Soft Launching An Institutional ePortfolio Initiative


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This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.

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Soft Launching An Institutional ePortfolio Initiative

  1. 1. Soft Launching An Institutional ePortfolio Initiative<br />Anita Kumar, Elizabeth Nesius, Kenneth Ronkowitz Passaic County Community CollegePaterson, New Jersey<br />
  2. 2. Process & ReviewKen RonkowitzDirector, Writing Initiative,<br /><ul><li>e-portfolios
  3. 3. Face-to-face and online courses
  4. 4. Ripple Effect & Beyond the Initiative</li></ul>“soft launch” 1. launching a missile in such a way that the rocket ignites outside of the launch tube to minimize the risk of damage to the launcher by maintaining a safe distance. 2. the release of a web site or project to gather data & acceptance in the marketplace or institution<br />
  5. 5. This presentation highlights PCCC’s approach to piloting online portfolios to support student learning and assessment after18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.<br />Electronic portfolios are frequently used to enable students to use new technologies, reflect on learning through writing and document and showcase their learningacross courses, disciplines and semesters. PCCC wanted data on use over 4+ semesters before making a decision to use portfolios with all students. <br />
  6. 6. Electronic Portfolio / ePortfolio<br /><ul><li>generic term encompassing as wide a range of types and products as there are reasons for using them.
  7. 7. extension of the paper based-portfolio, but adding portability and the ability to share the portfolio
  8. 8. an online collection of reflections and digital artifacts (documents, images, blogs, resumes, multimedia, hyperlinks and contact information)
  9. 9. to demonstrate learning, skills, mastery and the development process of achievements over time
  10. 10. can be customized for a selected audience (teacher, employer, counselor, another institution…)
  11. 11. personal online spaces that should be student-driven, student-directed, student-owned</li></li></ul><li>PCCC’s Intent<br />Writing Initiative <br />Institution<br />Learning portfolios<br />Assessment of grant objectives and benchmarks<br />Product-neutral<br />Institutional and program assessment (Middle States+)<br />Interface with assessment software (TK20)<br />Recommend portfolio product<br />Expressive, transfer & career portfolio use<br />USERS: 20 GenEd courses (writing-intensive) across disciplines; Early Childhood Education major; volunteer faculty who express an interest<br />
  12. 12. Product-“Neutral”<br />PRODUCTS CONSIDERED<br />OUR CONSIDERATIONS<br /> CTDLC<br />Blackboard <br /> <br /><br /> OS/Moodle<br />Exabis OS/Moodle<br /> <br /> (paired w/ assessment product)<br />eFolio - product selected<br />Ease of use for students as admin<br />Minimal components (or ability to turn off features)<br />Templates<br />Connections to assessment software<br />Considerations for Others<br /><ul><li> Ability to import/export
  13. 13. Portability after graduation</li></ul>Links and information on products at<br />Many Resources at<br />
  14. 14. Moving Traditional Portfolios Online<br />Elizabeth Nesius<br />Coordinator, PCCC Writing Center<br />English<br />
  15. 15. Creative Writing<br />Introduction to creative writing for students new to some/all creative writing<br />Gives students a taste of 4 genres of creative writing: poetry, short story, drama, creative nonfiction<br />Students write and revise in all 4 genres<br />Course culminates in final portfolio presentation<br />
  16. 16. Why Online Portfolios?<br />Portability: students can upload from anywhere, any time<br />Students use new technology<br />All students have access to each other’s work without being together<br />Used as storage space over course of semester<br />Owned exclusively by students; gives them a sense of pride and responsibility<br />
  17. 17. Why Online Portfolios?<br />More time in class for writing<br />More one-on-one attention to student writing<br />Available throughout student college career<br />Takes up less space than traditional portfolios<br />Date stamps uploads (increases student accountability)<br />Green<br />
  18. 18. Portfolios over Multiple Courses<br />
  19. 19. Introduction to Technology<br />Web 2.0<br />Students get feet wet with basic webpage design and management<br />Students can adapt template and other visual design elements<br />They decide placement of artifacts, both in terms of which folders and also on the page<br />Improves Internet navigation skills<br />
  20. 20. Introduction to Technology<br />Development of troubleshooting skills and independence<br />Teaches student accountability<br />Students learn importance of backing up work <br />Students must be able to browse and attach documents and pictures<br />
  21. 21. PCCC Template<br />
  22. 22. Other Templates<br />
  23. 23. 2 Types of Reflection <br />Reflection on revisions<br />Make changes to their writing<br />Write short reflection on these changes<br />Final portfolio and reflection<br />Choose work that they feel best highlights their talent and skills (not grade-based)<br />Write a reflection explaining why some work submitted and not other work<br />
  24. 24. Student Reflections <br />
  25. 25. Student Reflections<br />
  26. 26. Benefits of Reflecting<br />Promotes critical thinking: students revise work and choose what suggestions to accept and what to reject<br />Meta-thinking: students reflect on their choices, writing a ½ page explanation of their intent and explaining why they made certain decisions<br />Forces students to look critically at their own work and not only to make changes but also to reject some work<br />
