e and vportfolios


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e and vportfolios

  1. 1. Exploring ePortfolios University of Oregon Exploring ePortfolios University of Oregon 11/20/07
  2. 2. What is an ePortfolio? <ul><li>Two dimensions of understanding: </li></ul><ul><ul><li>Portfolio processes and outcomes </li></ul></ul><ul><ul><li>Making portfolios electronic </li></ul></ul>
  3. 3. What is a portfolio? <ul><li>Effort, Progress, & Achievements over time </li></ul><ul><li>Student Participation in Selecting Contents </li></ul><ul><li>Criteria for Selection </li></ul><ul><li>Student Reflection </li></ul><ul><li>Goals, Standards, and/or Program Requirements </li></ul>
  4. 4. Why use portfolios? <ul><li>Encourages self-directed learning. </li></ul><ul><li>Enlarges the view of what is learned. </li></ul><ul><li>Fosters learning about learning. </li></ul><ul><li>Demonstrates progress toward identified outcomes. </li></ul><ul><li>Creates an intersection for instruction and assessment. </li></ul><ul><li>Provides a way for students to value themselves as learners. </li></ul><ul><li>Offers opportunities for peer-supported growth. </li></ul>
  5. 5. Effective portfolios… <ul><li>Clearly state learner outcomes. </li></ul><ul><li>Students' performance-based learning experiences </li></ul><ul><li>Acquisition of key knowledge, skills, and attitudes </li></ul><ul><li>Longitudinal samples of work. </li></ul>
  6. 6. Effective portfolios (cont.)… <ul><li>Representations of varied assessments. </li></ul><ul><li>Contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible even parents' reactions. </li></ul><ul><li>Paul S. George, (1995). What Is Portfolio Assessment Really and How Can I Use It in My Classroom? Gainesville, FL: Teacher Education Resources. </li></ul>
  7. 7. Portfolios are... <ul><li>A purposeful collection of students’ work that illustrates efforts, progress, and achievements... over time . </li></ul>
  8. 8. Why use portfolios? <ul><li>Provides a richer picture of a learner’s performance than can be gained from more traditional, objective forms of assessment. </li></ul>
  9. 9. Traditional portfolios <ul><li>Traditional standards-based portfolios are 3-ring notebooks, organized with dividers and sections for documents demonstrating each standard (Campbell, et.al., 1997) </li></ul>
  10. 10. What is an ePortfolio? <ul><li>Uses electronic technologies </li></ul><ul><li>Which allows students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text) </li></ul><ul><li>Using hypertext links to organize material </li></ul><ul><li>Connecting evidence to appropriate standards </li></ul>
  11. 11. ePortfolio Development <ul><li>Combining Multimedia Development with Portfolio Development into five stages: </li></ul><ul><li>Defining Portfolio context/goals </li></ul><ul><li>The Working Portfolio </li></ul><ul><li>The Reflective Portfolio </li></ul><ul><li>The Connected Portfolio </li></ul><ul><li>The Presentation Portfolio </li></ul><ul><li>(Barrett, 2001) </li></ul>
  12. 12. Purposes for Portfolios <ul><li>Summative (assessment) Purposes </li></ul><ul><li>Formative (developmental) Purposes </li></ul><ul><li>Marketing Purposes </li></ul>
  13. 13. Summative Portfolios <ul><li>University admission </li></ul><ul><li>Meeting Course Requirements </li></ul><ul><li>Performance Review & Promotion </li></ul><ul><li>Professional Certification & Registration </li></ul><ul><li>Effectiveness in performances </li></ul>
  14. 14. Formative Portfolios <ul><li>Useful for “Deep Learning” </li></ul><ul><li>Professional Development Planning </li></ul><ul><li>Recording Continual Professional Development </li></ul><ul><li>Celebration of Achievements </li></ul>
  15. 15. Marketing Purposes <ul><li>Job Application </li></ul><ul><li>“ Cold Calling” </li></ul><ul><li>Organizational Capability </li></ul><ul><li>Prospective professional suitability </li></ul>
  16. 16. Why use technology? Sheingold (1992) <ul><li>Accessible, portable, examinable, widely distributable </li></ul><ul><li>To make performance replayable and reviewable </li></ul><ul><li>To address ownership issues of student-created work </li></ul><ul><li>To address storage issues </li></ul>
  17. 17. Why use technology? <ul><li>Much work is created digitally to begin with </li></ul><ul><li>Allows clear connections between standards and artifacts </li></ul><ul><li>Enhances skills with technology </li></ul><ul><li>Models the use of technology for learning and productivity - like the “real world”. </li></ul><ul><li>It’s fun and easier to manage the process (storage, presentation, & duplication) </li></ul>
  18. 18. The Portfolio Connection (Burke, Fogarty, Belgrad, 1994) <ul><li>PROJECT purposes </li></ul><ul><li>COLLECT and organize artifacts </li></ul><ul><li>SELECT key artifacts </li></ul><ul><li>INTERJECT personality </li></ul><ul><li>REFLECT metacognitively </li></ul><ul><li>INSPECT to self-assess </li></ul><ul><li>PERFECT to evaluate </li></ul><ul><li>CONNECT and conference </li></ul><ul><li>INJECT/EJECT update </li></ul><ul><li>RESPECT accomplishments </li></ul>
  19. 19. The Virtual Portfolio <ul><li>http://vportfolios.wikispaces.com </li></ul><ul><li>PORTFOLIO as Marketplace </li></ul><ul><li>PORTFOLIO as Quest </li></ul><ul><li>PORTFOLIO as Community </li></ul>
  20. 20. So where to start? <ul><li>What will be your Organizing Framework ? </li></ul><ul><li>Accreditation? </li></ul><ul><li>Professional Standards? </li></ul><ul><li>Student Learning Goals? </li></ul><ul><li>Retention and Recruitment? </li></ul><ul><li>Connection to the Greater Community? </li></ul>
  21. 21. What is the best ePortfolio Program? <ul><li>Specificity and range of purpose </li></ul><ul><li>Faculty buy-in </li></ul><ul><li>Available resources </li></ul><ul><li>Assessment OF vs. Assessment FOR learning distinction </li></ul><ul><li>Administrative and tech support </li></ul>
  22. 23. http://jcomm4.uoregon.edu/eport <ul><li>... </li></ul>
  23. 24. You have chosen to be a teacher... <ul><li>let’s collaborate and learn! </li></ul>Thanks! IM: Wainbrave Bernal
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