This document discusses the components of a successful ePortfolio project, with a focus on the role of technology. It notes that there are many parts to an ePortfolio project, and that technology is one important aspect. It then discusses goals, tools, support/training, budgeting, and implementation considerations. The document also outlines different types of ePortfolio platforms, including proprietary, open source, and combined models. It proposes three approaches to comparing platforms: comparing specs, assessing needs, and seeing platforms in action.
The document describes the design and implementation of an eLearning platform to capture and archive the practical knowledge gained by entrepreneurs while running their companies. The main goal is always to assist entrepreneurs in acquiring business competences and to provide coaches with a powerful and helpful tool to support their coaching activity by formalizing the business knowledge, practices and lessons learned in entrepreneurship. The platform is not only a learning tool but also a marketing tool that can be used by the Incubator/Institution to attract new tenants.
www.FITT-for-Innovation.eu
How could Open Badges Transform ePortfolio Practices and Technologies! Serge Ravet
Looking at the history of ePortfolio practice and technologies over the last 10 years, one is entitled in asking: what has changed? Is the ePortfolio technology we have today that different from what we had 10 years ago? While there is certainly a wider spread of ePortfolios, have ePortfolios transformed practice or been assimilated by institutions?
Open Badges are the opportunity to reinvent ePortfolio technology and practice, and create the conditions for an effective shift of the locus of power from institutions to individuals and communities. Shall we be able to seize this opportunity?
ePortfolio, behind whatever label, is now a fact of life. A look at some of the research in response to the question. Includes data about Google, LinkedIn, Facebook. Digital Identity = ePortfolio.
The document describes the design and implementation of an eLearning platform to capture and archive the practical knowledge gained by entrepreneurs while running their companies. The main goal is always to assist entrepreneurs in acquiring business competences and to provide coaches with a powerful and helpful tool to support their coaching activity by formalizing the business knowledge, practices and lessons learned in entrepreneurship. The platform is not only a learning tool but also a marketing tool that can be used by the Incubator/Institution to attract new tenants.
www.FITT-for-Innovation.eu
How could Open Badges Transform ePortfolio Practices and Technologies! Serge Ravet
Looking at the history of ePortfolio practice and technologies over the last 10 years, one is entitled in asking: what has changed? Is the ePortfolio technology we have today that different from what we had 10 years ago? While there is certainly a wider spread of ePortfolios, have ePortfolios transformed practice or been assimilated by institutions?
Open Badges are the opportunity to reinvent ePortfolio technology and practice, and create the conditions for an effective shift of the locus of power from institutions to individuals and communities. Shall we be able to seize this opportunity?
ePortfolio, behind whatever label, is now a fact of life. A look at some of the research in response to the question. Includes data about Google, LinkedIn, Facebook. Digital Identity = ePortfolio.
Public version of Sarah Currier's presentation reporting progress and suggesting items for discussion and further work. Includes results of use cases for requirements gathering exercise, and proposed domain model for Dublin Core Education Application Profile.
MOOCs - disruptive innovation for higher education(rev1)William Hall
This hypertextual presentation relates to a nearly completed hypertext book on the co-evolution of and revolutions in tools humans use and human cognition (see below). Here the author focuses on the probably disruptive impacts of Massive Open Online Course (“MOOC) technologies on today’s educational institutions. The presentation is also constructed as a hypertext, comprised of four parts: (1) an Introduction explaining what disruptive innovations are and why they are important, what constitutes a MOOC, and who provides them; (2) examples of several different MOOCs including demonstrations of how they work transfer knowledge and develop understanding; (3) a review Saylor.org – a nonprofit foundation offering the equivalent of several different four-year college degree programs of courses; and (4) an introduction to the related organizations, Canvas Network – an aggregator offering access to a variety of secondary, tertiary, and practical courses, and Instructure.com – the parent organization that has developed a powerful open source platform for the construction of MOOCs. Disruptive innovations are those that help create new markets and value networks, and eventually go on to disrupt existing markets and value networks, displacing earlier technological paradigms leading to technological revolutions and sometimes even cognitive revolutions. Although only implied in this work, over the next decade or so, the innovations surveyed here will profoundly affect how educational content will be delivered, and may cause a revolution in your thinking about how education (teaching and learning) is delivered – especially in colleges and universities. This is only one of the major disruptive technological innovations in scholarship, teaching, and learning discussed in the author’s project, “Application Holy Wars or a New Reformation – A Fugue on the Theory of Knowledge” to be published by Koroit Institute (http://kororoit.org). It is anticipated that we will soon be seeking crowd funding to make the book available on the Web as a fully functional hypertext.
