A showcase of open source portfolio implementations

A Showcase of
Open Source Portfolio
Implementations
Janice A. Smith, Three Canoes LLC
Lynn Ward, Indiana University
Reba-Anna Lee, Marist College
Ryuichi Matsuba, Kumamoto University

June 10-15, 2012

Growing Community;
Jasig-Sakai 2012i Conference
Growing Possibilities 1

Workshop Agenda
Part One Part Two, Continued
 Intro to ePortfolios and  The Marist OPS
Folio Thinking Implementation
 The OSP Tools in Sakai  The Kumamoto OSP
 An OSP User Scenario Implementation
 Successful ePortfolio  The Uniformed Services
Projects University of the Health
Sciences OSP
Implementation
Part Two
 The Indiana University
Part Three
Personal Development
Plan and Presentation  The OSP Reports Package

Maker on OpenEdPractices.org

Jasig-Sakai 2012i Conference 2

Introduction to Portfolios
and Folio Thinking


Two Faces of ePortfolios

Personal Learning Environment Assessment Management System

Helen Barrett - http://electronicportfolios.org/balance/


Portfolios as Personal Learning Environments

 Guide students in
collecting
information about
Resume Portfolio
themselves
 Assist students in
managing their
virtual identity
 Examples:
◦ Resumes
◦ Professional
Portfolios
◦ Showcase Portfolios


Portfolios as Assessment Management Systems
 Guide students in the creation of
portfolio-worthy evidence
 Link evidence to standards,
outcomes, or objectives
 Evaluate evidence using rubrics
 Use reports to:
◦ Aggregate and analyze data
◦ Identify representative artifacts
 Examples include:
◦ General Education Portfolios
◦ Disciplinary Portfolios
◦ Co-Curricular Transcripts
◦ Graduation Portfolios

Take a look at my learning!


Folio Thinking

Folio thinking starts with what we
know about learning by identifying:

 Measurable outcomes

 Processes that work toward these
outcomes

 Software that enables the processes

Section 1 Jasig-Sakai 2012i Conference 7

From Science to Software

 Learning science defines dimensions
of deep learning

 Folio thinking defines behaviors
linked to these dimensions

 The “Portfolio Process” promotes
these behaviors


Dimensions of Deep Learning
 Reflective Learning

 Integrative Learning

 Social Learning


Reflective Learning
Professionals use reflection in the workplace –

 Learning and performance is a cycle of reflection and
action
◦ (Schon, The Reflective Practitioner)

 Information becomes knowledge when situated in the
cycle by a knower
◦ (Brown and Duguid, Social Life of Information)

 The cycle is hard-wired into our brains
◦ (Zull, The Art of Changing the Brain)


Dimensions of Reflection

Reflection-in-action Constructive reflection
“reviewing, “developing a cumulative,
projecting, multi-selved,
revising” multi-vocal identity”

Reflection as conversation Reflection-in-presentation
with artifacts, “articulating the relationships
with self, between and among” creation,
with others creator, and context of creation”

(— Kathleen Yancey, Reflection in the Writing Classroom)


Integrative Learning as Expert Thinking

Experts –
 Develop a conceptual framework for information
 Notice features and patterns
 Organize their knowledge to reflect deep understanding
 Apply their knowledge to new situations
 Monitor their own understanding as they work by
◦ modifying concepts
◦ identifying information gaps
◦ taking control of their learning

◦ (Donovan, et. al., How People Learn)


Integrative Learning for Careers

 Scholarship of integration – an important component of
research
◦ (Boyer, Scholarship Reconsidered)
 Systems thinking – crucial for professional excellence
◦ (Partnership for 21st Century Skills)
 Multiple careers require continuous learning
◦ (Chen and Mazow, Stanford Center for Innovation in Learning)
 Increasingly, we have career trajectories, not careers
◦ (Brown 2004 AAHE keynote)
 In the USA –
 75% of students are older, independent, work full time,
attend part time (NCES 2002)
 58% attend multiple institutions (NCES 2002)


Social Learning
 Our identities are formed through participation in
communities of practice
◦ (Wenger, Communities of Practice)

 Learning to be a member of a disciplinary or professional
community is as important or more important than learning
“content”
◦ (Brown and Duguid)
 Multiple identities
◦ Are formed in the context of multiple communities
◦ Are integrated into learning career trajectories

