using eportfolios to improve teaching, learning, and assessment debra dunlap runshe instructional...
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Using ePortfolios to Improve Teaching, Learning, and Assessment
Debra Dunlap Runshe
Instructional Development SpecialistUniversity Information Technology Services - Learning Technologies
Indiana University – Purdue University Indianapolis
Webinar Objectives
By the end of this webinar, participants will be able to:• describe a variety of purposes for electronic portfolios• explain the process of “folio” thinking.• articulate why reflection is important to deep learning.• understand how to use ePortfolios for assessment
purposes.• access resources that will help them begin to use
ePortfolios to improve teaching and learning.
How are ePortfolios Used?
What is an ePortfolio?“A digitized collection of artifacts, including demonstrations, resources, and accomplishments that represent an individual, group, or institution.”
(Reese & Levy, 2009)
“Created by the three principal activities of collection, selection, and reflection, student portfolios can be succinctly defined as collections of work selected from a larger archive of work, upon which the student has reflected. Portfolios can be created in many different contexts, serve various purposes, and speak to multiple audiences.”
(Yancey, 2001)
Balancing the Two Faces
(Barrett, H. 2010)
Learning or Reflection
Focused on process, students:•learn to self assess through the reflection process.•increase their depth of knowledge through the reflection process.•take control of their own learning leading to greater self-confidence.•develop life long learning skills.
… a series of events, the journey
(Barrett, H. 2010)
Showcase or Accountability
Focused on product, students:•have a tool for personal development.•create a personal learning record.•develop a direction for career planning.•showcase their strengths and accomplishments.
… the outcomes/results, the destination
(Barrett, H. 2010)
Student Development• Personal development plan;
academic/career planning • Personal academic web site
(take ownership of learning)• Capstone (integrate learning
in expanded range of media; through reflection, articulate learning and accomplishments)
• Resume-building
First Year Experience
FSU Career Portfolio Template
Professional Presentation
• Layout• Color choice• Text readability• Text alignment• Copyright and accessibility
RESOURCE FOR E-PORTFOLIO DESIGNThompson, P. (2011). The web design for professional portfolios series.[Video files]. http://www.youtube.com/user/PennyAtMSU?blend=21&ob=5
What Makes Good Web Design?
http://www.youtube.com/watch?v=UHpyES6Jbx0/
Reflective Portfolio
What is reflection?• Metacognition• Re-processing ideas to support understanding• Questioning assumptions• Seeing in multiple contexts• Self-examination• Integration• Self-assessment
Forms of Reflection• Account/analysis of a process• Analysis of an experience• Analysis that connects a series
of experiences • Analysis of an artifact• Analysis that connects a series
of artifacts• Review of progress• Goal-setting• Synthesis
Preparing for Reflection• Evaluation of sample reflections• Written and oral peer review of rough drafts• Final reflection• Importance of:
• Thoughtful, appropriate prompts• The “right” amount of reflection to assign
A Taxonomy of Reflection
Value of Reflection
1. Reflection helps students make knowledge by articulating connections
2. Reflection introduces students to new kinds of self-assessment that they carry into the rest of their lives
3. Reflection helps develop habits of reflective practice
4. Reflection supports deeper engagement in learning
5. Reflection provides evidence of learning not available by other means
Some Issues To Consider• How can we teach
students to reflect?• What kinds of
scaffolding/support do students need at different levels and in different contexts?
• When and how often should students reflect?
• How can we assess reflection?
Growth and Development
“Folio” Thinking
“’Folio’ thinking enables students to become aware of, document, and track their learning and develop an integrated, coherent picture of their personal learning experiences from both inside and outside of the classroom."
~Helen Chen
Integrative Learning“Portfolios are inherently integrative, being composed of heterogeneous artifacts, the connections between which are explored through reflection”
(D. Cambridge, 2009)
“As students go through the process of collection, selection, and reflection, they show the ability to identify the larger design that informs their college experience”
(T.S. Edwards & C. Burnham, 2009)
ePortfolios for Accountability• Catalyst for more deliberate
integration of general education and disciplinary outcomes into curricula
• Supports guided learning experiences
• Develop authentic evidence for documenting and assessing student attainment of general education and/or discipline-specific outcomes
• Aggregate assessment data for improvement and accountability
Advantages for Assessment
“Documenting learning in this way places the focus on actual achievements that are viewed directly, rather than on proxies of achievement like cumulative GPAs or test scores that are only indirect indicators of learning. The focus is also on what students can do with their knowledge and skills and not simply on whether knowledge has been acquired.”
(Huba & Freed, 2000)
Implementation Issues• How will the portfolio be designed
to fulfill the institution’s or department’s purposes?
• How will the portfolio be integrated into program curricula? What changes will this require?
• Who will read and evaluate student portfolios? When?
• What are the infrastructure needs? What resources are needed?
