This document provides an overview and evaluation of a 3-year ePortfolio pilot project at the University of Oregon. It discusses expanding the use of ePortfolios across different departments and programs, developing an online platform, and increasing collaboration between programs. The goals for year 3 are to further expand ePortfolios to more students and evaluate creating a sustainable interdisciplinary ePortfolio initiative between several schools/colleges.
The document discusses a three-year ePortfolio pilot project at a university. In year two, the project expanded to include additional faculty and students. Goals for year three include continuing funding for the pilot, offering ePortfolios to all students in the school through workshops and an online platform, and exploring expanding the program to other departments and undergraduate students. Barriers in the past included a lack of support and problems executing the technical aspects of an online platform.
The mid-year report summarizes the progress of the University of Oregon's ePortfolio project in its first term. It discusses how the project trained faculty and students in ePortfolio development, piloted an ePortfolio site, and evaluated the pilot program to support future improvements. Evaluation materials in the appendices indicate the project effectively supported students and further expansion is planned in upcoming terms and academic years.
The document summarizes the goals and progress of a 3-year ePortfolio pilot project at a university. In Year One, the project met its goals of assessing ePortfolio models, providing training to faculty and students, evaluating the pilot, and piloting an ePortfolio site. It expanded to include students from other departments. In Year Two, the project will present its evaluation, mentor additional faculty, and continue workshops. In Year Three, it will further expand involvement and increase visibility through conferences. The project aims to help students develop professional materials and is requesting additional funding to expand its website and resources.
The document requests $32,000 in funding from the Ed Tech committee for a third year of funding for the ePortfolio pilot project. The funding would support beta testing a new ePortfolio website, continuing an interdisciplinary ePortfolio initiative, and workshops and tutoring to help more students create ePortfolios. Key goals for the third year include launching the new website, conducting campus outreach on ePortfolios, and expanding ePortfolio access interdisciplinarily.
The University of Oregon ePortfolio Research Summary discusses a coalition across professional schools at the University of Oregon that is researching the use of eportfolios. The coalition has been sharing resources for two years to build understanding of eportfolios on campus. Several schools have implemented eportfolio prototypes to integrate learning and assess students. The goals for 2008-2009 are to research platforms for a system that supports public portfolios, integrated student work, and assessment. The research will examine how to effectively scaffold and measure qualitative skills across disciplines through eportfolios.
This report summarizes the activities and accomplishments of the first year of the Ufolio eportfolio project at the University of Oregon. The project involved faculty and programs from the Lundquist College of Business, Arts and Administration Program, and School of Architecture. In the first year, the group selected an open-source WordPress platform to use, piloted eportfolios in seven courses, and provided preliminary findings and recommendations based on student and faculty feedback. Going forward, the group aims to further operationalize support structures and expand eportfolio use across additional programs in the coming academic year.
Archiving and Migrating your ePortfolioaadeportfolio
This document will provide information about migrating your learning eportfolio into your professional eportfolio, and helping us build an archive of student learning eportfolios.
The UKAN-SKILLS project aimed to develop online skills maps to support skills development for students in higher education and further education programs. It engaged academic staff to identify skills priorities and mapped skills development activities. The project collaborated with an expert in curriculum mapping and used online mapping software. User feedback on skills mapping and the mapping software was consistently positive. The project explored ways to continue developing skills mapping and mapping tools after the project ended.
The document discusses a three-year ePortfolio pilot project at a university. In year two, the project expanded to include additional faculty and students. Goals for year three include continuing funding for the pilot, offering ePortfolios to all students in the school through workshops and an online platform, and exploring expanding the program to other departments and undergraduate students. Barriers in the past included a lack of support and problems executing the technical aspects of an online platform.
The mid-year report summarizes the progress of the University of Oregon's ePortfolio project in its first term. It discusses how the project trained faculty and students in ePortfolio development, piloted an ePortfolio site, and evaluated the pilot program to support future improvements. Evaluation materials in the appendices indicate the project effectively supported students and further expansion is planned in upcoming terms and academic years.
The document summarizes the goals and progress of a 3-year ePortfolio pilot project at a university. In Year One, the project met its goals of assessing ePortfolio models, providing training to faculty and students, evaluating the pilot, and piloting an ePortfolio site. It expanded to include students from other departments. In Year Two, the project will present its evaluation, mentor additional faculty, and continue workshops. In Year Three, it will further expand involvement and increase visibility through conferences. The project aims to help students develop professional materials and is requesting additional funding to expand its website and resources.
