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This document discusses e-portfolios, including their purpose as a collection of student work showing progress and achievement. E-portfolios can impact the learning process by encouraging reflection and collaboration, and impact learning outcomes by supporting curriculum goals and allowing experimentation. When integrated across disciplines and between academic and professional work, e-portfolios can foster integrative learning. The document also examines issues around e-portfolio assessment, functionality, and systems challenges in universities.
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- 1. E-Portfolios: Educational Policy,Prospects, & Issues Raj Mehta, PhD Richard Robles, MS, MBA Jennifer Colley, LEED AP BD+C Nathan Hammitt, LEED GA National Association of Schools of Art & Design Annual Conference October 14, 2010 Thursday, October 14, 2010
- 2. About the Universityof Cincinnati’s Honors Program • An academically challenging environment where passionate professors and peers inspire one another to learn more, do more and be more. Students are given freedom to explore interests and support to achieve goals and dreams. • Top 5% of UC undergraduate students, from across colleges and disciplines are challenged through honors seminars and experiential learning projects focused on community engagement, global studies, leadership, and research & creative arts Thursday, October 14, 2010
- 3. What is aLearning Portfolio “The Learning Portfolio is a flexible, evidence-based tool that engages students in a process of continuous reflection and collaborative analysis of learning. As written text, electronic display or other creative project, the portfolio captures the scope, richness, and relevance of students’ learning. The portfolio focuses on purposefully and collaboratively selected reflections and evidence for both improvement and assessment of student’s learning” - John Zubizarreta Thursday, October 14, 2010
- 4. Electronic Portfolios (E-Portfolios) • Purposeful collection of student work that exhibits student effort, progress, and achievement of competency(ies) • Through a course or over time • The portfolio includes • An established purpose • Criteria for selection and assessment • Evidence of work • Student reflections • In the end, the portfolio provides a richer picture of student performance Thursday, October 14, 2010
- 5. Impact on theLearning Process • Capturing and storing evidence, encouraging planning and reflecting • Scaffolds learning until students are confident to work independently • Possibility to support faculty and peer feedback and collaboration • Potential connection in using social software tools Thursday, October 14, 2010
- 6. Impact on LearningOutcomes • Support curriculum outcomes • Learners develop technical skills through purposeful activity • Progress and attainment are more obvious • Allows for experimentation for creativity when scaffolded with faculty expertise • Institution capable of efficiently viewing results Thursday, October 14, 2010
- 7. Benefits Within IntegrativeLearning Portfolios can be used to foster integration: • Within and across disciplines • Between curriculum & co-curriculum • Between academic and professional knowledge practice • At individual and institutional levels - AAC&U, Carnegie Foundation for the Advancement of Teaching Thursday, October 14, 2010
- 8. Evolution of theE-Portfolio Presentation Working Portfolio Portfolio • Formative assessment • Summative • Assessment FOR assessment learning • Assessment OF • Portfolio as PROCESS learning • A developing, reflective • Portfolio as Product story • A reflective story for an audience Thursday, October 14, 2010
- 9. E-Portfolio Model forLearning Thursday, October 14, 2010
- 10. Student Insights &Portfolios Thursday, October 14, 2010
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- 13. Impact & Implicationsof Practice • Functionality, appearance and assessment carry equal weight • Students question benefits and uses • Value is demonstrated through frequent, thoughtful and creative use • Multiple e-portfolio systems within one university is a continuing challenge Thursday, October 14, 2010
- 14. Propositions on E-PortfolioAssessment & Evaluation • For meaningful assessment, interaction of pieces of evidence within an e- portfolio is more important than single pieces of evidence • Reflection on pieces of evidence within an e-portfolio (and on the e-portfolio as a whole) provides information for assessment that does not pull apart from other means • E-portfolios enable meaningful comparison of student learning across institutions without standardization • The material practice of e-portfolio composition generates distinctive knowledge about learning Thursday, October 14, 2010
- 15. Resources • www.iwebfolio.com/public/roblesra • www.iwebfolio.com/public/colleyja • www.iwebfolio.com/public/hammerhammitt • Inter/National Coalition for E-Portfolio Research- www.ncepr.org • The Association for Authentic, Experiential and Evidence-Based Learning- www.aaeebl.org • Becta (UK Government Agency)- becta.org.uk • Electronic Portfolio Action & Communication- epac.pbworks.com • Association of American Colleges & Universities- www.aacu.org/peerreview/ pr-wi09/pr-wi09_index.cfm Thursday, October 14, 2010
- 16. E-Portfolios: Educational Policy,Prospects, & Issues Raj Mehta, PhD Richard Robles, MS, MBA Jennifer Colley, LEED AP BD+C Nathan Hammitt, LEED GA National Association of Schools of Art & Design Annual Conference October 14, 2010 Thursday, October 14, 2010