ePortfolios and Assessment with Digication Kathleen Norm Sutaria Modrowski Instructional DesignerAssistant Dean Academic Affairs LIU Global
History and Background• Overview of LIU Global• Quaker Philosophy of Journaling and Bearing Witness• Educational Philosophy of John Dewey• Documentation of Experiential Learning
History and Background• Portfolios at Global College from 1966-2006• Overview of ePortfolios from ~2006 to present• First Use of TaskStream ~2006• Why ePortfolios? • Space • Archiving • Uniformity • Reference to prior learning and experiences • Presentation portfolio for the job market
Technology Selection• Plaforms Considered • Weebly • LiveText • Moodle • TaskStream• TaskStream selected for its support structure
Technology Rejection• Why was TaskStream rejected? • Students didn’t like the rigid framework; said it looked like a corporate flyer • Limitation on the use of photographs and graphics • Limitation in archiving. Fees to maintain archived portfolios and students would need to pay for their portfolio
Technology Free-for-All• A few years of no ePortfolio platform • Students selected their own tool • Difficult to coordinate archiving of portfolios • Tools used: Weebly, Wordpress, Google Sites and others.
Arriving at Digication• Making Connections Mini-Grant • Spring 2009-Summer 2011 • Small group of LIU Brooklyn Faculty meet once a month at LaGuardia Community College • Learned how to select and implement ePortfolios • ePortfolios used with PT, Core Seminar students • Finding pockets of ePortfolio usage: LIU Pharmacy and LIU Global
Arriving at Digication• Why Digication? • Easy to Use • Flexible; supports multimedia artifacts • Designed by RISD faculty members • Occupies large market share, has good user base • Solid technical support • Constant improvements; new features being added in Fall 2012
Portfolio Uses• What are portfolios used for? • Tenure and Promotion • Documentation of Learning and Growth • Showcase Portfolio • Career Portfolio • Academic Portfolios
Portfolio Uses• LIU Global students use portfolios for: • Gaining insights about countries from other students • Not “What did you learn?”, but “What were your experiences?” • Integration of multimedia artifacts • Journals and reflective essays • Collecting their work over time to present during the Senior Capstone Semester
Reflective Questions • Where have I been? • Why am I here? • Where am I going?
Pair and Share• In your discipline, what is valued as evidence and documentation of learning?• What do you value in your own academic life as evidence of learning?• What does it look like?• Describe work you are proud of.
Skills Used in Portfolio Creation•concise, memorable writing that conveys a message•visual literacy/design aesthetic: layout, design and usability•learning and navigating copyright issues•personal branding•reflective writing for public consumption•crafting enduring viewpoints
Skills Used in Portfolio Creation•editing and revision•multimedia documentation and production•considering audience/looking through different lenses•bridging academics with lived experiences•cultural competency•storyelling
LIU Global Portfolio ExemplarsCaitlin Kawaguchihttps://liu.digication.com/caitlin_kawaguchi/Welcome/publishedSydney Boleshttps://liu.digication.com/Boles-May012/Welcome/publishedLoren Diesihttps://liu.digication.com/loren_diesi_global_college_fall_2011/Magnolia Morrishttps://liu.digication.com/roundtwospring2010/Juan_Carlos/published
Assessment•Digication allow for submission of assignments•Grading of assignments takes place with rubrics•Workflow outlines steps for students and faculty•Reports can be generated by Digication, butrequire data from assignments
What do you need to know as a faculty member thinking about using ePortfolios?•Craft purposeful assignments along with assessments•Know the ins and outs of Digication•Have someone who can help students•Develop peer mentors (structure mentoring into your course)•Students need to know the terms of reference (rules of the road)
Areas for Improvement•Create assignments that are visually and textually strong•One excellent, well-crafted assignment is better than tenquickly generated ones; build many aspects of learning into afew key assignments.•Construct assignments to incorporate multimedia components•Assignment and assessment design takes time to develop•Moving between Blackboard and Digication causes confusion
Areas for Improvement•Instructors should share documents and assignments acrossportfolios•Ensure final portfolios are shared with instructors.•Be prepared for students who have a broad range of skills•Scaffold the development of visual literacy and multimediaskills.
Beyond Our Control•Travelling programs: little time to work on portfolios andlack of Internet access.•Uganda: a trip two hours each way to work on the portfolio•Ghana: NGO where student worked lacked power/Internetaccess for up to two weeks at a time.•China: firewalls.
Next Steps•Incorporating digital storytelling components to appeal tostudents with strong verbal and writing skills.•Refine assessment and rubric creation.•Faculty Development; a need to know the possibilities.•Faculty need to be introduced to different types ofdocumentation in order to stimulate their imaginations.