The document requests $32,000 in funding from the Ed Tech committee for a third year of funding for the ePortfolio pilot project. The funding would support beta testing a new ePortfolio website, continuing an interdisciplinary ePortfolio initiative, and workshops and tutoring to help more students create ePortfolios. Key goals for the third year include launching the new website, conducting campus outreach on ePortfolios, and expanding ePortfolio access interdisciplinarily.
The University of Oregon ePortfolio Research Summary discusses a coalition across professional schools at the University of Oregon that is researching the use of eportfolios. The coalition has been sharing resources for two years to build understanding of eportfolios on campus. Several schools have implemented eportfolio prototypes to integrate learning and assess students. The goals for 2008-2009 are to research platforms for a system that supports public portfolios, integrated student work, and assessment. The research will examine how to effectively scaffold and measure qualitative skills across disciplines through eportfolios.
This report summarizes the activities and accomplishments of the first year of the Ufolio eportfolio project at the University of Oregon. The project involved faculty and programs from the Lundquist College of Business, Arts and Administration Program, and School of Architecture. In the first year, the group selected an open-source WordPress platform to use, piloted eportfolios in seven courses, and provided preliminary findings and recommendations based on student and faculty feedback. Going forward, the group aims to further operationalize support structures and expand eportfolio use across additional programs in the coming academic year.
Archiving and Migrating your ePortfolioaadeportfolio
This document will provide information about migrating your learning eportfolio into your professional eportfolio, and helping us build an archive of student learning eportfolios.
The UKAN-SKILLS project aimed to develop online skills maps to support skills development for students in higher education and further education programs. It engaged academic staff to identify skills priorities and mapped skills development activities. The project collaborated with an expert in curriculum mapping and used online mapping software. User feedback on skills mapping and the mapping software was consistently positive. The project explored ways to continue developing skills mapping and mapping tools after the project ended.
Two Media Services apprentices were hired and trained to provide support to the
eportfolio project. They established regular lab hours and provided technical assistance to
students and faculty. Apprentices also attended weekly project meetings and communicated
regularly with project staff.
Assessment: The apprentices were a tremendous asset to the project. Their regular presence
in the lab helped ensure consistent support for students. Apprentices also took on additional
responsibilities like troubleshooting technical problems, tracking student attendance and
feedback, and assisting with project evaluation. Their involvement has been very positive.
Continuing this level of support from Media Services will be important as the project expands.
Goal Set 6 - Additional Faculty Participation
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
This document provides an executive summary of the ePortfolio project for 2006-2007 (Year Two). It discusses expanding the use of ePortfolios to additional departments and programs in the Arts and Administration (AAA) school. In Year Two, the project aimed to mentor additional faculty, continue ePortfolio workshops and trainings, and expand applications to other graduate courses. It also focused on developing a comprehensive ePortfolio website and database to disseminate ePortfolios throughout the interdisciplinary AAA school in a way that is flexible enough to meet the needs of diverse programs.
Jisc webinar: Implementing the UKPSF in the digital universityjisc-elearning
The document outlines a webinar on implementing the UK Professional Standards Framework (UKPSF) in the digital university. It discusses the development of a guide created through collaboration between Jisc and various professional associations. The guide defines the UKPSF, provides annotated links to resources for teachers and developers, and includes case studies from the partner organizations. Feedback is sought on the guide and how attendees see the framework being used at their universities. Next steps may include additional case studies, resources, and coverage of partners' work developing digital literacy.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
The document discusses an ePortfolio initiative at the University of Oregon's School of Architecture and Allied Arts from 2005-2008. The initiative aimed to enhance connections between students' academic coursework and professional preparation through the use of ePortfolios. Over three years, the program expanded ePortfolio applications across departments and schools, provided workshops and training, and conducted program evaluations.
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
The UKAN-SKILLS Project aimed to produce online skills development maps for academic courses. It engaged with academic staff to map out skills and link curriculum to open educational resources. Feedback was positive. The project explored skills identification and mapping, developing tools like a skills checklist. It also researched student perceptions of skills mapping and continued developing resources around critical thinking, information literacy, and international perspectives on skills. Partnerships with other organizations were formed to further this work after the project ended.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
Teaching as Inquiry at EGGS Ulearn 12 presentationClaire Amos
This document discusses Epsom Girls Grammar School's journey with ICT professional development and creating e-learning action plans. It provides information on:
1. The school's overarching goals for 2011-2012 which were to improve student engagement and learning relationships through ICT integration.
2. The process used which involved teachers developing e-learning action plans focused on student outcomes and effective pedagogy using a teaching inquiry cycle approach.
