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This is where we are….
WE EDUCATE CULTURAL SECTOR
LEADERS AND PARTICIPANTS TO MAKE
A DIFFERENCE IN COMMUNITIES.
The Arts and Administration Progr...
“aggregating” our work…..
What is an eportfolio?
WHAT IS AN EPORTFOLIO? An eportfolio is an electronic collection of evidence
that shows your learni...
2005-2007
ePortfolios enhances linkages between professional preparation,
academic coursework, and technological applicati...
Showcase
eportfolios
PODS (professional outreach and
development for students) and AAD
eportfolios
Other universities
Ufolio
Architecture
Business
Center for Advanced
Technology in
Education
Arts and
Administration
Why social media?
Weblogs as personal learning spaces, professional web
spaces, and communication tool
Pedagogy and Applied Technology
• 21st century skills
development
Learning
Objectives
• Curricular and co-
curricular
inte...
WPMU in AAD
2009
Ufolio planting a thousand flowers
Fostering a dynamic learning community
learning eportfolio requirements
Professional home page – about, professional
statement, bio, navigation
Program learning ...
• Student Learning Objective Statement
For each course, students will state their learning objectives, and provide evidenc...
By developing our ePortfolios in AAD, and sharing our learning,
resources, and research with a broad audience in an access...
instructional blogs
and student learning eportfolios
CHALLENGES
semantics….
faculty engagement….
curriculum mapping….
assessments….
learning outcomes
eportfolios
undergraduate/graduate
Future thinking:
ePortfolios as compass through 21st century liberal education
Fostering a facile interplay between virtua...
Hager tep
Hager tep
Hager tep
Hager tep
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Hager tep

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Presentation on blogging and eportfolios

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Hager tep

  1. 1. This is where we are….
  2. 2. WE EDUCATE CULTURAL SECTOR LEADERS AND PARTICIPANTS TO MAKE A DIFFERENCE IN COMMUNITIES. The Arts and Administration Program at the University of Oregon informs cultural sector administration, policy, research, and education. We prepare and inspire cultural leaders based on the belief that they must be familiar with the social, economic, environmental, political, technical and ethical contexts in which arts and culture flourish.
  3. 3. “aggregating” our work…..
  4. 4. What is an eportfolio? WHAT IS AN EPORTFOLIO? An eportfolio is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006), page
  5. 5. 2005-2007 ePortfolios enhances linkages between professional preparation, academic coursework, and technological applications by supporting students, courses, and project advancement through tutoring, project evaluation, and inter-departmental collaboration. This is where we were….
  6. 6. Showcase eportfolios
  7. 7. PODS (professional outreach and development for students) and AAD eportfolios
  8. 8. Other universities
  9. 9. Ufolio Architecture Business Center for Advanced Technology in Education Arts and Administration
  10. 10. Why social media? Weblogs as personal learning spaces, professional web spaces, and communication tool
  11. 11. Pedagogy and Applied Technology • 21st century skills development Learning Objectives • Curricular and co- curricular interdisciplinary learning and teaching Pedagogy • Embedding technology use and application for lifelong learning and demonstrations of learning Technology
  12. 12. WPMU in AAD 2009
  13. 13. Ufolio planting a thousand flowers
  14. 14. Fostering a dynamic learning community
  15. 15. learning eportfolio requirements Professional home page – about, professional statement, bio, navigation Program learning Objectives –two year academic plan and overall learning objectives Course objectives, artifacts, reflections; how each course contributes to overall learning objectives Professional practice – internship, practicum Research
  16. 16. • Student Learning Objective Statement For each course, students will state their learning objectives, and provide evidence and reflections on the process and the final product. At quarterly advising sessions, students will show these updates on their learning eportfolio blogs. • Final Project/Evidence: Consists of the project document, if applicable, and if possible, a visual component of either the project or the process. This is likely to take the form of a picture (such as a screenshot, cover page, presentations, etc), process document (first iteration), early blog entry, etc. But it could also be a video, or other. This will likely take the form of a pdf or word document of their final research paper or project for the course, which will be attached to their course page. • Reflections: Along with the evidence, student should provide narrative on the following: Objectives of project; what did you do? Describe and interpret - How did you create it? How did your thinking change as a result? Tagged by curriculum component, course, learning objectives….
  17. 17. By developing our ePortfolios in AAD, and sharing our learning, resources, and research with a broad audience in an accessible and open fashion, we are putting social capital development into practice through a transmedia platform.
  18. 18. instructional blogs and student learning eportfolios
  19. 19. CHALLENGES semantics…. faculty engagement…. curriculum mapping….
  20. 20. assessments…. learning outcomes eportfolios undergraduate/graduate
  21. 21. Future thinking: ePortfolios as compass through 21st century liberal education Fostering a facile interplay between virtual and embodied spaces Digital Commons and communities of practice Engaged learners Digital Identity/digital citizenship

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