilot programs to increased Successful Integrative eP Student scale, guided by energeticimplementation is advanced by Learning leadership & skillful planning,active attention to practices on How do project leaders supported by evaluation that all 4 sides engage students and build informs plans and addresses awareness of ePortfolio? stakeholder needs: What types of evidence are How do project leaders use project leaders gathering evidence of related to students’ student learning integrative use of to guide their ePortfolio? planning? What are ways in which project Faculty & Staff How do project leaders build What types of evidence are project leaders engage awareness and leaders gathering related to faculty faculty in using engage faculty and staff use of ePortfolio? evidence to guide and staff ? planning? Programmatic Connections How do project leaders work How do project leaders work with programs to develop & How do project leaders work with with programs & help them disseminate information programs to gather & review analyze/use evidence? about ePortfolio as it relates evidence related to faculty & staff to their practices? use of ePortfolio? How do project leaders work with Institutional Needs & Support How do project leaders work with key stakeholders and college-wide How do project leaders work with Institutional key institutional stakeholders to offices to build an ePortfolio Research to plan & implement evidence-gathering develop and advance long-term culture? processes? institutional plans related to ePortfolio?
  18. 18. Scaling Up: Institutional Needs and Support Layer IR office helps toHow do project leaders work gather evidencewith Institutional Research toplan & implement evidence- IR office helps to gathering processes? analyze evidence Stakeholders review evidence How do project leaders work with key Integrate ePortfolio into institutional stakeholders strategic plan to develop and advance long-term institutional Encourage institution-wide plans related to collaboration related ePortfolio? to ePortfolio
  19. 19. ExamplesFrom Questions to Practices
  20. 20. ePortfolio as Integrative Social Pedagogy & Practice How do successful Hypothesis: ePortfolio projects use Successful Integrative ePimplementation is advanced integrative approaches to Student ePortfolio advance student by active attention to Learning learning & growth? practices on all 4 levels How do students How do learn about the students use For each side, integrative an integrative ePortfolio? ePortfolio? successful ePortfolio projects address How does student use of an integrative ePortfolio effect them and their learning?practices on each level. Faculty & Staff Where and how do What pedagogies and practices do faculty faculty & staff learn & staff use to engage students with about integrative integrative ePortfolio learning? ePortfolio? How do Centers, Programmatic Connections Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE & other High Impact Practices? What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices? Institutional Needs & Support How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
  21. 21. ePortfolio as Integrative Social Pedagogy & Practice PrinciplesPractices do successful How Data Hypothesis: ePortfolio projects use Successful Integrative eP Faculty, staff, and peer mentorsimplementation is advanced integrative approaches to Student advance student engagement and ePortfolio advance student by active attention to Learning learning by developing andgrowth? learning & practices on all 4 levels How do students implementing practices that prompt How do learn about the students use For each side, integrative students to use the ePortfolio to an integrative successful ePortfolio ePortfolio? reflect on course work and ePortfolio? projects address How does student use of an integrative experiences via modes such as: ePortfolio effect them and their learning?practices on each level. • Reflection as Integrative Faculty & Staff Where and how do • Reflection as Systematic & What pedagogies and practices do faculty faculty & staff learn about integrative Disciplined & staff use to engage students with integrative ePortfolio learning? ePortfolio? • Reflection as Social Pedagogy Programmatic Connections How do Centers, • Reflection as a Process of How can ePortfolio fit into Programs & Dep’ts learn about ePortfolio? How can Academic Dep’ts build Personal Development and learning communities, FYE & Change integrative eP into curricula & practices? other High Impact Practices? What role can the Cntr for Teaching & Learning play in guiding ePortfolio-related prof’l development? • Other How can student affairs builds integrative ePortfolio into its advisement & co-curricular practices? Institutional Needs & Support How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
  22. 22. Reflection as Social PedagogyePortfolio as Nexus in the FirstYear ExperienceGillian Hannum of Manhattanville CollegeSocial Pedagogy & ePortfolio in anIntro to Programming CourseLaura Gambino from Tunxis CCPOGIL- “Process Oriented GuidedInquiry Learning”Kathleen Pusecker of U of DelawareReflection as Gift in a VerticalLearning Community byQueensborough CC FacultyReflection Strategies for Program-wide Integrative Learning in aNursing Programby Three Rivers CC Faculty
  23. 23. ePortfolio as Integrative Social Pedagogy & Practice Practices successful Principles How do Data Hypothesis: ePortfolio projects use Successful Integrative ePimplementation is advanced integrative approaches to Student ePortfolio is often designed to student ePortfolio advance by active attention to Learning coordinate with, build on& growth? learning and practices on all 4 levels How do students enhance the impact of other High How do learn about the students use For each side, integrative Impact Practices, including: an integrative ePortfolio? ePortfolio? successful ePortfolio • First Year Experience programs projects address How does student use of an integrative ePortfolio effect them and their learning?practices on each level. • Learning Communities Faculty & Staff Where and how do • Writing Intensive Courses What pedagogies and practices do faculty faculty & staff learn about integrative • Undergraduate Research & staff use to engage students with integrative ePortfolio learning? ePortfolio? • Experiential & Community-Based How do Centers, Programmatic Connections Programs & Dep’ts Learning can ePortfolio fit into How How can Academic Dep’ts build learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE & • Capstone Experiences other High Impact Practices? What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices? Institutional Needs & Support How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
  24. 24. ePortfolio in First Year ExperienceePortfolio & First Year in theCollege of General Studies @Boston UniversityNatalie McKnight & other BU facultyePortfolio & Career Developmentfor FY StudentsJames Griffin, Johnson & Wales UniversityePortfolio & Digital Storytelling inFY Programs at Pace UniversityBeth Klinger & Linda Anestidig, Pace U.ePortfolio, Advisement, & Identity:FY Programs @ Douglass College,Rutgers UniversityRebecca Reynolds, Rutgers U.Connecting First Year & CapstoneStudents w/ ePortfolioQueensborough CC Faculty
  25. 25. Populating the C2L Model• Campus Practices• Interviews• Core Survey, other data• Campus Reports
  26. 26. Preparing to Share our Campus Practices:• Polishing & strengthening our practice descriptions• Providing supporting materials, including samples of student work & other evidence• Using a more structured template – a Digication module
  27. 27. Building Together• Feedback via this Jam• Polishing our Practices: Revisiting Reflection -- April• Campus Interviews -- Spring• Populating the Model – Coding practices – Developing visual interface• Pilot Version of Model @ Summer Institute – for C2L only

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