This document discusses the implementation of an integrated ePortfolio system at Pace University. It summarizes:
1) Pace University transitioned from isolated ePortfolio use among courses to a unified, university-wide ePortfolio system called Mahara to encourage integrated learning.
2) Implementing the new ePortfolio system involved establishing an advisory board, developing training resources for faculty and students, and increasing participation over six months through a pilot program and workshops.
3) Pace aims to build a "culture of evidence" where ePortfolios are used across the curriculum, student life, and for career development to showcase learning and facilitate student reflection.
Presentation for the EdTeach Summit in Cape Town on 11 August 2014. Details about the event: http://edtechsummitsouthafrica.com/ Follow me on Twitter @nicolapallitt
PS: Links to URLs in the notes section of PowerPoint when you view the downloaded presentation.
Please share the link to your ePortfolio as a comment - especially if you are a teacher:)
Presentation for the EdTeach Summit in Cape Town on 11 August 2014. Details about the event: http://edtechsummitsouthafrica.com/ Follow me on Twitter @nicolapallitt
PS: Links to URLs in the notes section of PowerPoint when you view the downloaded presentation.
Please share the link to your ePortfolio as a comment - especially if you are a teacher:)
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Plymouth State launched Plymouth Create, our own instance of "Domain of One's Own" in spring 2017. Since then, we've experienced steady growth and adoption across campus, driven by the motto of "staring with why," along with targeted strategies to connect with the right programs and courses.
Horses for Courses: A whole college approach to the adoption of Mahara e-port...Mahara Hui
Presentation by Louise Carr (Hadlow College) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=Nbai989KP8A
The ‘evidence of experience’: Using ePortfolios to stand out in the crowd Tra...ePortfolios Australia
Learning in the 21st century is complicated. Not only are learners expected to acquire disciplinary (and even interdisciplinary) knowledge, skills and abilities, they also need to integrate their learning in different situations and across their learning careers to demonstrate their capacities for future opportunities.
Electronic portfolios (ePortfolios) allow learners to make connections between their learning in different contexts (academic, workplace, and community) and to document their learning over time – making visible the evidence of their experience.
In this talk, Tracy Penny Light will share ePortfolio examples from North America to highlight the affordances that they provide to learners to document what they know, understand, and are able to do. The most successful ePortfolio initiatives intentionally integrate evidence-based pedagogies to set learners up for success by engaging them in flexible and lifelong learning, and student-centered teaching and assessment practices that facilitate 21st century learning and identity development
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Plymouth State launched Plymouth Create, our own instance of "Domain of One's Own" in spring 2017. Since then, we've experienced steady growth and adoption across campus, driven by the motto of "staring with why," along with targeted strategies to connect with the right programs and courses.
Horses for Courses: A whole college approach to the adoption of Mahara e-port...Mahara Hui
Presentation by Louise Carr (Hadlow College) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=Nbai989KP8A
The ‘evidence of experience’: Using ePortfolios to stand out in the crowd Tra...ePortfolios Australia
Learning in the 21st century is complicated. Not only are learners expected to acquire disciplinary (and even interdisciplinary) knowledge, skills and abilities, they also need to integrate their learning in different situations and across their learning careers to demonstrate their capacities for future opportunities.
Electronic portfolios (ePortfolios) allow learners to make connections between their learning in different contexts (academic, workplace, and community) and to document their learning over time – making visible the evidence of their experience.
In this talk, Tracy Penny Light will share ePortfolio examples from North America to highlight the affordances that they provide to learners to document what they know, understand, and are able to do. The most successful ePortfolio initiatives intentionally integrate evidence-based pedagogies to set learners up for success by engaging them in flexible and lifelong learning, and student-centered teaching and assessment practices that facilitate 21st century learning and identity development
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
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A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
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Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
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Moving Towards an Integrated Learning ePortfolio as an "Educational Passport"
1. Moving Towards an Integrated Learning
ePortfolio as an "Educational Passport"
Assessment Institute
October 25, 2010
Linda Anstendig
Beth Gordon Klingner
3. I Integrated Learning Approach to ePortfolios
II From Pilot to University Implementation
III Building a Culture of Evidence
IV Reflective Writing as Developmental Process
V Rubric
6. Getting Students to Make Connections
• Help them see ePortfolios
as an “educational passport”
for their journey through
Higher Ed.
• Help them to begin to think reflectively
• Utilize blogs and forums
7. 6 Months to Start and
1 Year of Progress For ePortfolios!
08.09 09.09 10.09 11.09 12.09 1.10 2.10 3.10 4.10 5.10 6.10 7.10 8.10
Advisory
Board
established
Template
created
Launch Pilot
Program
All
faculty, stud
ents and
staff get
accounts
Develop
webpage
Train
faculty
& staff
8. 0-6 months
• Moving from scattered ePortfolio ideas
to unified ePortfolio thinking
• Getting faculty support
• Seeking student interest
• Achieving administrator (stakeholder)
buy-in
9. Previous Experiences With ePortfolios
• Isolated courses using varied platforms
• Technological challenges
• Low faculty/student participation
• Searching for the perfect platform . . .