3. Suggestions for how teachers can create their own e-learning action plans by determining focus areas based on school, department and personal goals.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...clairemcdonnell5
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
This proposal seeks funding for a pilot interdisciplinary ePortfolio project between the School of Architecture and Allied Arts, School of Journalism, and College of Education/CATE at the University of Oregon. The proposal builds on existing ePortfolio projects in these areas and aims to collaborate on resources and expertise. Specifically, it proposes that students in Journalism and Education benefit from ePortfolio workshops and support from AAA ePortfolios, and that Journalism consults on implementing the PLONE platform for professional and hybrid ePortfolio functions across programs. The goal is a flexible ePortfolio environment that allows materials to port seamlessly between public, private, and hybrid spaces.
Manhattanville College Making Connections 2010edukatetodd
Manhattanville College wanted to enhance its existing portfolio pedagogy for 21st century learners by adopting an electronic portfolio (ePortfolio) system. In 2010, they selected Digication as their ePortfolio platform and began faculty training and development through Teaching and Learning Circles. Despite some staffing challenges, they were able to successfully implement ePortfolios in courses such as the First-Year Program starting in Fall 2011 through ongoing faculty support and a Connect to Learning grant.
Two Media Services apprentices were hired and trained to provide support to the
eportfolio project. They established regular lab hours and provided technical assistance to
students and faculty. Apprentices also attended weekly project meetings and communicated
regularly with project staff.
Assessment: The apprentices were a tremendous asset to the project. Their regular presence
in the lab helped ensure consistent support for students. Apprentices also took on additional
responsibilities like troubleshooting technical problems, tracking student attendance and
feedback, and assisting with project evaluation. Their involvement has been very positive.
Continuing this level of support from Media Services will be important as the project expands.
Goal Set 6 - Additional Faculty Participation
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
This document provides an executive summary of the ePortfolio project for 2006-2007 (Year Two). It discusses expanding the use of ePortfolios to additional departments and programs in the Arts and Administration (AAA) school. In Year Two, the project aimed to mentor additional faculty, continue ePortfolio workshops and trainings, and expand applications to other graduate courses. It also focused on developing a comprehensive ePortfolio website and database to disseminate ePortfolios throughout the interdisciplinary AAA school in a way that is flexible enough to meet the needs of diverse programs.
Jisc webinar: Implementing the UKPSF in the digital universityjisc-elearning
The document outlines a webinar on implementing the UK Professional Standards Framework (UKPSF) in the digital university. It discusses the development of a guide created through collaboration between Jisc and various professional associations. The guide defines the UKPSF, provides annotated links to resources for teachers and developers, and includes case studies from the partner organizations. Feedback is sought on the guide and how attendees see the framework being used at their universities. Next steps may include additional case studies, resources, and coverage of partners' work developing digital literacy.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
The document discusses an ePortfolio initiative at the University of Oregon's School of Architecture and Allied Arts from 2005-2008. The initiative aimed to enhance connections between students' academic coursework and professional preparation through the use of ePortfolios. Over three years, the program expanded ePortfolio applications across departments and schools, provided workshops and training, and conducted program evaluations.
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
The UKAN-SKILLS Project aimed to produce online skills development maps for academic courses. It engaged with academic staff to map out skills and link curriculum to open educational resources. Feedback was positive. The project explored skills identification and mapping, developing tools like a skills checklist. It also researched student perceptions of skills mapping and continued developing resources around critical thinking, information literacy, and international perspectives on skills. Partnerships with other organizations were formed to further this work after the project ended.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
Teaching as Inquiry at EGGS Ulearn 12 presentationClaire Amos
This document discusses Epsom Girls Grammar School's journey with ICT professional development and creating e-learning action plans. It provides information on:
1. The school's overarching goals for 2011-2012 which were to improve student engagement and learning relationships through ICT integration.
2. The process used which involved teachers developing e-learning action plans focused on student outcomes and effective pedagogy using a teaching inquiry cycle approach.
3. Suggestions for how teachers can create their own e-learning action plans by determining focus areas based on school, department and personal goals.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...clairemcdonnell5
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
This proposal seeks funding for a pilot interdisciplinary ePortfolio project between the School of Architecture and Allied Arts, School of Journalism, and College of Education/CATE at the University of Oregon. The proposal builds on existing ePortfolio projects in these areas and aims to collaborate on resources and expertise. Specifically, it proposes that students in Journalism and Education benefit from ePortfolio workshops and support from AAA ePortfolios, and that Journalism consults on implementing the PLONE platform for professional and hybrid ePortfolio functions across programs. The goal is a flexible ePortfolio environment that allows materials to port seamlessly between public, private, and hybrid spaces.
Manhattanville College Making Connections 2010edukatetodd
Manhattanville College wanted to enhance its existing portfolio pedagogy for 21st century learners by adopting an electronic portfolio (ePortfolio) system. In 2010, they selected Digication as their ePortfolio platform and began faculty training and development through Teaching and Learning Circles. Despite some staffing challenges, they were able to successfully implement ePortfolios in courses such as the First-Year Program starting in Fall 2011 through ongoing faculty support and a Connect to Learning grant.