 The social dimension is the most difficult of the three to
accomplish via portfolios


Summarizing Folio Thinking
 Academia values the creation, organization, and
refinement of knowledge
 Folio thinking gets to the heart of these academic
values by asking students to define and refine their
relationship to knowledge
 Folio thinking promotes deep learning through
◦ Reflection on learning
◦ Integration of learning
◦ Sharing of learning
 Folio thinking leads to the outcome of students
explaining and predicting their development as learners
 The results of folio thinking are available for the
assessment and evaluation of learning


The Open Source Portfolio Tools
in Sakai


In Sakai, an ePortfolio can be . . .
 The complete collection of an individual’s multimedia
artifacts and reflections.
◦ This process takes place in the Resources tool.

 A specific set of artifacts and reflections to share with others
◦ This process takes place in the Portfolios tool.
◦ Combined with Resources, the Portfolios tool offers a
Personal Learning Environment.

 A specific collection of artifacts and reflections that represent
an individual’s learning and accomplishments.
◦ This process takes place in the Matrices tool.
◦ Combined with Resources and Assignments, the Matrices
tool offers an Assessment Management System.


The Portfolio Tools in Sakai
 Interoperable tool suite for flexible
portfolio workflows Assignments Resources

 Customized through Showcase
◦ User interface or XML coding Learning
 Portfolios Tool Matrices Portfolios

◦ Primary showcase tool
◦ Support from Resources, Forms, Portfolio
Glossary Forms
and Portfolio templates Templates

 Matrices Tool
◦ Primary assessment tool Assessment
◦ Support from Resources, Reports
Assignments, Forms, Glossary, and
Evaluations
 Reports Tool
◦ Analysis, display, and export of
data


The Resources Tool
 Available in all sites
 Interacts with most
tools
 Stores all file types
 Enter or update data
once to use it for
multiple purposes
 My Workspace folder
for artifact collection
 Folders for site owners
to distribute content
 Portfolio interaction
folder to collect
completed forms from
matrices


The Portfolios Tool
 Users create portfolios with
Resume
portfolio templates designed by
programs and/or institutions
 Portfolio templates specify
content and style and provide
users with options for self-
expression
 Portfolios can be shared with
◦ One or more users
◦ Guest users, via email
notification and password Co-Curricular
Transcript
◦ As public URLs
◦ As a download to the desktop
 Presentation Maker from Indiana
University provides a simple
portfolio template for multiple
purposes
 Assessment data from a matrix
can be added to a portfolio


The Matrices Tool
 Used to assess student learning
 Scaffolded workflows
◦ Rows for criteria
◦ Columns for levels
 Click matrix cells to open workflow
 Cells can be linked to
◦ Course assignments
◦ Matrix cells in same site or other
sites
 Cells can be set to
◦ “Unlocked” (ready for use)
◦ “Locked” (unavailable)
 Cells can be set to unlock as owner
submits previous cell for evaluation
◦ Top to bottom
◦ Left to right
◦ As instructor deems appropriate


The Evaluations Tool
 Centralized receipt of matrix cells submitted for evaluation.
 Allows instructors to evaluate cells without accessing matrix.
 Instructors may also access individual student matrices via
drop-down menu.
 Evaluation possible with clickable, scorable evaluation rubrics.
 Aggregated evaluations across sites available in My Workspace.


The Assignments Tool
 Link assignments to matrix cells within or across sites
◦ Map course activities to programmatic learning outcomes
 Link cells in one matrix to cells in another matrix
◦ Map program outcomes to institutional outcomes
 Assignments submitted for evaluation automatically populate linked
matrix cells
 Participants may or may not be required to visit the matrix for
reflection and feedback.