These slides introduce the history and progress made on the Online Learning Orientation Tool, a product intended to teach students the soft skills needed to be successful in an online learning environment. The purpose of this presentation is to share the current state of the project and elicit feedback from audience members for continuous improvement.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Public version of Sarah Currier's presentation reporting progress and suggesting items for discussion and further work. Includes results of use cases for requirements gathering exercise, and proposed domain model for Dublin Core Education Application Profile.
MOOCs - disruptive innovation for higher education(rev1)William Hall
This hypertextual presentation relates to a nearly completed hypertext book on the co-evolution of and revolutions in tools humans use and human cognition (see below). Here the author focuses on the probably disruptive impacts of Massive Open Online Course (“MOOC) technologies on today’s educational institutions. The presentation is also constructed as a hypertext, comprised of four parts: (1) an Introduction explaining what disruptive innovations are and why they are important, what constitutes a MOOC, and who provides them; (2) examples of several different MOOCs including demonstrations of how they work transfer knowledge and develop understanding; (3) a review Saylor.org – a nonprofit foundation offering the equivalent of several different four-year college degree programs of courses; and (4) an introduction to the related organizations, Canvas Network – an aggregator offering access to a variety of secondary, tertiary, and practical courses, and Instructure.com – the parent organization that has developed a powerful open source platform for the construction of MOOCs. Disruptive innovations are those that help create new markets and value networks, and eventually go on to disrupt existing markets and value networks, displacing earlier technological paradigms leading to technological revolutions and sometimes even cognitive revolutions. Although only implied in this work, over the next decade or so, the innovations surveyed here will profoundly affect how educational content will be delivered, and may cause a revolution in your thinking about how education (teaching and learning) is delivered – especially in colleges and universities. This is only one of the major disruptive technological innovations in scholarship, teaching, and learning discussed in the author’s project, “Application Holy Wars or a New Reformation – A Fugue on the Theory of Knowledge” to be published by Koroit Institute (http://kororoit.org). It is anticipated that we will soon be seeking crowd funding to make the book available on the Web as a fully functional hypertext.
These slides introduce the history and progress made on the Online Learning Orientation Tool, a product intended to teach students the soft skills needed to be successful in an online learning environment. The purpose of this presentation is to share the current state of the project and elicit feedback from audience members for continuous improvement.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Slides - Choosing Your e-Learning Development and Delivery Method VIA, Inc.
The training industry is evolving quickly, and there are now more ways than ever to train your clients, sales force and employees. It's no longer a matter of what text you should include in a PowerPoint and e-Learning is now the expectation rather than the exception. Content and tools for delivery are now equally important. For every training course, there are myriad ways to develop and deliver that message, across a variety of budgets, time constraints and diverse audiences.
Join us for this webinar to learn more about the development platforms typically used in e-Learning builds, and find which tool is right for your needs and whether it is one tool or multiple tools, platforms and delivery methods. Discover different approaches to training – including various tools for use in web, mobile, social and instructor-led training programs.
Responsive eLearning for Multi-Devices is growing rapidly. Presentation gives you behind the scenes look at FRED, our Framework for Responsive eLearning Development.
E portfolio integration into general chemistryJiyeon Lee
Dionne Miller, professor of chemistry, has integrated ePortfolios into her General Chemistry course at LaGuardia Community College. Students use ePortfolios to reflect on their learning, and to collaborate with each other. Data shows a significant improvement in students' lab grades, submission rate, student to student connection and student to faculty connection (evidenced by SIR II score).