This document discusses the use of Project Sites on the Vula learning management system for student ePortfolios in the Postgraduate Diploma in Educational Technology program at the University of Cape Town. It provides context on the definition and purpose of ePortfolios, outlines previous ePortfolio initiatives at UCT, and describes how Project Sites have been implemented for the PG Diploma students. The document also discusses challenges with ePortfolio initiatives and considerations for designing effective ePortfolio processes and platforms.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
1) ePortfolios enhance connections between coursework, career preparation, and technology skills by supporting student learning, project evaluation, and collaboration across departments.
2) The University of Oregon uses ePortfolios in several programs, including Arts and Administration, to connect technology courses with professional development and showcase student work from internships and projects.
3) ePortfolios aim to encourage deeper student learning, reflections, and connections between experiences to support professional development.
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Supporting QUT academics to use the ePortfolio approach to learning and devel...ePortfolios Australia
This document discusses supporting academics at QUT to use ePortfolios for learning and development. It notes that ePortfolios are most effective when embedded in curriculum design, with appropriate support mechanisms and infrastructure in place. The ePortfolio team at QUT supports academics in using the student and staff ePortfolios. For students, this includes lab sessions, consultations, and guides to help minimize workload barriers for academics. Academics require similar technology and reflective support to engage with ePortfolios for performance planning and professional development.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
The document outlines an ePortfolio project timeline for the 2005-2006 academic year between the AAA/AAD departments and Media Services at a university. It lists the project partners and details the planned activities each semester, including website development, tutoring and support for students, faculty and staff involvement, student course enrollments, and ongoing evaluation and reporting of the project.
This document summarizes an ongoing project to support online collaboration between students in vocational education programs in Scotland and Finland. The collaboration aims to raise intercultural awareness through meaningful tasks that can be integrated into existing course structures. Initial findings suggest mixed experiences for learners, with some benefiting and others facing challenges in starting collaboration. Key lessons identified include the need to: commit to supporting each other's course outcomes; encourage engagement through developing a sense of belonging; design manageable and relevant activities; and continually encourage and monitor progress. Future areas for improvement include better preparing learners for the activity, creating a stronger online learning community, and balancing structured support with open-ended tasks.
Manhattanville College transitioned from a traditional portfolio model to an electronic portfolio (ePortfolio) model to better engage 21st century learners. Faculty participated in teaching and learning circles to discuss ePortfolio pedagogy and design their first ePortfolios. Digication was selected as the ePortfolio platform. The initial implementation involved faculty development, training ePortfolio interns, and forming a plan to introduce ePortfolios into courses starting in fall 2010. Despite staffing changes, the efforts were successful with support from external organizations and resulted in plans to implement ePortfolios into the first-year program in fall 2011 and continue faculty development.
St. John’s University, College of St. Rose, Lehman CollegeJiyeon Lee
The document summarizes ePortfolio projects at three universities - St. John's University, the College of St. Rose, and Lehman College. At St. John's, education students create ePortfolios organized around standards and reflecting on their work. Adjustments were made in the second year. Challenges included needing dedicated training and support. At St. Rose, education students' ePortfolios were shared at conferences. Challenges included needing sustainable IT support and training faculty on ePortfolios. Lehman College piloted ePortfolios with a leadership program and is expanding use while continuing research.
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
The media center at Sequoyah High School had a successful year, with a 13% increase in student circulation and assistance provided to teachers and students. Key events included orientation for ninth graders, support for senior projects, reading promotions, and instructional partnerships on research projects and database usage. The media specialists strive to empower learners and build 21st century skills through collaborative leadership.
Melissa Cline-Douthitt has extensive experience in instructional design and developing online content for higher education institutions. She has created numerous online training modules, workshops, and orientations during her career as an instructional designer and student development coordinator. Her skills include instructional design, online content development, presentation skills, and experience advising and counseling students. She currently works as a freelance instructional designer developing online trainings and modules for faculty, staff, and students.
Reflecting evidence and integration: highlighting a spectrum of ePortfolio us...R. John Robertson
"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
The document proposes a plan to infuse digital literacy throughout the curriculum at Pontiac Township High School. The goals are to create an interdisciplinary curriculum, integrate digital literacy skills across disciplines, connect with other schools locally and globally, and increase digital literacy to make a positive impact. Key aspects of the plan include assessing students' digital skills, having students take lead roles in collaborative projects that address real-world issues, supporting teachers through resources and training, and documenting projects online to motivate continued involvement.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
1) The document discusses using ePortfolios to help students develop professional skills across various disciplines and business courses.
