©2003 The Trustees of Indiana University Electronic Portfolios : The triple helix of learning, assessment and pedagogy Presentation and Workshop on Using

©2003 The Trustees of Indiana University

Electronic Portfolios:

The triple helix of learning,

assessment and pedagogy

Presentation and Workshop on

Using Electronic Portfolios: An Institutional Approach to Documenting Student Learning

Sharon J. Hamilton: The Center for Integrating Learning


Learning, Assessment, and Pedagogy

How do you envision the relationship among learning, pedagogical approaches to enhancing learning, and assessing learning?

Envision and then draw a diagram that represents the relationship as you visualize it.


Implications of Model You have Drawn

What does your visualization suggest about how students learn?

What does your visualization suggest about models of pedagogy?

What does your visualization suggest about the role of assessment?


Models for Learning

Lecture

Tutorial

Problem-Based Learning

Distance Learning

Seminar

Case-Based Learning

Inquiry-Based Learning

Distributed Learning


Challenges

Assessment of student learning has often lagged behind the use of new models of teaching and learning.

The result has been a disconnect among learning, pedagogy, and assessment.

Learning Assessment


How might we address this disconnect?

PedagogyA

sses

smen

t

Learning


The Triple Helix

PULsPedagogy

Ass

essm

ent

Learning


One student’s perspective

“So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”


Strategic Thinking at IUPUI

Faculty Council approves the Principles of Undergraduate Learning (1998)

IUPUI Program Review and Assessment Committee: assessing institutional effectiveness through student work (eportfolio) and other measures;

Office for Professional Development: providing support for faculty for curricular transformation around the Principles

National grant to develop an “Institutional” Portfolio (iport.iupui.edu)


Strategic Thinking at IUPUI cont.

Involvement of over 100 faculty in securing campus consensus (multidisciplinary) on the PULs.

Development of Communities of Practice. Development of the Learning Matrix to provide students

the means to track their growth and achievement throughout their education.


What role does technology play in learning

If you had to add technology to your visualization of learning, assessment, and pedagogy, how would it influence your earlier graphic?


Course Management GrowsEnterprise Oncourse Growth

4%

20%

26% 28%32%

7%11%

21%

29% 30%

43%47%

62%65%

72%

16%

27%

38%

44%

58%

65%

77% 79%

3%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Spr99 Fal99 Spr00 Fal00 Spr01 Fal01 Spr02 Fal02 Sp03 Fa03

Semesters

Perc

en

tag

e

Courses facultyX2 StudentsX2


What is an ePortfolio?

A collection of purposefully-organized digital artifacts that support backward and forward reflection to augment and assess growth over time.

Distinguished by Individual-centric Learner-OWNED


ePortfolio Objectives

for Learners Provide the tools for reflective assessment with structure and purpose

for Instructors Assessment via demonstration of competencies Within and across courses, educational experiences

for Institutions Institutional assessment for accreditation, measurement of progress,

admissions

for Society Career, volunteering


Within andacross courses

and schoolsK-12 Portfolio Software

Within andacross courses

and universities, colleges, trade schools, etc.

Higher Ed Portfolio Software

Within andacross companies, personal

pursuits, professional development,experiences, or additional degrees

Career Development Portfolio Software

Faculty and/or Course PortfoliosScholarship of Teaching & Learning

Within and across courses, disciplines, faculty, careers, and institutions

PersonalPortfolio

Data

OSP 2Mellon$1.1MProject

Four Domains of ePortfolio


Within and across courses and universities, colleges, vocational schools, etc.

The Friction-less ePortfolio?

Grad SchoolView

View

Career


Goals

Empower students– Access all learning resources anywhere, anyplace, anytime – Work smarter and more efficiently– Discover and demonstrate logical pathways to academic success

Enable faculty– Partner in students’ progress– Provide rich content w/ greater ease

Enrich learning experiences– Through meaningful connections between work, learning across

courses and co-curricular activities.


Authn/Authz Security WorkflowComm.Tools

Storage

• Unbundling enables sophisticated thinking about learning

In Touch

Syllabus

Testing

Gradebooks

Schedule EreservesDigital Repositories

Full Text articles

Federated Searching


Authn/Authz Security WorkflowCommTools.

StorageOther

ServicesOther

Services

Learning MatrixLearner Profile

Reports Tool

Presentation Builder

Advising Tool

Administration Tool


LocalInfrastructure

Common Services(OKI)

EducationalServices

User Interface

Authn Authz

DBMS Workflow

Logging Index/Search Messaging

Calendaring

FMS*HRMS

*

SIS*

DBFile

Services

Security

Storage

CRM Group toolsDigital Repository

LDAP

Assessment

EportfolioLearning Matrix

Learner Profile

Presentation Builder

Reports ToolAdvising Tool

Administration Tool

* FMS = Financial Management System; SIS = Student Information System; HRMS = Human Resource Management System

Stand Alone Implementation JSR-168 Portal

CourseManagement

System

Syllabus Tool

Gradebook

Test and Survey tool

Assignment Tool

Cu

rren

t C

MS

En

viro

nm

entOSPI v2


Complete Pending Ready Locked

PTE Matrix



Core Communications & Quantitative SkillsWritten CommunicationAnalyzing TextsOral CommunicationQuantitative Problem SolvingInformation Literacy



Core Skills > Oral Communication

Persuasive Speech1. a. b. c.