“The Culminating Moment”: Capstone
ePortfolios in the Lives of Community College Students
Capstone, LaGuardia Community College
A carousel featuring ePortf olios from the Liberal Arts, Education, Accounting and Engineering will highlight the ways in
which ePortf olio supports students’ integrative learning and
reflection, and facilitates the culmination of their educational experiences at the college as they prepare to transition to a four year college or professional experience.
• Edna Boris, Professor of English
• J. Elizabeth Clark, Professor of English
• Hendrick Delcham, Assistant Professor of Mathematics, Engineering and Computer Science
• Janet Michello, Associate Professor of Social Science
• Max Rodriguez, Professor of Education and Language Acquisition
• Carolyn Sterling-Deer, Associate Professor of Education and Language Acquisition
• Angela Wu, Associate Professor of Business and Technology
Capturing Student Learning: ePortfolio for Physical Therapist Assistants Phys...Jiyeon Lee
Capturing Student Learning: ePortfolio for
Physical Therapist Assistants
Physical Therapist Assistant, LaGuardia Community College
The PTA program strives to help students become ethically and clinically competent professionals. The ePortfolio system developed by the PTA program encourages students to reflect and connect their academic growth and clinical
experiences across the PTA curriculum. The strength of the ePortfolio program in preparing competent professionals was a significant contributing factor in the re-accreditation of LaGuardia’s PTA program in 2009.
• Clarence Chan, Associate Professor
• Debra Engel, Chair of Physical Therapist Assistant Program
• Jackie Ross, Academic Clinical Coordinator of Education
Witnesses to their Own Progress: Reflective Learning and Preparing for the Wo...Jiyeon Lee
Witnesses to their Own Progress: Reflective Learning and Preparing for the Workplace with ePortfolios
Bronx Community College
Bronx Community College is using two models of ePortfolio: course-based reflective learning and program-based professional preparation. Both models share student-centered pedagogies that encourage active creation and structuring
of course content and responsibility for its organization and presentation. The resulting sense of student ownership encourages use of the ePortfolios for internships, employment, and transfers to four-year programs.
• Howard Wach , Director of Instructional Technology
• Jordi Getman-Eraso, Professor, Department of History; Co-Director,
Honors Program
• Jeanine Kelley-Williams, Assistant Professor, Department of Art and Music
• Lisa Amowitz, Professor, Department of Art and Music
Witnesses to their Own Progress: Reflective Learning and Preparing for the Wo...Jiyeon Lee
Witnesses to their Own Progress: Reflective
Learning and Preparing for the Workplace with ePortfolios
Bronx Community College
Bronx Community College is using two models of ePortfolio: course-based reflective learning and program-based professional preparation. Both models share student-centered pedagogies that encourage active creation and structuring
of course content and responsibility for its organization and presentation. The resulting sense of student ownership encourages use of the ePortfolios for internships, employment, and transfers to four-year programs.
• Howard Wach , Director of Instructional Technology
• Jordi Getman-Eraso, Professor, Department of History; Co-Director,
Honors Program
• Jeanine Kelley-Williams, Assistant Professor, Department of Art and Music
• Lisa Amowitz, Professor, Department of Art and Music
ePortfolio as a Tool for Reflecting on Rhetoric across Disciplines Liberal A...Jiyeon Lee
ePortfolio as a Tool for Reflecting on Rhetoric across Disciplines
Liberal Arts Cluster, LaGuardia Community College
Is it possible to deepen students’ understanding of the
formal power of rhetoric by making it the theme of an
interdisciplinary learning community? To investi gate, The
Persuasive Note, a liberal arts cluster with a shared rhetorical
approach, was launched at LaGuardia in 2009. Student
refl ecti ons on rhetoric vis-a-vis their coursework, educati on
and lives were elicited and collected on the students’ ePortfolios.
Results, methodology and musings will be shared.
• Gary Richmond, Lecturer
From Baby Steps to Center-Wide Initiatives: A Progress Report from a Non-Trad...Jiyeon Lee
From Baby Steps to Center-Wide Initiatives:
A Progress Report from a Non-Traditional
College
Empire State College, SUNY
The ePortfolio pilot at the Empire State College Metropolitan Center helps our nontraditional students develop and complete individualized curricula that
incorporate their prior academic and experiential learning in the degree planning process. Three sequenced studies within an “entrance to exit” model of ePortfolio development will be described. These studies
illustrate the value of reflective ePortfolios for student retention and success, and for the college’s commitment to lifelong, integrative learning.