The Forms and Glossary Tools
Creators of matrices:
 Add forms to
prompt:
◦ Artifact collection
◦ Documentation of
learning
◦ Reflection
◦ Feedback
◦ Evaluation
 Add glossary items
for:
◦ Mouse-over short
definitions
◦ Pop-up longer
definitions


Using Forms in Portfolios
Creators of portfolio Resume
templates use forms to:
◦ Provide user options for
Required Settings (formerly
called Outline Options)
 Title and description
 Browser title
 Themes (including do-it-
yourself)
◦ Structure pages in the
Co-Curricular
portfolio Transcript
 Open ended pages using
rich text fields
 Structured pages using a
variety of field types
 Combination
◦ Provide structure for a
single portfolio page


Using Forms in Matrices
 Creators of matrices add
forms to matrix cells to
prompt:
◦ Artifact collection
◦ Documentation of
learning
◦ Reflection
◦ Feedback
◦ Evaluation
 A form that is filled out
and saved by a user is
called a form instance or a
saved form


Form Fields
 Text
 Text Area
 Rich Text Editor
 Attachment
 URL
 Selection: Radio button (up to four choices) or drop-down
menu
 Boolean (checkbox)
 Sub forms
 Additional customized options such as those used in Three
Canoes forms for the AAC&U Evaluation Rubrics

Form Builder is a useful tool for initial work with form fields.


Forms for Reporting
 Report definitions can be
customized to aggregate data
from:
◦ Evaluation and feedback
forms
◦ Reflection forms
◦ Artifact collection and
documentation forms
(including attachments)

 Reports required structured
data. Using forms to structure
data is the most effective OSP
reporting strategy.
Rating Statistics for Written Communication Skills


The Reports Tool
 Allows administrators to:
◦ Load SQL queries via report
definitions
◦ Define displays of report queries
◦ Schedule reports to run
periodically
◦ Store results for later analysis
 Customizable report definitions
shared by Indiana University for
◦ Evaluation status
◦ Evaluation ratings
◦ Artifact attachments

Rating Statistics for Written Communication Skills


An OSP User Scenario


Open Source Portfolio (OSP) Scenario
Four interacting personas:
Clipper College  Brian Jeffreys

◦ Visual Arts undergraduate
 Grace Connolly

◦ Visual Arts professor
 Undergraduate institution with a
◦ Brian’s major advisor
◦ General education program
◦ Capstone course instructor
◦ Visual Arts degree program  Sharon Westerly
 An institution dedicated to the ◦ General Education professor
improvement of teaching and ◦ Skilled in using portfolios
learning to teach institutionally
 Using OSP for portfolio assessment valued skills
and showcasing  Bruce McAllister
Photo credit 1: Downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. ◦ Chair of Visual Arts Department
“Sepia Portrait” uploaded by Vikash Sharma in 2010.
Photo credit 2: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu.
“Melody 2,” Uploaded by Jesse Therrien
◦ Encourages faculty to assemble
Photo credit 3: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu.
“Spontaneous” uploaded by Benjamin Earwicker
evidence of student learning for
Photo Credit 4: Photo downloaded from the internet on 3-7-11 from stock.xchng,
http://www.sxc.hu. “Beto Book 4” Ensaio Fotografico Beto 2008, uploaded by Beto Lima in 2010
institutional and program
assessment


Introduction to the Portfolio
 During his first year experience, Brian:
◦ Collects learning artifacts in an OSP Matrix
according to institutional learning outcomes.
◦ Uses OSP Forms in the matrix to:
 Reflect on how artifacts meet learning outcomes.
 Evaluate his work with rubrics for each outcome.
 Receive formative feedback about his learning.
◦ Submits artifacts, reflections, and self-evaluation
for summative evaluation in relation to each
outcome.

 Professor Westerly, General Education:
◦ Uses the portfolio tools in Sakai to:
 Provide portfolio training.
 Teach a variety of institutionally valued skills.
 Offer feedback and evaluation in relation to
institutional outcomes.
◦ Prepares Brian to continually develop his portfolio
throughout four years of college.


Institutional Outcomes
 Inquiry and analysis
 Critical thinking
 Creative thinking
 Written communication
 Oral communication
 Reading
 Quantitative literacy
 Information literacy
 Teamwork
 Problem solving
 Personal and Social Responsibility
 Civic knowledge and engagement—local and global
 Intercultural knowledge and competence
 Ethical reasoning
 Integrative and applied learning

- Adopted from the AAC&U VALUE Rubrics at
http://www.aacu.org/value/


Major Course of Study
Professor Connolly helps Brian create an assessment portfolio representing
his accomplishments in Visual Arts according to disciplinary outcomes
adopted by the department.
1. Creating, Performing and Participating in the Arts: Actively engage in the
processes that constitute creation and performance and participate in
various roles in the visual arts.
2. Knowing and Using Arts Materials and Resources: Become
knowledgeable about and make use of the materials and resources
available for participation in visual arts in various roles.
3. Responding to and Analyzing Works of Visual Art: Respond critically to a
variety of visual arts, connecting the individual work to other works and
to other aspects of human endeavor and thought.
4. Understanding the Cultural Dimensions and Contributions of the Visual
Arts: Develop an understanding of the personal and cultural forces that
shape artistic communication and how the visual arts in turn shape the
diverse cultures of past and present society.

