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From 80-1800, reflections on the process of ePortfolio adoption. Et4online

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Reflections from the midst of our process of implementing ePortfolios in the University Studies program. presentation given at et4online last April

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From 80-1800, reflections on the process of ePortfolio adoption. Et4online

  1. 1. Going from 80 to 1800 in a year: midpoint reflections on the processes of supporting ePortfolio adoption at scale R John Robertson Sloan C ET4Online #et40nline02999 Las Vegas, NV 2013-04-10
  2. 2. Context
  3. 3. UW Oshkosh ● Established 1871 ● Third largest institution in the University of Wisconsin system ● Average Composite ACT 22.4 ● Average High School Rank 68.5 http://www.uwosh.edu/home/about-uw-oshkosh/about-uw-oshkosh/fast-facts
  4. 4. Coming Fall 2013
  5. 5. USP ● First Year Experience ● Three key themes ● Small (25) cohort classes for theme courses and paired WBIS/Comm ● Seeking to document learning in an ePortfolio.
  6. 6. Do. Or not do... [Imagine Yoda]
  7. 7. USP Team & ePortfolios ● An ePortfolio specialist ● Recruited, appointed, started mid July
  8. 8. UW Oshkosh and ePortfolios One centrally funded and supported platform (D2L ePortfolio) ● ~80 users At least 4 different other systems in use on campus
  9. 9. video
  10. 10. Challenges for ePortfolio Adoption
  11. 11. Challenges - Scale of Change ● Approximately 250 courses and at least 200 instructors directly involved ○ Institution has approximately 335 faculty and 300 academic staff ● 1800 first year students
  12. 12. Challenges - Administration ● ● ● ● ● ● Faculty Senate USP committee Assessment committee USP Council Every department offering a gen ed course Many other units on campus
  13. 13. Challenges - Meaning ● ePortfolio as a software tool or ● ePortfolio as a pedagogical process
  14. 14. Challenges - Meaning ● ePortfolio as a showcase or ● ePortfolio as a process
  15. 15. Theory of ePortfolios “... the benefit of e-portfolios has more to do with the active process of e-portfolio development than with the portfolio product ...the development of the e-Portfolio over time as key” Stefani, Mason, Pegler (2007)The Educational Potential of ePortfolios: supporting personal development and reflective learning p19
  16. 16. Challenges - Purpose What is the ePortfolio for? ● Demonstrating institutional effectiveness ● Learning and teaching development ● Student's showcasing their work to employers
  17. 17. Challenges - Process ● ePortfolio new for most instructors ● there will be new hires
  18. 18. Challenges - Process ● The idea of a program level ePortfolio ● The need to help students frame assignments in a wider picture
  19. 19. Challenges- Pedagogy How do we help instructors develop reflection components for their classes? ● for this many instructors? ● in a pit class? ○ What does a reflective MCQ look like? ● genuinely tied to disciplinary knowledge?
  20. 20. Challenges - Technology ● Thinking technology does xyz; discovering it does uwx but not xyz ● Guarantees about software sustainability ● Export ● Terminology ○ D2L ePortfolio ○ Presentations
  21. 21. video
  22. 22. Responses
  23. 23. Responses - Pilot Pilot 5-6 instructors ~200 students Different starting points Examining issues formatively Challenge of summative review Support resources endorsed
  24. 24. Responses- Professional Development ● Going to every meeting and training opportunity with the wider program that I can ● Enhancing Student Learning: reflection and the ePortfolio process workshop series http://www.uwosh.edu/lt/e-learningdevelopment/eportfolio/eportfolio-and-reflection-workshops
  25. 25. Responses - Reference Resources Resources ● ● ● ● ● USP site LT site D2L FAQ Guides and Brochures Access points for students?
  26. 26. Responses - Seek Funding Identify specific needs and funding sources ● Programming support for making the export more usable ● Student workers to run drop in labs for students during the semesters
  27. 27. Responses - Draw on Expertise ● Colleagues ● Research ● Student Ambassadors
  28. 28. Responses - Disseminate Why? ● visibility ● different audiences ● fresh eyes ● experience ● feedback and discussion
  29. 29. So why do we think ePortfolio matters?
  30. 30. Provost's Office "The use of the ePortfolio provides students with opportunities to comment on their own learning using their own words. Traditionally, students have received feedback from others. In the ePortfolio process, students are critically analyzing their own learning, making connections and planning next steps in the evolution of their learning. They are becoming aware of their own learning strengths and can build upon them as continue in their learning journey." Dr. Carleen Vande Zande (AVC Assessment)
  31. 31. video
  32. 32. Two questions What one thing do you think we should be most focused on now?
  33. 33. Two questions What one thing from this session can you take back to your context?
  34. 34. Concluding thoughts
  35. 35. Learning opportunities ● Spotting and acknowledging mistakes ● Assumptions
  36. 36. The biggest critical success factor? ● Widespread support and enthusiasm ● A dedicated voice ● A dedicated explorer
  37. 37. Ongoing questions ● Export (what, when, to where) ● Analytics and data ● How do we ensure students keep their portfolios up to date? ● Student support beyond FAQ and resource sites ● Reflection in the disciplines and MCQ
  38. 38. Contact ● R John Robertson robertrj@uwosh.edu @kavubob Or ● University Studies Program usp@uwosh.edu

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