• Cathy Leaker, Associate Professor and Mentor (Cultural Studies)
• Margaret T. Evans, Director of Academic Review, Metropolitan Center
• Gohar Marikyan, Assistant Professor and Mentor
Creating Her Sense of Self: Feminist Advising, ePortfolio, and Integrative Le...Jiyeon Lee
Creating Her Sense of Self: Feminist Advising, ePortfolio, and Integrative Learning
Rutgers University
What do ePortfolios reveal about the ways in which women students create a sense of identity as learners through self representation and reflection? What insights do they provide into women’s leadership and the possibilities for social change? Douglass Residential College, the women’s college
at Rutgers, has been exploring these questions through an ePortfolio project that supports integration, feminist advising strategies and pedagogical principles. Student ePortfolios
will be shown.
• Rebecca Reynolds, Assistant Dean, Douglass Residential College
ePortfolio as a Catalyst for Departmental Change - Business and Technology, L...Jiyeon Lee
ePortfolio as a Catalyst for Departmental
Change
Business and Technology, LaGuardia Community College
How does one get an entire department to buy into change? The Business and Technology Department of LaGuardia
Community College has fully embraced the ePortfolio. Indeed, all business students are required to develop and maintain an ePortfolio in their first semester at the college. In this session, faculty from the business department
will discuss their use of ePortfolio and the ways in which ePortfolio is “threaded” throughout the various business programs.
• Edward Goodman, Associate Professor
• Hector Fernandez, Assistant Professor
• Nicole Maguire, Adjunct Lecturer
• Michael Napolitano, Chair
Holistic Assessment of Nursing Students with ePortfolio - Nursing, LaGuardia ...Jiyeon Lee
Holistic Assessment of Nursing Students
with ePortfolio Nursing, LaGuardia Community College
Samples of completed ePortfolios, templates, rubrics, and data will illustrate the power of ePortfolio to assess student work in terms of both college competencies and professional competencies as defined by agencies such as Middle States and the National League for Nursing (NLN), while also serving as a means of improving pedagogy.
• Philip Gimber, Associate Professor
• Deborah McMillan-Coddington, Assistant Professor
• Margaret Norris, Assistant Professor
Unforeseen Outcome - Mathematics, LaGuardia Community CollegeJiyeon Lee
Unforeseen Outcome Mathematics, LaGuardia Community College
ePortfolio has the potential to shift the focus from teaching to student learning of mathematical concepts, reversing the
roles of teacher and student in the mathematics classroom. By making student learning visible and shareable, the ePortfolio
creates a network where students can improve their knowledge and skills; it facilitates reflection and connection of learning across disciplines; it enhances assessment, and furthers curricular and pedagogical revision.
• Rudy Meangru, lecturer
Unlocking the Pedagogical Potential of ePortfolio: Connecting Biology and Stu...Jiyeon Lee
Unlocking the Pedagogical Potential of ePortfolio: Connecting Biology and Students’ Lived Experiences
Biology, LaGuardia Community College
“Collect, select, reflect, connect” are inherent characteristics of ePortfolio that make it a valuable educational tool.
However, ePortfolio can only succeed in fostering connection if faculty intentionally design strategies to support
integrative learning. Two innovative uses of ePortfolio in connecting students with the lived experience will be presented: an assignment that fosters integrative learning in
biology and the programmatic incorporation of ePortfolio to promote connection.
• Thomas Onorato, Assistant Professor of Natural Sciences
From Culture Shock to Culture Shift: Implementing an ePortfolio Culture - Tun...Jiyeon Lee
From Culture Shock to Culture Shift:
Implementing an ePortfolio Culture
Tunxis Community College
How does an institution transition from culture shock to a sustained ePortfolio paradigm? At Tunxis, we are in the midst of this culture shift as we move to incorporate ePortfolio into our degree programs. Our presentation will focus on shifting the culture from teaching to learning, making learning visible, and integrating ePortfolio at the course and program level.