• What faculty development is needed? What skills will students need to develop?
Typical Guided Portfolio Workflow• Student uploads artifacts, fills out forms and/or writes
a reflection • Student requests and receives formative feedback
from assigned or student-selected reviewers • Student submits for evaluation• Evaluator rates and comments on work
Sakai OSP Frameworks
Matrix Outline Wizard
Matrix Cell = Wizard = 1 Portfolio Activity
Documenting Growth Over Time
Secondary Education Matrix
Summative Assessment of Learning
Transition to Teaching Wizard
Integrative LearningEnglish Capstone Matrix
Rubric for Reflective Thinking
Rubrics and ePortfolios
Rubrics have been identified as the ideal means for portfolio assessment
(Buzzetto-More & Alade, 2006)
Rubrics are also particularly useful in assessing complex and subjective skills
(Dodge & Pickette, 2001)
Advantages of Rubrics• Makes expectations clear• Prepares students to use detailed feedback• Encourages critical thinking• Facilitates communications with others• Helps students self-assess
eTOOLS FOR RUBRIC CONSTRUCTIONRubistar http://rubistar.4teachers.org iRubric http://www.rcampus.com/indexrubric.cfm
Intellectual and Practical Skills• Inquiry and analysis• Critical thinking • Creative thinking • Written communication • Oral communication • Reading • Quantitative literacy • Information literacy • Teamwork • Problem solving
AAC&U’s VALUE Rubrics
Learning Outcomes for the development of VALUE Rubrics
Personal and Social Responsibility Civic knowledge and engagement-local
and global Intercultural knowledge and
competence Ethical reasoning Foundations and skills for lifelong
learning
Integrative and Applied Learning Integrative and applied learning
(Retrieved from www.aacu.org/value/metarubrics.cfm October 23, 2010
Choosing ePortfolio Software• Identify primary and secondary purposes• Who are your users and stakeholders?• What is the value proposition for each?• What are their needs and expectations?• Focus on functional needs (what they need to do), not
technical (how they need/want to do it)• Create a needs matrix and prioritize (must have, should
have, nice to have) and use it to evaluate solutions
PUT THE USERS NEEDS FIRST!
Ward, L., 2011
Software Options
BUY: commercial packagesTaskStream, LiveText, Chalk&Wire, etc.
BORROW: open/community sourceOSP, Mahara, Elgg
BUILD: develop a custom applicationCareer Portfolio (Florida State University)STEPS for Assessment (CSU Chico State)
ADAPT: use and combine generic tools Google sites, Blogs, Wikis, survey software
Ward, L., 2011
BUY: Commercial SoftwarePros Cons
Rapid development; mature High costs for licensing and maintenance
Feature Rich Complex
Multipurpose Duplication of other campus applications and services (CMS/ LMS, admissions, advisement, etc.)
Documentation and support (including system integration services)
Works out of the box Can’t easily modify/customize
Some offer vendor and local hosting options
Some hosted by vendor only
Ward, L., 2011
TaskStream
Ward, L., 2011
PebblePad
Ward, L., 2011
BORROW: Open/Community SourcePros Cons
No licensing costs May require investments in developers, tech writers, user support, etc.
Code can be modified Documentation and testing may not be as thorough
Opportunities to participate in product direction and development
Fewer features and functions than commercial products
Emphasis on interoperability and open standards
No guarantees or service level agreements
Dependence on community for support and continued development/ maintenance of product
Ward, L., 2011
Mahara
Ward, L., 2011
Sakai Open Source Portfolio
Ward, L., 2011
BUILD: Develop Custom Application
Pros Cons
Better fit with institutional or programmatic needs and processes
Development and deployment costs are difficult to predict
Implement a completely new vision or approach
Longer time to deployment
Control over future development and rate of change
Complete dependence on internal expertise
Ward, L., 2011
FSU Career Portfolio
Ward, L., 2011
Chico State STEPS for Assessment
Ward, L., 2011
ADAPT: Generic Web Authoringor Web 2.0 Tools
Pros Cons
Free or very low-cost (Google sites, hosted blogs or wikis)
No support for assessment processes or reporting
Gives portfolio owner creative control
Uncertain future of hosted services
Available to students after graduation
Ward, L., 2011
Blogfolios (Penn State)
Ward, L., 2011
Google Sites
Ward, L., 2011
Wikifolios
Ward, L., 2011
ePortfolio GalleriesBowling Green State University:
http://www.bgsu.edu/offices/studentsuccess/page31296.htmlClemson University:
http://www.clemson.edu/academics/programs/eportfolio/IUPUI Personal Development Plan: http://pdp.uc.iupui.edu/Home.aspx/LaGuardia Community College ePortfolio:
http://www.eportfolio.lagcc.cuny.edu/ Portland State University:
http://sites.google.com/site/eportfolioresources/Home/ePortfolio-Showcase