  27. 27. Lessons Learned<br />Both faculty and students need to see value in eFolios in order for them to work<br />eFolios must be in use throughout the semester, not just tacked on as a final assignment <br />Need to be available to troubleshoot with them or have access to adequate tech support.<br />Patience! <br />
  28. 28. ePortfolio use in Early Childhood Education <br />Anita Kumar<br />ECE Faculty<br />
  29. 29. ePortfolio use in Early Childhood Education <br /><ul><li>Showcase accomplishments or ‘products’ of learning
  30. 30. Engage students effectively to focus on the ‘process’ of learning by:
  31. 31. Participating in their assessment (self ‑assessment)
  32. 32. Reflecting on their learning (meta-cognition)
  33. 33. Developing a plan for improvement. (Self ‑regulation)
  34. 34. Scaffold higher order, critical reflective thinking skills required for being a ‘reflective practitioner’
  35. 35. Presently PCCC students create ePortfolios as a part of their last and final course (ECE 220) in the Associates degree program</li></li></ul><li>ePortfolio artifact – self assessment<br />
  36. 36. ePortfolio Artifact - reflection<br />
  37. 37. ePortfolio Artifact – Self Regulation<br />
  38. 38. Reflection<br />“Learning experiences become “educative” when critical reflective thought creates new meanings and leads to growth and ability to take informed actions” – John Dewey<br />The process of looking at one's development through a portfolio process functions like a literal mirror…when one sees one's own image or performance…the literal reflection sparks internal reflection.” - Dr Mary Diez<br /><ul><li>Effective reflection
  39. 39. Links the experience to the learning objective
  40. 40. Links experience to learning/theoretical frameworks and standards
  41. 41. Incorporates a criteria for assessment of activity
  42. 42. Is guided by instructors
  43. 43. Occur consistently and at multiple times through the course of study to allow connections and transference of skills and knowledge</li></li></ul><li>ECE ePortfolio samples<br />
  44. 44. ECE ePortfolio samples<br />
  45. 45. ECE ePortfolio samples<br />
  46. 46. ECE Assessment - Measures<br />Measures – ePortfolio rubric and student survey of ePortfolio experience<br />Assessment data from Rubric- Spring 2009 and Fall 2009 (N= 28)<br />Posting of artifacts: 96% received a rating of 5 on a 5 point scale.<br />Quality of reflections: 25% received a rating of 4, 50% received a rating of 3, and 25% received a rating of less than 3 on a 5 point scale<br />Layout/images/text: 68% received a rating of 3 or above on a 5 point scale<br />Writing/Mechanics: 60% received a rating of 4 on a 5 point scale<br />
  47. 47. ECE ePortfolio Assessment<br />Anecdotal Evidence<br />High interest and changes were observed in the period post the grading<br />Students were found using eFolio after the course to keep adding other relevant materials. <br />Need for a more open-ended framework to increase student ownership<br />
  48. 48. ECE ePortfolio Assessment<br /><ul><li>Student feedback
  49. 49. I enjoyed creating my ePortfolio. I am so proud of it!
  50. 50. I did not realize I learned so much in the course.
  51. 51. My tech skills improved a great deal in the process.
  52. 52. I wish we had more time.
  53. 53. Once I got going, I could not stop. I am going to keep adding to my eFolio
  54. 54. The reflection part was most difficult. It was tough for me to write in ways that made the connection to theory clear.
  55. 55. The rubric helped me evaluate myself.
  56. 56. It seemed difficult in the beginning, but you’ve got to play with it and then it comes together more easily. I feel now I have more ideas.
  57. 57. I thought of theories we learnt in ECE 200 (previous course) when I was writing the thematic unit reflection. </li></li></ul><li>ECE Lessons Learned<br />In the interest of student learning, use ePortfolios for a series of courses, so that students can use it over time, to connect experiences from different courses they take in a program<br />Promote greater student autonomy in the ePortfolio process by providing a more open-ended framework that can be adapted to individual student experiences. <br />To facilitate student’s participation in the selection and evaluation of artifacts. <br />To facilitate student reflection more effectively. <br />
  58. 58. Institutional Assessment<br />Of PORTFOLIO USE 3 semesters completed<br />315 eFolios for writing-intensive courses (150 for other coursework)<br />Approx. 60% of WI portfolios have artifacts<br />Of WRITING [COLLEGE WRITING EXAM]<br />Passing – General Population = 61%<br />Passing – WI Students = 76.7%<br />Data complete for Fall 2008, Spring 2009, Fall 2009 - Student/faculty surveys – May 2010<br />
  59. 59. Institutional Lessons<br />Faculty and students need to see value in using portfolios. (not that it is an institutional goal only)<br />Portfolio use needs to be ongoing (formative not summative)<br />Training & tech support needs to be in place<br />The product needs to be customizable to the institutional needs; simple to use; consistent & stable (including new versions).<br />
  60. 60. This presentation and additional information is available online at:<br />
  61. 61. Soft Launching An Institutional ePortfolio Initiative<br />Anita Kumar, Elizabeth Nesius, Kenneth Ronkowitz Passaic County Community CollegePaterson, New Jersey<br />March 2010<br />