Incepr 100226 Fairfax

ePortfolios for developing professional skillsNancy Cheng & Lori HagerUNIVERSITY OF OREGON

Cross-disciplinary comparison

Helen Barrett: “No one size fits all” : fit tech to context

Presentation Portfolios to Learning Blogs

Map performance criteria to assignments

Assignment Skills Performance Criteria Knowledge Artifacts Feedback

Develop the Curriculum Map

Clarify expectations with Rubrics

By Kayla Nelson

Students reflect on Criteria

SCI

Students connect to the Profession

ePortfolio Qualitative Ratings

• Personal Reflection (Evaluation of performance with regard to learning objectives, AHA moments, Individual progress measured against self, comparison of past and present work)

• Connections/ Contextualization (Citing of external sources, discussion of influences, Connections between imagery and text)

• Written Communication (Ability to write without syntax errors, development of the argument)

• Project Development Continuity (How many iterations does the design go through? Does the design get richer or do the cycles restart? How far is the student able to develop the design?)

ePortfolio Quantitative Ratings

• Number of Posts• Number of Additional Pages• Ave. Length of Pages• Ave. Number of Images• Level of Customization• Web Authoring Tools Used• Cross Pollination (Comments received, written)

Developing Professional Skills Across the Business Curriculum

The Goal: Transform students into professionals

The Challenge: How to promote competency in professional skills across the curriculum

Pedagogy before Technology

Leadership and Communication Class

Course Schedule

Student Blogs

Project Resources

Timely Resources

BRIAN FLOREY’S EPORTFOLIO

• Contextual Framework• Emotional Intelligence• Development over time

Effective Reflection

• Strong conceptual course framework • Ability to put work into context • Citation of specific examples as

evidence for arguments

“One of my previous frustrations was when a member would challenge others’ ideas in a way that halted group progress. …

techniques I learned from class taught me a very effective way to deal with this. If someone didn’t like an idea or

pointed out a flaw with an idea I would simply say, “I can see your concern. So what would you suggest we say?”

Emotional Competencies (Daniel Goleman)

• Self-awareness — the ability to read one’s emotions and recognize their impact while using gut feelings to guide decisions.

• Self-management — involves controlling one’s emotions and impulses and adapting to changing circumstances.

• Social awareness — the ability to sense, understand, and react to others’ emotions while comprehending social networks.

• Relationship management — the ability to inspire, influence, and develop others while managing conflict.

Emotional Intelligence

• Frankness about feelings• Willingness to admit shortcomings

“I found myself irritable and stressed. Most of the time, I was able to manage these emotions by staying

calm, optimistic, and ethical. I did have a couple breakdowns, however.”

“I also had problems managing other emotions effectively which caused me to withdrawl at times

from the group.”“the encouragement level within our group fell…I

have allowed poor self-management of my emotions to get the best of me and have stopped

trying to develop [encouragement]”

Growth Process over Time

• Objective • Plan • Reflection• Compares blogposts to

show development over time

Growth Process over Time

• Objective • Plan • Reflection

Compares blogposts to show development over time

One Size Does Not Fit All But, one size must fit all

Engagement