2) It provides examples of how courses in leadership, communication, and emotional intelligence incorporated ePortfolios, with students reflecting on criteria and connecting their work to the profession.
3) Rubrics, qualitative and quantitative ratings, and contextual frameworks are presented as ways to provide students structured feedback and evaluate their growth over time in developing competencies like self-awareness, relationship management, and emotional intelligence.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
The document announces workshops to help graduate students in the Arts & Administration Program create electronic portfolios (ePortfolios) as part of a pilot project. It provides information on three workshop dates in February and March that will cover topics like organizing files for the web, using Dreamweaver and Adobe programs, and transferring files. Students can access ePortfolio tutors and post their completed ePortfolios online at eportfolio.uoregon.edu. Examples of existing student ePortfolios are also provided.
The document announces three ePortfolio workshops on February 11th, 18th, and March 4th from 10:00 am to 1:00 pm in the Mill Race 1 Computer Lab. The first workshop will cover design basics for the web like file organization, prepping images, and applying concepts to ePortfolios. The second workshop will review previous work, introduce Dreamweaver, and cover Adobe tools like Illustrator, Photoshop, and FTP. The third workshop will be a working help session to continue developing ePortfolios. Evaluations can be accessed online with the provided username and password. Basic design concepts like contrast, repetition, alignment, and proximity are also defined.
The memorandum summarizes the history and current state of educational technology support at the University of Oregon over the past 13 years. It describes how funding has evolved from a focus on basic infrastructure to also support faculty development and curriculum projects. Recent changes implemented a strategic plan with phases to improve classroom technology, support large-scale initiatives, and continue individual faculty grants. While progress has been made, achieving widespread transformation in teaching and learning through technology remains challenging given resources, needs, and varying faculty perspectives. Continued improvements are needed in strategic priorities, funding predictability, and promoting a wider use of technologies.
The GTF position for ePortfolio at the University of Oregon became active in the second week of Fall 2005. The first few weeks were spent getting up to speed on ePortfolios and familiarizing herself with relevant classes. She helped many students with technical issues on their websites and organizing their online content. The GTF worked closely with Lori Hager and the ePortfolio team to develop the ePortfolio website and standards system. By the end of the term, research had been compiled on rubrics and an overview of standards had been started. Student and tutor feedback was collected and analyzed. Meetings were also held to explore collaborations between ePortfolio and other programs.
The document announces three ePortfolio workshops on February 11th, 18th, and March 4th from 10:00 am to 1:00 pm in the Mill Race 1 Computer Lab. The first workshop will cover design basics for the web like file organization, prepping images, and applying concepts to ePortfolios. The second workshop will review work from the previous week and introduce Dreamweaver, Adobe tools, and file transfer protocol. The third workshop will be a working help session to continue developing ePortfolios. Evaluations can be accessed online with the provided username and password. Basic design concepts like contrast, repetition, alignment, and proximity are also defined.
The document announces workshops to help graduate students in the Arts & Administration Program create electronic portfolios (ePortfolios) as part of a pilot project. It provides information on three workshop dates in February and March that will cover topics like organizing files for the web, using Dreamweaver and Adobe programs, and transferring files. Students can access tutors and post their completed ePortfolios online at eportfolio.uoregon.edu.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Ed Tech Re App
1. ePortfolios
Education Technology Re-Application
Year Three, Pilot Project
2007-2008
Prepared by Dr. Lori L. Hager
Assistant Professor, Arts and Administration Program
Associate Director, Center for Community Arts and Cultural Policy
Project Director, ePortfolio
Spring 2007
Project Description
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.
ePortfolios is a three-year initiative supported through a grant by the University of
Oregon Education Technology Committee. Directed by Dr. Lori Hager, Assistant
Professor in the Arts and Administration, ePortfolios connects professional development
with Information Design and Multimedia. In the Arts and Administration Program,
graduate students create and post their ePortfolios at the end of their first year, which
they manage throughout their graduate studies.
The Ed Tech-supported initiative expands ePortfolios to other AAA departments,
offering workshops and tutors to undergraduate and graduate students to design,
develop, and publish their ePortfolios in support of internships, research, and career
advancement.
We received funding from the Ed Tech committee as a multi-year project. At the end of
Year One, we submitted extensive program evaluation materials, in addition to the re-
application materials requested by the Educational Technology Committee.
