eportfolios as literacy arguments “documenting learning. electronic portfolios: engaging...
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ePortfolios as Literacy
Arguments
“Documenting Learning. Electronic Portfolios: Engaging Today's Students in Higher Education” by Flickr user Giulia Forsythe
Dave FisherJoonna Trapp
Emory Writing Program14 August 2014
http://theory.sleepyside.org/portfolio
password: portfolio
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What is an ePortfolio
“Stacks of Folios - University of Chicago” by Flickr user Sharat Ganapati
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Folio Thinking
What is an ePortfolio?
Why would you want to use one in your course or program?
What experience have you had with portfolios before. Was it positive or negative? Why?
“Thinking” designed by Joe Shelton from the Noun Project
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Outcomes
By the time you’ve finished this workshop you’ll be able to
Create and organize a mini-portfolio using a free drag-and-drop tool
Explain the differences between a learning portfolio and a presentation portfolio
Develop curricular maps, learning goals and outcomes, learning activities, and assessment practices that are “constructively aligned” and “portfolio friendly”
Draft a scoring guide for assessing an ePortfolio or the artifacts therein
Design the broad outlines of a course that engages students in collection, selection, reflection, and connection
List some of the affordances and constraints of several ePortfolio platforms
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A recent study conducted by the Association of Authentic, Experiential, Evidenced-Based Learning (AAEEBL) found that in 2012 more students are producing ePortfolios than ever before. In 2011, 15% of respondents reported that 90-100% of students at their institutions had ePortfolios. In 2012, about 28% reported that 90-100% of students at their institutions are building ePortfolios. There also appears to be movement away from ePortfolios focused on a single course toward those that are program-based. (Chen, Brown, & Gordon, p. 133).
The American Association of Colleges and Universities (AAC&U) recent paper titled: “It Takes More than a Major: Employer Priorities for College Learning and Student Success” states that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization.”
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Discourses
“A Discourse is a sort of 'identity kit' which comes complete with the appropriate costume and instructions on how to act, talk, and often write, so as to take on a particular social role that others will recognize. Imagine what an identity kit to play the role of Sherlock Holmes would involve: certain clothes, certain ways of using language (oral language and print), certain attitudes and beliefs, allegiance to a certain life style, and certain ways of interacting with others. We can call all these factors together, as they are integrated around the identity of 'Sherlock Holmes, Master Detective' the 'Sherlock Holmes Discourse.’ This example also makes clear that ‘Discourse’ . . . does not involve just talk or just language.”
Gee, J. P. (1990). Social linguistics and literacies: ideology in discourses. New York: Routledge.
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Discourses
Gee, J. P. (1990). Social linguistics and literacies: ideology in discourses. New York: Routledge.
“Another way to look at Discourses is that they are always ways of displaying (through words, actions, values and beliefs) membership in a particular social group or social network (people who associate with each other around a common set of interests, goals and activities).”
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What is an ePortfolio?
ePortfolios are multimodal compositions in which people argue that they are members of one or more Discourses by curating a collection of their performances.
To create ePortfolios, people
Collect artifacts from throughout their careersSelect artifacts from that collection that align with the activity of the Discourses they want to join or with which they want continue their involvementReflect, explain, or argue that their selections qualify them as a member of the DiscourseDesign, build, and publish a multimodal composition that embodies their central arguments
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What is an ePortfolio
What Is an ePortfolio? N.p., 2013. Film.
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Where to ePortfolios work best?
Evaluate performance or quality of learning in courses that emphasize
Clinical practice
Scientific methods
Writing or written analysis
Creativity
Craft
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Learning/Process Portfolios
to show growth or change over time
to help develop process skills such as self-evaluation and goal-setting
to identify strengths and weaknesses
to track the development of one more products/performances
Mueller, Jon. “Portfolios (Authentic Assessment Toolbox).” N.p., n.d. Web. 10 Aug. 2014.
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Presentation Portfolios
to showcase end-of-year/semester accomplishments
to prepare a sample of best work for employment or college admission
to showcase student perceptions of favorite, best or most important work
to communicate a student's current aptitudes to future teachers
Mueller, Jon. “Portfolios (Authentic Assessment Toolbox).” N.p., n.d. Web. 10 Aug. 2014.
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Evaluation Portfolios
to document achievement for grading purposes
to document progress towards standards
to place students appropriately
Mueller, Jon. “Portfolios (Authentic Assessment Toolbox).” N.p., n.d. Web. 10 Aug. 2014.
14http://commons.gc.cuny.edu/wiki/images/EPortfolio_Faculty_Handbook.pdf
15http://commons.gc.cuny.edu/wiki/images/EPortfolio_Faculty_Handbook.pdf
16http://commons.gc.cuny.edu/wiki/images/EPortfolio_Faculty_Handbook.pdf
17http://commons.gc.cuny.edu/wiki/images/EPortfolio_Faculty_Handbook.pdf
18http://commons.gc.cuny.edu/wiki/images/EPortfolio_Faculty_Handbook.pdf
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Traditional Portfolio
Measures student's ability at one time
Measures student's ability over time
Done by teacher alone; student often unaware of criteria
Done by teacher and student; student aware of criteria
Conducted outside instruction
Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the range of student's language ability
Captures many facets of language learning performance
Does not include the teacher's knowledge of student as a learner
Allows for expression of teacher's knowledge of student as learner
Does not give student responsibility
Student learns how to take responsibility
National Capital Language Resource Center. “Portfolio Assessment.” N.p., n.d. Web. 4 Aug. 2014.
AuthenticAssessment
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Portfolio Characteristics
Collection of texts
Range of performances
Delayed evaluation promoting time for revision
Selection of texts
Student-centered control
Reflection and self-assessment
Growth along specific parameters (e.g., speaking/conversation)
Development over time which provides evidence of progress
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Possible Artifacts
Mueller, Jon. “Portfolios (Authentic Assessment Toolbox).” N.p., n.d. Web. 10 Aug. 2014.
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Folio Thinking
What do you envision as the purpose for the ePortfolio you’re contemplating?
Whom do you see as the primary audience for the portfolio? What are this audience’s expectations?
Who are the secondary audiences? What are their expectations?
On the “What is an ePortfolio?” page of your mini portfolio, write a paragraph in which you answer these questions.