San Francisco State University:http://eportfolio.sfsu.edu/University of Michigan: http://mportfolio.umich.edu/index.htmlVirginia Polytechnic Institute and State University: http://eportfolio.vt.edu/
ePortfolio Associations
AAEEBL: http://www.aaeebl.org/EPAC: http://eportfolioca.org/EIfEL: http://www.eife-l.org/
ePortfolio Research Projects
Making Connections: http://www.laguardia.edu/connections/Inter/National Coalitions for Electronic Portfolio Research: http://ncepr.org/
In Summary: Uses of ePortfolios• Support/document academic and professional
development• Increase student engagement and achievement• Help students become more intentional, integrative
learners• Support reflective practice• Support curricular development• Support authentic assessment for improvement and
accountability• Support academic and career advising
Implications for Learners and Teachers• Learning-centered vs. teaching-
centered• Supports active learning
pedagogies aimed at promoting deeper learning
• Supports integrative, reflective learning
• Supports formative and summative assessment
• Students thrive when faculty collaborate to develop intentional, coherent curricula
1.For students• Track and document own growth and development• Integrate and apply learning• Develop capacities for reflection and metacognition• Increase engagement in learning
2.For faculty• Track development of abilities over time• Enable assessment of broader set of abilities and skills• Provide richer, more contextualized information to guide
curriculum/program development and improvement
3.For programs and institutions• Support academic and career advising• Enable authentic and psychometrically rigorous assessment for
admissions, improvement and effectiveness, accreditation
Why Use ePortfolios?
Questions?
Thank You for Your Participation!
Debra Dunlap Runshe, Instructional Development SpecialistUniversity Information Technology Services – Learning Technologies
Indiana University-Purdue University IndianapolisInformation Technology and Communications Complex (IT 342H)535 West Michigan Street, Indianapolis, IN 46202
Phone: 317-278-0589 Email: [email protected]
ALTEC at University of Kansas. RubiStar. Web site: http://rubistar.4teachers.org
Association for Authentic, Experiential, and Evidence-Based Learning. Web site: http://www.aaeebl.org/
Association of American Colleges and Universities. (2009, Winter). Peer review: Emerging trends and key debates in undergraduate education, 11 (1).
Association of American Colleges & Universities: VALUE Project. Web site: http://www.aacu.org/value/
Banta, T. W. & S. J. Hamilton. (2007). Indiana University-Purdue University Indianapolis: General education case study. In M. J. Bresciani (Ed.). Assessing student learning in general education: Good practice case studies. San Francisco: Jossey-Bass.
Banta, T.W. (Ed.). (2003). Portfolio assessment: Uses, cases, scoring, and impact. San Francisco: Jossey-Bass.
Resources
Barrett, H. (2010.) Balancing the Two Faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt
Barrett, H. Web site: http://electronicportfolios.org
Buzzetto-More, N. A., & Alade, A. J. (2006) Best practices in e-assessment. Journal of Information Technology Education. 5:251-269.
Cambridge, B., Cambridge, D. & Yancey, K. (Eds.). (2009). Electronic portfolios 2.0: Emergent research on implementation and impact. Sterling, VA: Stylus Publishing.
Cambridge, B. L., Kahn, S. ,Tompkins, D. P. & Yancey, K. B. (Eds.). (2001). Electronic portfolios: Emerging practices in student, faculty, and institutional learning. Washington, DC: American Association for Higher Education.
Resources
Cambridge, D. (2010). E-portfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass.
Dodge, B., & Pickett, N. (2001). Rubrics for web lessons. Retrieved 10/23/2010 from http://webquest.sdsu.edu/rubrics/weblessons.htm
Lorenzo, G, & Ittelson, J. (2005b, October). Demonstrating and assessing student learning with eportfolios. EduCause Learning Initiative Paper 3: 2005.
Reazon System, Inc. iRubric. Web site: http://www.rcampus.com/indexrubric.cfm
Reese, M., and R. Levy (2009). Assessing the future: E-portfolio trends, uses, and options in higher education. (Research Bulletin, Issue 4). EDUCAUSE Center for Applied Research. Retrieved from http://www.educause.edu/ecar
Resources
Reeves, T. C. (2000). Alternative assessment approaches for online Learning environments in higher education. Journal of Educational Computing Research, 23, 101-111.
Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
Thompson, P. (2011). The web design for professional portfolios series. [Video files]. Retrieved from http://www.youtube.com/user/PennyAtMSU?blend=21&ob=5.
Yancey, K. B. (2001). Digitized Student Portfolios. In Electronic portfolios: emerging practices in student, faculty, and institutional learning (pp. 15-30). Washington, D.C: American Association for Higher Education.
. Zubizaretta, J. (2009). The learning portfolio: Reflective practice for improving student learning (2nd ed.). Bolton, MA: Anker Publishing Company, Inc.
Resources