In response to the Ed Tech Committee’s request, and in line with our Year Two goals,
we focused on establishing vehicles for extending ePortfolios throughout AAA; began
conversations with School of Journalism and the College of Education CATE about
partnerships across campus in ePortfolio applications, continued to research
applications for ePortfolios in other colleges and universities, and began the
development phase for a comprehensive ePortfolio website and database. We have been
in an extensive research and development phase for a comprehensive website and
database that will function in three ways: full public student professional ePortfolios,
hybrid public/private space that is course-based where students and faculty post and
archive course projects, is searchable, and which has project collaboration functions; and
a fully private site to track student learning throughout their academic career. Our
vision and proposal is based on the best models currently available, and is designed to
address the unique composition of the professional schools involved. We have put into
place a system that can be expanded upon to meet the deliverables of each of these goal
sets.
We are advocating for two things during Year Three: the continuation of funding for the
AAA-level pilot project. Since this project was designed as a three-year pilot, it is critical
that the level of funding for Year Three be maintained so that we can accomplish what
we set out to do. A significant degree of momentum has been generated through our
efforts, and the efforts of our interdisciplinary partners in Journalism and Education.
This project design is based on the best available models for ePortfolios in professional
2. schools and colleges, and extends the model in a comprehensive and flexible design.
Secondly, we would like to offer to the campus a year-long Interdisciplinary ePortfolio
Initiative composed of School of Journalism, College of Education, and AAA to share
resources across our schools for the purposes of engaging with the larger campus
community concerning ePortfolio applications.
During the first term implementation in 2005-2006, we directly assisted 40-45 students
to create and post their ePortfolios on ePortfolio.uoregon.edu. ePortfolio tutors
assisted students in the Millrace Computer Lab for a total of 144 tutoring sessions,
averaging 2 hours duration, in Dreamweaver, Illustrator, InDesign, Acrobat, FTP,
graphic design and digital editing. We began with one faculty and one support staff
from Media Services, and expanded to include 2 undergraduate students, 1 graduate
student, 1 adjunct instructor, 1 additional AAA faculty, the AAA PODS director, and
developing partnerships with additional AAA departments and faculty, as well as
programs across campus. We deployed the project website, ePortfolio.uoregon.edu.
During Year Two, we will have assisted 45 students to create and post their ePortfolios,
and 80 students to post their projects on the project gallery space, for approximately 125
students from across AAA in the project.
Vision at the end of Year One for Year Two (from end of Year 1 report to Ed Tech):
We are currently in conversation with PODS (Professional Outreach and
Development for Students), the Architecture Program, Digital Arts, the College
of Education, and the School of Journalism to further connections with
ePortfolios. We will strengthen our connections with the AAA PODS, and expect
that by the third year, ePortfolios and PODS will share webspace and resources.
The Architecture Program is interested in utilizing the project to assist students
to create and post ePortfolios, and we expect to continue to expand next year
throughout AAA departments. We will begin conversations with other
universities piloting ePortfolios across the country and with arts organizations to
build capacity and assess our project website. We expect to increase the visibility
of the student ePortfolios during fall quarter, when we re-design the website and
create a database. Conversations about cross-disciplinary collaborations with
Education and Journalism, and with Media Services, have just begun, and reveal
the high demand that ePortfolios have for students and faculty across academic
disciplines. I believe that next year will be a very exciting year for the
development of ePortfolio applications on the University of Oregon campus.
Goals for Year Two
Year Two Goals and Accomplishments
• Mentor additional faculty in the development and use of ePortfolios.
• Continue workshops and trainings in design and applications specific to
ePortfolios.
• Expand ePortfolios applications to other graduate student courses.
Summary
First, we wanted to focus this year on identifying an effective vehicle to disseminate
ePortfolios throughout AAA. We were fairly confident in the system and organizational
3. structure we had established, but needed to find ways to meet the needs of the
interdisciplinary school. So, we began an intensive research and development phase for
developing a platform and system flexible and responsive to the different disciplinary
standards in a school that houses such diverse programs as Arts Administration,
Architecture and Digital Arts. We began conversations with web developers across
campus, and in December 06 determined to work with SSIL to develop our multi-
functional ePortfolio website. Ultimately, we were only successful with one level of the
development process, and this was the Architecture project gallery for Nancy Cheng’s
ARCH 384 site. At the same time, Andre Chinn was piloting PLONE in the School of
Journalism, and as a result of conversations with the ad hoc group, we determined that
this open source content management system would be better suited to the multi-
functional and flexible system that we conceived. This research and development
process is the basis for what we have proposed for Year Three.
Secondly, we ascertained the best delivery mechanism for ePortfolio was through AAA
PODS (Professional Outreach and Development for Students), rather than through
identifying faculty in individual departments and programs. Toward this end, we
continued planning with PODS on delivering workshops in ePortfolio development,
sharing resources, and aligning our program strengths and goals. With PODS, we
presented ePortfolios at the Spring AAA Career Fair and Board of Visitors, to a very
favorable review. Additionally, we again offered ePortfolio development workshops to
AAA students during Spring term, which reached students throughout AAA. ePortfolio
development continued in AAD, and began in Architecture.