10. Turning Point
• New IT leadership
• Creation of University-wide template
• Advisory Board: bringing together
staff/faculty across disciplines and
support areas
• Grants: Making Connections and internal
Thinkfinity grant
11. Building Pace’s “Culture of Evidence”
• Building it into the culture through teaching
circles, curriculum, student leadership programs
• ePortfolio’s effects on curriculum and student
life
• Coordinating with Student Life
12. Why
• Other tools considered
• How we discovered Mahara
• Why Mahara is different
• Advantages of Mahara
– masquerade feature
– customizability
– user friendly
– Web 2.0 look and feel
• Challenges of Mahara
– upgrading process
– Template vs flexibility
13. Introducing ePortfolios to the Pace
Community
• Spring 2010 pilot (20 Sections, 230 students)
• Faculty Development Day-Trent Batson, keynote
speaker
• Student focus groups
• Training staff/faculty/student groups—focus on
pedagogy and reflection in addition to technology
• Coordinated with Career Services on resume
section
• Held student contest
14. ePortfolio Resources For The Pace
Community
• ePortfolios
– www.pace.edu/eportfolio
– Tutorials, news, student samples
• ePortfolio Resource/Information Group
on http://eportfolio.pace.edu
– Troubleshooting, feedback, forums
– Useful files (tips, guides, news)
15. Keeping the Momentum
• PR – Blogs, logos and promos
• Increased outreach to major stakeholders
• Accounts for all, link to Bb, lifelong access
• Faculty/staff/student workshops
• IT helpdesk support
• Teaching circles for Fall 2010
16. What’s next
• Building a student “army”
• Training Student Leaders, RAs
• Co-hosting programs with Career Services
• Developing Assessment plans with faculty
reviewers
• Keeping up with Mahara – adding servers,
storage space and developing
theme/design
• Student Showcase
• Using Google Analytics
17. 2010-2011 Timeline
September October November December January February March April May
Reach out to
UNV101
classes
Train library
staff and
advisors
Expand
Pilot
Program
Redesign
Theme
Create
Rubrics
Student
Showcase
18. The Reflective Process
• What pedagogical techniques best
support reflection?
• How does eP web 2.0 interfaces promote student
reflectiveness?
• What do students actually do with the discrete
reflections that accompany course-based artifacts?
• How can faculty provide feedback on student
reflection that will nudge students toward higher
order thinking and integration of learning?
20. Reflective Writing IS:
•Your response to
experiences, opinions, events, new information
•A way of thinking to explore your learning
•An opportunity to gain self-knowledge and self-
awareness
•A way to achieve clarity and better
understanding of what you are learning
•A chance to develop and reinforce writing and
thinking skills
•A way of making meaning out of what you study
21. Reflective Writing is NOT:
•Just conveying facts, information or an
argument
•Pure description, though describing and
observing are a part of any good reflection
•Straightforward decision or judgment about
whether something is right or wrong
•Simple problem-solving
•A summary of course notes
•A standard university essay
22. • Perceptions, experiences, ideas, and observations of course and content
• What you found confusing, interesting, inspiring, and why
• Conclusions you have drawn from your observations, descriptions, and
perceptions, questions you still have that need to be addressed
• Your processes of solving a problem, reaching a conclusion, finding an answer or
reaching a new understanding
• Interpretations, alternative perspectives
• Comparisons and connections between what you are learning and your prior
knowledge and experience, prior assumptions, and/or what you know from other
courses or disciplines
What To Include in Reflective Writing:
23. 1. Writer gives brief description – who, what, where, when questions; specific
evidence and examples
2. Writer explains process of learning – through reading, research, doing, talking to
others, from lectures, experimenting, making mistakes
3. Writer begins to analyze and interpret learning – by inquiring into why things
happened, why choices made, what factors were significant; by making
connections between theory and practice; showing confusing parts and how they
have been clarified (and/or what confusions remain)
4. Writing explains consequences – answers So What questions; demonstrates
what has been learned; explains new knowledge and concepts gained and how
these fit in with old; what changes may occur because of new knowledge; what is
major significance
5. Writing is clear, coherent and organized, correct grammar and mechanics
used, strong voice that is appropriate for content and audience
Criteria For Effective Reflective Writing:
24.
25.
26.
27.
28.
29. Thanks for joining us!
Beth Gordon Klingner bklingner@pace.edu
Linda Anstendig lanstendig@pace.edu
Don’t forget to visit our websites:
https://eportfolio.pace.edu
www.pace.edu/eportfolio