Adapted from NYState Learning Standards for the Arts at Three Levels,
downloaded fromhttp://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf on 3-18-2011.


Showcase and Assessment Portfolios

 In the capstone course in Visual Arts, Professor
Connolly helps Brian use a portfolio template in
Sakai to:
◦ Create and refine versions of a showcase
portfolio to:
 Pursue an internship.
 Apply to graduate school.
◦ Present his assessment portfolio to a faculty
panel as a final graduation requirement.

 By the time he graduates, Brian has:
◦ Has thought deeply about his professional
abilities and career goals.
◦ Is well prepared to present his skills and
accomplishments to future employers and
graduate institutions.


Program Assessment
Professor Bruce McAllister, Chair of Visual Arts
 Organizes faculty to use Assignments and the
Matrix to:
◦ Assemble evidence of student learning.
◦ Show how the curriculum addresses institutional
and disciplinary learning outcomes.
◦ Continually assess student progress in mastering
these outcomes.
 Generates customized Reports to:
◦ Demonstrate how course assignments address
learning outcomes.
◦ Aggregate faculty evaluation of assignments in
relation to learning outcomes.
◦ Assemble a random sample of learning artifacts
from different courses, outcomes, and levels of
student mastery.


Benefits of the Sakai Portfolio Tools
 Seamless integration with Sakai
 Flexibility for diverse portfolio
processes
 Integration with registration
system
 Guidance for portfolio activities
 Emphasis on assessment process,
as well as showcasing
achievement
 Showcase workflow via portfolios
tool and IU’s Presentation Maker
 Customized reports available
 Open source community ready to
share


Three Canoes OSP Demo

 http://demo.threecanoes.com/portal
 Instance resets nightly

Play the role of student and instructor:
 Student username and password:
port_student/port_student
 Instructor username and password:
port_coord/port_coord


Characteristics of
Successful Portfolio Projects


Successful ePortfolio Projects
Checklist for Success:
 Institutional Purpose
 Leadership

 Resources

 Portfolio Use
 Functional Considerations

 Technical Considerations

 Communities of Practice


Successful Projects - Purpose
 Long term plan involves multiple stakeholders
 Solution fits institutional and disciplinary processes
 Student life and variety of disciplines included
 Cross fertilization of ideas across stakeholder
groups
 Planning for scalability and adoption by new users
 Planning for sustainability
 Options for showcasing learning as well as
assessing learning


Successful Projects - Leadership
 Identified portfolio leader with sufficient
◦ Time to develop and maintain project
◦ Resources to develop and maintain project
◦ Administrative back-up
 Identified portfolio champions ready to promote
portfolio use
 Stakeholder group meets regularly and works
toward consensus
 Planning for succession of portfolio leadership
 Proactive thinking about transition of leadership at
higher levels


Successful Projects - Resources
 Centralized support system with attention to
functional and technical needs
 Sufficient resources available for
◦ Functional support
 Planning for new groups
 Train the trainer training
 End user training
 Peer tutoring
◦ Technical support
 Help Desk
 System maintenance
 System enhancement


Successful Projects - Use
 Attention to student and faculty concerns
 Provision for lifelong learning
 Available as advising tool
 Involvement of
◦ Career services and student life
◦ Multiple disciplines
◦ General education
 Attention to transfer students


Successful Projects - Functional
 Faculty understand how to use portfolios effectively
◦ In the classroom, a hybrid course, and online
◦ In an academic program
 Assessment activities compliment
◦ Teaching and learning activities
◦ Career development activities
 Folio thinking transforms our ideas about learning.
 Portfolios support meta-cognitive processes.
 There is a growing portfolio culture on campus.