• Laura Gambino, Professor of Computer Information Systems
• Rafaele Fierro, Assistant Professor of History
• George Sebastian-Coleman, Assistant Professor of English
From Culture Shock to Culture Shift: Implementing an ePortfolio Culture - Tun...
ePortfolio and Platform Selection
1. Zooming into the “miracle” of
ePortfolio Project and Technology
Image shared by Kate Todd from Manhattanville College. Thank you!
2. ePortfolio Project
Technology and ePortfolio Project
Faculty
Technology
Development
Goal
Integrative
Assessment
Learning
There are many components to a successful ePortfolio project…
3. Technology and ePortfolio Project
Faculty
Development
Technology
Goal
Integrative
Assessment
Learning
… and Technology is one of them.
The following slides will present some concepts and criteria to help you lift off
the technology part of your ePortfolio Project.
5. ePortfolio Project
Technology and ePortfolio Project
Goal
Technology
&
Settings
This goal needs a central tool – the ‘e’ part of the ePortfolio.
6. ePortfolio Project
Technology and ePortfolio Project
Goal
Technology
&
Settings
Support and Training
To make good use of this tool, support and training is essential.
7. ePortfolio Project
Technology and ePortfolio Project
In order to sustain this effort
you need: Goal
•Budget
•Personnel/ roles
•Communication/ Workflow
Technology
&
Settings
Support and Training
Let’s look at how LaGuardia Community College is handling each project components
8. Selecting the Platform
Selection of the ePortfolio platform should be purposeful and thoughtful.
However, don’t stall too long waiting for a perfect platform!
Visual reference is a powerful convincing tool to have more folks on board with
your project.
9. Essential ePortfolio Platform Pieces
So what makes an ePortfolio platform?
Of course there are individual ePortfolios…
eP
eP
eP
10. Essential ePortfolio Platform Pieces
…which are generally are accessible through the ePortfolio Portal.
Often times, these portals are used to showcase student work and provide tutorials.
eP
ePortfolio
Portal eP
eP
11. Essential ePortfolio Platform Pieces
At the back end, administrators and developers log in to control permissions and
gather data for various purposes.
eP Data Data
base base
ePortfolio
Portal eP
Administrative eP
back-end
12. Types of ePortfolio Platforms
There are three types of platforms:
•Proprietary
•Open Source
•Combined
13. Types of ePortfolio Platforms - Proprietary
Proprietary Platform
Most come with course management system
Generally comes with hosted server
Off site and on-site support is provided
The pricing differs from school to school
depending on:
• number of users
• storage space
• level of customization
• training and additional features.
Customization is limited
14. Types of ePortfolio Platforms - Proprietary
List of some Proprietary Platform
• Angel Portfolio
(http://www.angellearning.com/products/eportfolio/learner_experience.
html)
• Blackboard Learning Objects
• Chalk and Wire (http://www.chalkandwire.com/)
• Digication (http://digication.com)
• Epsilen (http://www.epsilen.com)
• Livetext (https://college.livetext.com/)
• Taskstream (https://www.taskstream.com)
15. Types of ePortfolio Platforms - Proprietary
Trying out Proprietary Platform
• Ask for trial accounts
• If testing in large scale with full features, fee
may be required.
• Make sure to test thoroughly as various user
types –
administrator, student, faculty, assessment
committee etc.
16. Types of ePortfolio Platforms – Open Source
Open Source/ Homegrown
Developed by source community
Code is available for any developer to
contribute
Customization is not restricted
Migrating to other platforms is relatively easy
Maintained by school
17. Types of ePortfolio Platforms – Open Source
List of Open Source/ Homegrown Platforms
• Drupal (http://drupal.org/)
• Joomla (http://www.joomla.org/)
• Moveable Type (http://www.movabletype.org/)
• Wordpress Multiuser (http://mu.wordpress.org/)
Created for Educational Use (ePortfolio feature available):
• Mahara (http://mahara.org/) related to Moodle
• Sakai OSP (http://sakaiproject.org/)
18. Types of ePortfolio Platforms – Open Source
Trying out Open Source/ Homegrown Platforms
• Make sure to test rigorously before opening it up to
larger user group
•When working in group, communication and
documentation is crucial.