Implementation Timeline, Year Two
Fall, 2006
One additional AAA faculty added to project from Architecture (Nancy
Cheng)
PODS, Kassia Dellabough, added formally to the project
ePortfolio tutoring continues
Evaluation continues
Students enroll in Advanced Information Design and Presentation (AAD
585).
Web R&D Begun
Campus-wide ePortfolio ad hoc group begins
AAD students enroll in Internship II and present their ePortfolios
Winter, 2007
EPortfolio tutoring continues
Web R & D with SSIL begins
AAD students enroll in Internship I (AAD 604), and begin to develop
ePortfolio content materials
Campus-wide ePortfolio ad hoc group continues
Planning for PODS workshops
Planning for Career Fair and BOV
Spring 2007 Project Planning for Year Three
EPortfolio presentation at the campus IT Symposium
Students enroll in Internet Media (AAD 585) and develop ePortfolio
websites.
Student and GTF support continues.
PODS ePortfolio intensive workshops offered
Additional AAA students added to ePortfolio
Interactive ePortfolio presentation at AAA Career Fair
4. Met with Columbia College, Chicago, ePortfolio group
Proposal for interdisciplinary ePortfolio initiative, 2007-2008 (see
accompanying material)
Planning for campus-wide and international communication and
development
We met and exceeded each of the goals stated above within AAD and AAA, and are
extending ePortfolios to other departments on campus, such as the School of Journalism
and the College of Education.
Year Three Goals (from pilot project proposal):
Year Three Continue to expand AAA departments involved,
and other schools on campus.
Increase visibility of eportfolios through conference
presentations and workshops.
Explore feasibility of expanding eportfolios to
include undergraduate fine and performing arts
students and faculty.
Focus: Platform for ePortfolio (web development); Organizational system (PODS);
Interdisciplinarity (ad-hoc group)
The Vision:
ePortfolios enhances connections with the professional communities, alumni and families
through a fully public site that demonstrates the best student work.
Year Three Sustainability Plan
We have two primary goals for Year Three relative to sustainability:
1. Website development that allows students to create and manage ePortfolios, provides a
searchable database, and which includes a project gallery for each department/program.
2. Partner with PODS to offer administrative support and increase ePortfolio workshops
and ePortfolio development for students throughout AAA, and offer support to
Journalism and Education students.
Goal 1: Our immediate goal is to pilot PLONE, an open source content management
system successfully piloted and tested by the School of Journalism for their ePortfolio
application, as the platform for the ePortfolio project. Initially, we will develop two
functional levels, the fully public professional portfolio and hybrid/group collaboration
and project/course gallery space. This will allow us to include an authentication function
so that students can create and manage their ePortfolios and post them to the dedicated
server, and allow students to maintain their ePortfolios for a specified amount of time
after graduation. Each department will be provided with both functionalities in a
department/school page, which allows them to develop their functionality, as the need
arises. The development of this website is essential in order for this project to have the
capability of reaching every student in AAA, and of creating a platform for faculty and
students to share, create, and house course projects in a searchable gallery space.
Goal 2: Additionally, an enhanced partnership with PODS, with its focus on alumni
relations, and peer review through the Board of Visitors, as well as an administrative
support structure, will be essential for ePortfolios sustainability
5. Goal 3: We are submitting a proposal to Don Harris for an Interdisciplinary ePortfolio
Initiative between AAA, School of Journalism, and College of Ed/CATE. (see attached).
If supported, this provides a larger sustainability structure for ePortfolios in the long
term. However, the AAA infrastructure and resources requested in this proposal are a
critical next step in order to prepare for that eventuality, and ensure that the project
continues and benefits the most students and faculty possible.
The timeline would be as follows:
SUMMER 07
• Eric Schiff acts as Project Manager on the web development and design of
ePortfolios (see attached). Andre Chinn has agreed to act as consultant to us for
utilizing PLONE as the platform for the website. Ed Parker and Eric Schiff (with
additional student support, if necessary) work throughout July to finish the basic
structure of the site in preparation for fall.
• ePortfolios co-sponsors the July 9 visit of Helen Barrett, the foremost authority on
ePortfolios in the United States, to the UO campus.
FALL 07
• Planning for PODS ePortfolio workshops to be offered Winter and Spring
quarters.
• Advising students on ePortfolio tracks (see below)
• Marketing for ePortfolio and for workshops
• AAD students incorporate Internships into ePortfolios and present their
ePortfolios to the learning community.