Successful Projects - Technical
 Single sign-on via portal
 Minimizing the number of clicks
 Integration with
◦ LMS for use of data from courses
◦ SIS for system-reported data
◦ Other relevant applications
 Planning for migration to new versions
 Contributions to open source community
◦ New code
◦ Community activities


Successful Projects - Community
 Peer support for using portfolios among students and faculty
 Participation in the open source community,
http://www.sakaiproject.org
 Participation in portfolio organizations like AAEEBL,
http://www.aaeebl.org/
 Participation in portfolio research activities like the
Inter/National Coalition for Electronic Portfolio Research,
http://ncepr.org/
 Interaction with national and international ePortfolio experts
 On-campus adoption encouraged by faculty and students
presentations to their peers


OSP Community Resources


OSP Community Resources
 OSP Community on Sakai Confluence
◦ http://confluence.sakaiproject.org/display/OSP/Proj
ect+--+Portfolio
◦ Weekly phone conference, listserv, OSP
documentation, and resources

 OSP Community Library
◦ http://openedpractices.org
◦ Use cases and data structures for export

 Supporting vendors offering services for Sakai/OSP
implementation
◦ The Longsight Group LLC, http://longsight.com
◦ rSmart, http://rsmart.com
◦ Three Canoes LLC, http://threecanoes.com
◦ Unicon, http://unicon.net


Urban public research university
Founded 1969
2 universities, 21 schools
118 UG, 138 Grad/Prof degrees

30,300 students (22,100 UG)
97% non-residential
55% first-generation students
72% UG full time
57% of all work off campus


Persistence to Second Year (All Graduation Rates of 2004 Full
Beginners and Transfers)1 Time Beginners 2

1from Undergraduate Retention Report, Persistence to Second Year-2009 Cohort,
All Beginners, Vol. 20, No. 1.1
2 from Official Graduation Rates Report, 2004 Full-time Beginners, Vol.19, No. 1


Personal development planning is a process which
will enable first year students at IUPUI to
understand, implement, and mark progress toward a
degree and career goal by creating and following a
personalized plan that is open to revision and
reevaluation every semester in collaboration with an
academic advisor, faculty member, or mentor.

Buyarski, 2011


The personal development plan is designed to
foster:
1. Goal commitment (student commitment to
earning a degree)
2. Academic achievement (through goal setting
and planning)
3. Curricular coherence and meaning in the first-
year seminar
4. Each of these goals is a way to foster student
development
Buyarski, 2011


• Fall 2008 pilot: 1250 student complete a paper PDP
• Fall 2009-Spring 2010: reconceptualization as an
electronic portfolio that could be revisited and
revised
• Fall 2010 pilot: 16 sections, ~350 students, 1
portfolio site
• Fall 2011 pilot: 50 sections, ~1200 students, 50
portfolio sites
• Fall 2012: 50 sections, ~1200 students, portfolio
tools provisioned in freshman seminar course sites


 Portfolio matrix (each cell represents one
section of PDP)
 Custom forms and renderers for creating
each section
 Rubric-based evaluation form for each
cell/section
 Custom version of IU’s Presentation
Maker portfolio template


2012 Jasig Sakai 60

2012 Jasig Sakai Conference

 Marginally significantly higher fall adjusted semester GPAs
(2.89) compared to nonparticipants (2.79)
 One-Year Fall to Fall Retention rate for students who
completed an ePDP (80%) was significantly higher than for
students who did not complete an ePDP (72%).
 Students who completed all parts of the PDP, whether paper
or on-line, had significantly better outcomes in the following
areas compared to students who only completed some parts
of the PDP: succeed academically, make a successful
transition to IUPUI, adjust to college life, understand IUPUI’s
Principles of Undergraduate Learning (PULs), feel connected
to IUPUI, and feel able to meet the demands and expectations
of college.
* Buyarski, C., Trejullo, D., & Hansen, M. (2011). PDP program evaluation report.
Unpublished manuscript, University College, IUPUI, Indianapolis, IN.


