Exploring ePortfolios University of Oregon Exploring ePortfolios University of Oregon 11/20/07

What is an ePortfolio? Two dimensions of understanding: Portfolio processes and outcomes Making portfolios electronic

Two dimensions of understanding:

Portfolio processes and outcomes

Making portfolios electronic

What is a portfolio? Effort, Progress, & Achievements over time Student Participation in Selecting Contents Criteria for Selection Student Reflection Goals, Standards, and/or Program Requirements

Effort, Progress, & Achievements over time

Student Participation in Selecting Contents

Criteria for Selection

Student Reflection

Goals, Standards, and/or Program Requirements

Why use portfolios? Encourages self-directed learning. Enlarges the view of what is learned. Fosters learning about learning. Demonstrates progress toward identified outcomes. Creates an intersection for instruction and assessment. Provides a way for students to value themselves as learners. Offers opportunities for peer-supported growth.

Encourages self-directed learning.

Enlarges the view of what is learned.

Fosters learning about learning.

Demonstrates progress toward identified outcomes.

Creates an intersection for instruction and assessment.

Provides a way for students to value themselves as learners.

Offers opportunities for peer-supported growth.

Effective portfolios… Clearly state learner outcomes. Students' performance-based learning experiences Acquisition of key knowledge, skills, and attitudes Longitudinal samples of work.

Clearly state learner outcomes.

Students' performance-based learning experiences

Acquisition of key knowledge, skills, and attitudes

Longitudinal samples of work.

Effective portfolios (cont.)… Representations of varied assessments. Contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible even parents' reactions. Paul S. George, (1995). What Is Portfolio Assessment Really and How Can I Use It in My Classroom? Gainesville, FL: Teacher Education Resources.

Representations of varied assessments.

Contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible even parents' reactions.

Paul S. George, (1995). What Is Portfolio Assessment Really and How Can I Use It in My Classroom? Gainesville, FL: Teacher Education Resources.

Portfolios are... A purposeful collection of students’ work that illustrates efforts, progress, and achievements... over time .

A purposeful collection of students’ work that illustrates efforts, progress, and achievements... over time .

Why use portfolios? Provides a richer picture of a learner’s performance than can be gained from more traditional, objective forms of assessment.

Provides a richer picture of a learner’s performance than can be gained from more traditional, objective forms of assessment.

Traditional portfolios Traditional standards-based portfolios are 3-ring notebooks, organized with dividers and sections for documents demonstrating each standard (Campbell, et.al., 1997)

Traditional standards-based portfolios are 3-ring notebooks, organized with dividers and sections for documents demonstrating each standard (Campbell, et.al., 1997)

What is an ePortfolio? Uses electronic technologies Which allows students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text) Using hypertext links to organize material Connecting evidence to appropriate standards

Uses electronic technologies

Which allows students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text)

Using hypertext links to organize material

Connecting evidence to appropriate standards

ePortfolio Development Combining Multimedia Development with Portfolio Development into five stages: Defining Portfolio context/goals The Working Portfolio The Reflective Portfolio The Connected Portfolio The Presentation Portfolio (Barrett, 2001)

Combining Multimedia Development with Portfolio Development into five stages:

Defining Portfolio context/goals

The Working Portfolio

The Reflective Portfolio

The Connected Portfolio

The Presentation Portfolio

(Barrett, 2001)

Purposes for Portfolios Summative (assessment) Purposes Formative (developmental) Purposes Marketing Purposes

Summative (assessment) Purposes

Formative (developmental) Purposes

Marketing Purposes

Summative Portfolios University admission Meeting Course Requirements Performance Review & Promotion Professional Certification & Registration Effectiveness in performances

University admission

Meeting Course Requirements

Performance Review & Promotion

Professional Certification & Registration

Effectiveness in performances

Formative Portfolios Useful for “Deep Learning” Professional Development Planning Recording Continual Professional Development Celebration of Achievements

Useful for “Deep Learning”

Professional Development Planning

Recording Continual Professional Development

Celebration of Achievements

Marketing Purposes Job Application “ Cold Calling” Organizational Capability Prospective professional suitability

Job Application

“ Cold Calling”

Organizational Capability

Prospective professional suitability

Why use technology? Sheingold (1992) Accessible, portable, examinable, widely distributable To make performance replayable and reviewable To address ownership issues of student-created work To address storage issues

Accessible, portable, examinable, widely distributable

To make performance replayable and reviewable

To address ownership issues of student-created work

To address storage issues

Why use technology? Much work is created digitally to begin with Allows clear connections between standards and artifacts Enhances skills with technology Models the use of technology for learning and productivity - like the “real world”. It’s fun and easier to manage the process (storage, presentation, & duplication)

Much work is created digitally to begin with

Allows clear connections between standards and artifacts

Enhances skills with technology

Models the use of technology for learning and productivity - like the “real world”.

It’s fun and easier to manage the process (storage, presentation, & duplication)

The Portfolio Connection (Burke, Fogarty, Belgrad, 1994) PROJECT purposes COLLECT and organize artifacts SELECT key artifacts INTERJECT personality REFLECT metacognitively INSPECT to self-assess PERFECT to evaluate CONNECT and conference INJECT/EJECT update RESPECT accomplishments

PROJECT purposes

COLLECT and organize artifacts

SELECT key artifacts

INTERJECT personality

REFLECT metacognitively

INSPECT to self-assess

PERFECT to evaluate

CONNECT and conference

INJECT/EJECT update

RESPECT accomplishments

The Virtual Portfolio http://vportfolios.wikispaces.com PORTFOLIO as Marketplace PORTFOLIO as Quest PORTFOLIO as Community

http://vportfolios.wikispaces.com

PORTFOLIO as Marketplace

PORTFOLIO as Quest

PORTFOLIO as Community

So where to start? What will be your Organizing Framework ? Accreditation? Professional Standards? Student Learning Goals? Retention and Recruitment? Connection to the Greater Community?

What will be your Organizing Framework ?

Accreditation?

Professional Standards?

Student Learning Goals?

Retention and Recruitment?

Connection to the Greater Community?

What is the best ePortfolio Program? Specificity and range of purpose Faculty buy-in Available resources Assessment OF vs. Assessment FOR learning distinction Administrative and tech support

Specificity and range of purpose

Faculty buy-in

Available resources

Assessment OF vs. Assessment FOR learning distinction

Administrative and tech support

http://jcomm4.uoregon.edu/eport ...

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You have chosen to be a teacher... let’s collaborate and learn! Thanks! IM: Wainbrave Bernal

let’s collaborate and learn!