• ePortfolio tutors provide one-on-workshops to AAD students, and AAA students
who are on ePortfolio Track 3 (see below)
• Students from interdisciplinary initiative take tools classes in preparation for
ePortfolio workshops
• Eric Schiff monitors website and development, and participates in instructional
sessions for departments/programs to activate/utilize ePortfolio site functions
(hybrid/project gallery, standards, etc)
• ePortfolio advisory committee begins meeting
• ePortfolio presentations
The following presentations have been planned to disseminate and
communicate our ePortfolio efforts both on campus and internationally.
• Fall, 07 - Joint presentations to the School of Journalism, College of
Education, and School of Architecture and Allied Arts at fall school-wide
faculty meeting. Andre Chinn, Jonathon Richter and I will be presenting
jointly at each other’s college and schools on our efforts in ePortfolios,
and future vision.
• October, 07 - Presentation submission for the international ePortfolio
conference (Eifel), in Maastricht, the Netherlands, on ePortfolios and
Higher Education in the United States. The theme of the 5th international
6. ePortfolio conference is “Employability and Lifelong Learning in the
Knowledge Society” – a topic particularly apt to our efforts here at UO.
• November, 07 -Faculty workshop for TEP on campus eportfolios,
• Additionally, we will be pursuing an article for UO IT Connections
WINTER 08
• AAA PODS/ePortfolio workshops (see below for details)
Our multi-year assessment revealed that the best system for delivering ePortfolios
throughout AAA outside of the course structure is through AAA-level self-
support courses that guide students through the tools development process, and in
posting their ePortfolios. Consequently, we support PODS’ request to the Dean’s
office for an increase in the PODS staff budget to include administrative of these
courses and student advising. Students will undergo a preliminary assessment
relative to technological and design skills. Based on their score, they will be
directed through the ePortfolio process in one of three ways:
ePortfolio Tracks
Track 1 - Minimal to no skills – directed to take a tools course, either through
Digital Media Tools (Skip McFarlane and others), a quarter-long digital arts
courses, or other.
Track 2 - Intermediate Skills – ePortfolio workshop.
Track 3 - Advanced skills – one-on one sessions with the ePortfolio tutors.
• AAD Internship course – students work on portfolio content
• AAD Technology - students work on design elements
• Students in ePortfolio Track 2 take PODS workshops and post ePortfolios on
website.
• ePortfolio tutors provide one-on-one sessions to Track 3 students form AAA and
the interdisciplinary initiative participants, and students post ePortfolios on
website.
SPRING 08
• ePortfolio Track 2 students take EPortfolio workshops, Second Session
• AAD Multimedia course – Students develop and post ePortfolios
• ePortfolio tutors provide one-on-one sessions to Track 3 students from AAA and
the interdisciplinary initiative participants, and students post ePortfolios on
website.
• Ad Hoc ePortfolio group presents findings from interdisciplinary ePortfolio
initiative
II. Interdisciplinary ePortfolio Initiative
ePortfolios has established a formal partnership with the School of Journalism and
CATE (College of Education) to pilot an interdisciplinary ePortfolio project during
07/08. (see accompanying materials)
7. AAA PODS/ePortfolio workshops – our multi-year assessment revealed that the best
system for delivering ePortfolios throughout AAA outside of the course structure is going
to be through AAA-level self-support courses that guide students through the tools
development process, and in posting their ePortfolios. Consequently, we support PODS’
request to the Dean’s office for an increase in the PODS staff budget to include
administrative of these courses and student advising. Students will undergo a preliminary
assessment relative to technological and design skills. Based on their score, they will be
directed through the ePortfolio process in one of three ways:
1. Minimal to no skills – directed to take a tools course, either through Digital
Media Tools, a quarter-long digital arts courses, or other.
2. Intermediate Skills – ePortfolio workshop.
3. Advanced skills – one-on one sessions with the ePortfolio tutors.
Students will work with the PODS office to identify the appropriate sequence. The
ePortfolio workshop requires students to have taken the AAA Portfolio content
development course prior to enrolling in the ePortfolio course. The content course assists
students to have their professional documents ready for digitization. Our two-year
assessment has demonstrated that the ePortfolio tutors are an essential component of the
ePortfolio system. The tutors are available for one-on-one sessions during lab hours and
by appointment. Currently, the tutors have worked with Eric Schiff’s course throughout
the year, providing in-class and out-of-class support. This has allowed Eric to move
deeper and further in design and web development tools. The success of this year’s class
demonstrates the importance of this support. We have seen a 30% increase in the success
of students completing their eportfolios from last year, and a 70% increase from the year
before the implementation of the project. Additionally, the caliber of the ePortfolios have
increased each year, with this year demonstrating the best work so far.