An activity of Japan Sakai Community
Ryuichi Matsuba, Makoto Miyazaki,
Kumamoto Univ., Japan

Ja-Sakaiger 1 & 2 Jasig-Sakai 2012i Conference
2012 Jasig Sakai 65

For students’ learning with Portfolio
Processes: collection, reflection,
presentation,…
We employ OSP, LMS, uPortal, Web-site, etc

 SakaiCLE/OSP is used in
◦ Graduate School of Instructional Systems
◦ University-wide (under development)

2012 Jasig Sakai 66

12th Sakai Conference – Los Angeles, California – June 14-16 Jasig-Sakai 2012i Conference 67 67

• MSc & Mphil, PhD in Instructional Systems
• 100% online Program started in April 2006
• Training e-Learning Professionals in business and academic fields
with 4I’s: ID, IT, IM (Management) & IP (Intellectual Property)

 The principle motivation of our students is
to obtain the competencies they want.
◦ 12 Core and 7 Optional competencies acquired by taking
Required and Selective courses respectively.

 The competencies are directly connected with
assignments of each courses.
 Students obtain a competency when they pass an
assignment in a coueses

11th Sakai Conference - June 15-17, 2010
68 Jasig-Sakai 2012i Conference 68

Assignment （e-Learning fundamental course)
• Report your own eLearning experience in BBS
• Write your comments on the opinions of classmates

Report for the
assignment Report

Comment

Question

Critique Reflection


Automatically
data migrations
and mapping


Self Evaluation of
a competency
3: Excellent
2: Satisfactory
1: Poor,
unsatisfactory
The rationale
for
the evaluation
of the evidence

The radar chart showing
achievement of program Self-
competencies with four- introductio
Evidence items are
automatically linked files
grade evaluation n
that relate to an
appropriate competency


2012 Jasig Sakai 72

Peer-Assessment
Self-Assessment A feedback comments
Submitting reports,
a reflection

Learners

Classmates
Outcomes
automatically Submission Evaluation
registing
Click!
LMS
Teachers

 Ongoing effort in Systemically Aligning
outcome-based Bachelor’s Degree Programs

All of outcomes in LMS are collected in
Sakai/OSP (same as GSIS)

Display formats can be selected by
students and teachers


Segmentation of LOs detailed items of LOs
Basic skills and knowledge for logic, concepts,
Subject-Specific Outcomes
methodology, and imagination

Liberal Arts Content knowledge Comprehension for culture, society, nature, and life

Foreign Language and ICT skills Talents for use of foreign language and ICT

Generic Skills (Cognitive) Numerical processing, reading, logical thinking,
writing, presentation, debate
Competencies Communication, imagination, teamwork, social
(Affective and Behavioral) participation, career formation, self-regulated
learning


There are variety requests from Stakeholders:
Students, Faculties, Administrative staffs,…
Use for
• accumulate learning outcomes
• student advising
• encourage deep learning, Career
planning,…
• show grades with evidences(outcomes)
• …


Educational philosophy of Kumamoto university.

Preview: Educational philosophy of Kumamoto university.

Terms

Bachelor
degree
program
outcomes
Jasig-Sakai 2012i Conference 78 78

• Course data, Grades,… from SIS
• Evidence (outcomes) from LMS
This Portfolio is automatically tailored to the individual!

Subject portfolio Years

Subject
name
1st Year/semester 1st 2nd 1st 2nd
credit
Subject
taxonomy
Subject Grade Outcomes
s

Jasig-Sakai 2012i Conference 79 79

 About 1,800 fresh persons
 Objective for
◦ Orientation in University learning
◦ Learn of academic skills
 Writing
 Presentation
Basic
 Improving communication
 Use of library Basic
◦ Independence Basic IT
seminar literacy
◦ Carrier planning
 3 courses are combined
in FYE FYE
2012 Jasig Sakai 80

Pre-Self checking
about skills/knowledge

Learn of the course materials
(blended style)
Weekly
assignment
•Submit a report
Including notes Final assignment
and reflections
•Online self- (summative reflection report)
testing

Post-Self checking
about skills/knowledge

 Now LMS is used as an ePortfolio
◦ It means all achievements and reflection in LMS

 But students cannot conduct reflective
works across the courses

Consider
•Matrix
•Presentation
•Others
• ??