• Plan ahead for dealing with version upgrades
• Security, security, security!
19. Types of ePortfolio Platforms – Combined Model
Combined Model
Mix and match of open source platform and
proprietary services
The services can range from creating
customized add-on features to a complete
ePortfolio package
Penn State ePortfolio:
Combination of Moveable Type and a
customized software for assessment
20. 3 Approaches to Comparing Platforms
So how do you compare these platforms?
Try 3 approaches:
1. Compare Specs for overall robustness
– Do they meet the minimum requirements?
2. Check strengths and weaknesses based on Needs
assessment
– Who are the users and is the platform meeting their
needs?
3. See them in action
– How are other schools using them?
21. Approach #1:
Compare Specs for overall robustness
Security
Maintenance
Data Hosting
Ownership
Features
Customization
Ease of Use
Interoperability
Support
Cost
Company/ developer Community liability
23. Approach #2:
Check strengths and weaknesses based on Needs assessment
Who are the potential users?
What do they want/need to achieve
with the tool?
How can you prioritize these needs?
24. Approach #2:
Check strengths and weaknesses based on Needs assessment
Who are the potential users?
• Administrators
• Faculty
• Students
• Employers
• Alumni
• Counselors
• Admissions
25. Approach #2:
Check strengths and weaknesses based on Needs assessment
Needs Assessment and Design for Use
The following is a simplified list of potential users and their possible needs. Note that it doesn’t lay
out the logistics of ‘how’ this need is met. The ‘how’ should be directed to the developers of the
platforms.
Administrators: • Create collaborative working space
• Create and join groups of various interests
• Collect data for Programmatic/ institutional assessment
and accreditation • Transfer ePortfolio to a different platform after graduation
or transfer
• Sort and categorize data by various matrices
Faculty: Employers:
• Navigate quickly to get necessary information
• Assess students’ prior knowledge and skills
• View resume and evidence of skills
• Capture process and product of learning
• Make contacts
• See student work in various multimedia
• Share rubrics among faculty Counselors:
• Track student progress • Advise students based on ePortfolio contents
• Create collaborative working space • Easily access students data from student management
system
Students:
• Share safely and easily Admissions:
• Customize design • Take into consideration various skill sets of prospective
• Share various multimedia students
• Integrate web tools • Explore curriculum of other schools with articulation
agreement or considering agreement
• Access through various devices
26. Approach 3:
See them in action
See various ePortfolio Platforms in action!
http://www.connections-community.org/eportfolios-in-higher-education
http://www.connections-community.org/campusprojects
27. Thank you! Any Questions?
For Questions about the slide, ePortfolio Project at LaGuardia Community
College, Making Connections National Resource Center, contact:
connections@lagcc.cuny.edu
Editor's Notes
Platform is one of the many factors that create the “miracle”
NOTE for prior slide
Selection should be thoughtful Without the platform it is difficult to move the project forward.
eP Portal – central shared spaceeP – individualePsAdmin Backend – data collection, setting restrictionsDatabase – collects info
eP Portal – central shared spaceeP – individualePsAdmin Backend – data collection, setting restrictionsDatabase – collects info
eP Portal – central shared spaceeP – individualePsAdmin Backend – data collection, setting restrictionsDatabase – collects info
eP Portal – central shared spaceeP – individualePsAdmin Backend – data collection, setting restrictionsDatabase – collects info
We are not here to promote. List is based on participating school’s
Platform is a tool to achieve your goals. The tool itself doesn’t have innate goal.
Handout given. Briefly skim through. Let them add, delete and revise to their use and reference.
Handout given. Briefly skim through. Let them add, delete and revise to their use and reference.
Handout given. Briefly skim through. Let them add, delete and revise to their use and reference.
Handout given. Briefly skim through. Let them add, delete and revise to their use and reference.
Handout given. Briefly skim through. Let them add, delete and revise to their use and reference.