•Offer personalized learning environments (a kind of portal)
•Build a support community for lifelong learning

WORKSPACE SHOWCASE

Input ePortfolio Input
•Learning outcomes Student-centered •curriculum vitae
•Reports for social work •career trajectory
•Deep learning
•Assessment date •Clarify •credential
•Reflections •Reports workshop
Competencies
•make an appeal
•Carrier support

Enter Graduate alumni association

The Uniformed Services
University of the Health Sciences
Implementation of the
Open Source Portfolio
Janice A. Smith, Ph.D.
Three Canoes LLC


USUHS OSP Implementation
USUHS
 Is a long term implementer of the rSmart CLE
 Began OSP with an rSmart/Serensoft (assisted by Three Canoes)
implementation of a Faculty CV portfolio template
 Created matrices linked to assignments for School of Medicine
Clerkships
 Continued with a larger rSmart/Three Canoes project that includes:
◦ An self-scoring evaluation form with clickable descriptors
◦ Three reports aggregating data from:
 The evaluation form
 Profile data including photos and biographical statements
 PDF files and dates for certificates obtained outside of USUHS
◦ A matrix, forms, and a portfolio template for the School of
Nursing
◦ Additional forms to collect School of Medicine departmental
assessment data


Faculty CV (Portfolio Template)


School of Medicine Matrices


Evaluation Rubrics


Reports


Proposed School of Nursing Matrix


Proposed Departmental Assessment Forms

 From Paper

 To Digital


For Further Information
 Eric Hanson, USUHS Chief Knowledge Officer
◦ eric.hanson@usuhs.edu
 Mike Song, USUHS OSP Developer
◦ michael.song.ctr@usuhs.mil
 Lori Owens, rSmart Project Manager
◦ lowens@rsmart.com
 Janice Smith, Three Canoes Consultant
◦ janice.smith@threecanoes.com
 Sean Keesler, Three Canoes Consultant
◦ sean.keesler@threecanoes.com


 > 25 active portfolio projects underway,
many in professional schools
 Majority focus on outcomes assessment
at the program level
 Highly individualized approach to
assessment
 Individual differences accommodated via
custom scaffoldings and forms


 .25 FTE developers
 .10-20 FTE designer
 1.25 FTE combined consultant, analyst,
tech writer, trainer, QA specialist
 Faculty support through teaching centers
 Outsource some QA and development
work
 Growing knowledge among consultants in
campus teaching centers


 Project coordinators need to aggregate,
analyze, and summarize evaluation (and
other types of) data
 Reflection, feedback, and evaluations
forms are customized for each project.
◦ Evaluation forms differ widely in terms of
 # of rating fields
 # rating scale
 # labels assigned to each point on scale
 Most schools, including IU, do not have
programmers available to develop custom
reports for each project


 Define local form standards
◦ Flexible
◦ Predictable
 Publish and promote standards
 Define report definitions based on those
standards
 Reports look for specific form elements
and renders them in a standard way if they
exist.


 Naming convention for rating fields
(elements)
◦ Rating fields (rating, rating 1, rating2, rating3
…rating20)
◦ Comments (comments)
 Rating fields must be represented as a
selection field (drop-down menu)
 All rating fields in the form (except
“rating”) must use the same rating scale.
 Values in rating field must be a whole or
decimal number, “n/a”, or null
 Rating fields may not be repeatable


 Rating fields and comments fields can use
any display name
 Rating scales can have any number of
values
 The display label for each value in the
scale can be any valid string
 Evaluation forms can have any valid name
 Each matrix cell can use a different
evaluation form.


10

Click to see
summary
report for cell

10

Click to return Click to see
to main (matrix) detailed report
view. for cell

July 2009 Jasig-Sakai 2012i Conference
10
4

Click to return
to main
(matrix) view.

Click to return
to summary
Click NetID to view
open cell in
new window.

10

10

11

 Download definitions and instructions
from:
http://openedpractices.org/resource/osp-
report-definitions
 Merge Reports tool code on a local test
instance
 Install report definitions in Reports tool
 Test and tweak as needed
 Evaluation forms for rating reports must
conform to IU standards. Template
included in package.
11

janice.smith@threecanoes.com
leward@iupui.edu
Reba-Anna Lee, Marist College
rebaanna.lee@marist.edu
Ryuichi Matsuba, Kumamoto University
matsuba@kumamoto-u.ac.jp

11

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