Course Development Project

PosterOne Page document

2.



1: Like Two Icebergs

Enormouscomplexity hidden below the surface

Faculty and students see only the tip of the challenge --

CMSDL

Course Management Systems Digital Library (broadly defined)

•Subscriptions•Holdings•Images/audio•…

•Syllabus•Assignments•Homework•Discussions•…


2: Searching

Concept User Screen in a CMS

CMS Assignment Editor

Title: Monopsony and PriceLearning Objective(s):

•Understand why supplier power is detrimental to market efficiency

Due Date: 15 March 2004 10:00aReference Readings:

Assignment: Write a < 1 pagePosition paper agreeing or disagreeingwith the author. What about Wal-Mart?

Library Search Wizard

Catalog/Source: EBSCOSearch Terms: monopsony

Save Cancel Close Search

Search

Library search window pops up, selectors for source, fields for search terms


3: Select Result









Results:•Monopsony and the American Way•The case for FTC intervention in pricing..•Why monopsonies/oligosonies are ineff..•Ill-gotten gains: Monopsonies and seller..•<more>


Search

Click to select target DL reference


4: Drag-n-Drop









Results:•Monopsony and the American Way•The case for FTC intervention in pricing..•Why monopsonies/oligosonies are ineff..•Ill-gotten gains: Monopsonies and seller..•<more>


New Search

• “Why monopsonies/oligosonies are inefficient,” The Economist, (3) 2004.

•Why monopsonies/oligosonies are ineff


5: Resume Authoring






• “Why monopsonies/oligosonies are inefficient,” The Economist, (3) 2004.


Save Cancel Library


ePort goals in relation to the PULs

Student engagement with the PULs throughout entire undergraduate experience at IUPUI.

Clearer, more coherent curriculum to support students' mastery of the PULs.

Assessment of individual student, course, program, and institution with respect to the PULs.


ePort levels of competenceWhat all undergraduate students at IUPUI should

know and be able to do in relation to the PULs within their:

First 26 credit hours (Introductory)

First 56 credit hours (Intermediate)

Major, profession, or academic program (Advanced)

Co-curricular, extra-curricular, work-based learning (Experiential)


Values and Ethics PUL DefinedThe ability of students to make judgments with respect to individual conduct, citizenship, and

aesthetics. A sense of values and ethics is demonstrated by the ability of students to:1. make informed and principled choices regarding conflicting situations in their personal and

public lives and to foresee the consequences of these choices; and2. recognize the importance of aesthetics in their personal lives and to society.

Expectations for Introductory Level:

1. You understand the relationship between discipline-specific values, your personal values, and the choices you make in your academic or personal life;

2. You have applied the values that are important to you in making academic and personal choices about conduct and citizenship;

3. You have made academic or personal choices based on your aesthetic values;

4. You have evaluated an aesthetic experience to demonstrate how this strengthened or changed your understanding of the human condition or culture.


A Learning Outcome in one of your courses

Define your Learning Outcome: What does it mean?

Knowledge, skill, or intellectual ability : describe what knowledge, skills or intellectual abilities you want your students to gain

How it may be demonstrated: Describe how students may demonstrate that they know, understand, and can do what is expected. What assignments or other demonstration opportunities are provided?


Reflection

What do we mean by reflection? What role does reflection play in learning? What kinds of reflection do you expect from

your students? What kinds of reflective thinking to you

receive from your students? How might we improve reflection?


Definition and elements of reflection in ePort

Reflection involves connecting evidence of learning expectations for learning to discvoer and describe intellectual growth.

Elements:– Evidence (of learning)– Connection (of evidence to expectations for

learning)– Intellectual growth (increased understanding of

some larger principle or aspect of learning)


Introductory Reflection Template

Example: Critical Thinking

Expectation 1: Show that you can use knowledge and understanding to generate and explore new questions from

multiple perspectives: – What evidence have you selected to demonstrate this expectation?

– How does this evidence show that you have used your knowledge and understanding to generate and explore new questions from multiple perspectives?


Critical Thinking Reflection Template cont.

Expectation 2: Solve challenging problems

What evidence have to selected to demonstrate that you can solve challenging problems?

How does this evidence show that you are able to solve challenging problems?


Critical Thinking Reflection Template cont.

Intellectual Growth: How has your understanding of critical

thinking changed through your experiences at IUPUI?

How has the evidence you have provided influenced this change in your understanding of critical thinking?


Time/level/Linear

Cri

teri

a

Objec

ts

Multi-dimensional Assessment Model

Agg

rega

te(R

epor

ts)


CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

Intro

Intro

Intro

Intro

Intermed

Intermed

Intermed

Intermed

Intermed

Adv.

Adv.

Adv.

Adv.

Adv.

Exper

Exper

Exper

Exper

Exper

Artifact Artifact Artifact Artifact

reflect reflect reflect reflect

Crs grade

assess

interact

Crs grade

assess

interact

Crs grade

assess

interact

Crs grade

assess

interact

• All reflections for each criterion on a specific level

Time/level/Linear

Objec

ts

Cri

teri

a

Agg

rega

te(R

epor

ts)

Multi-dimensional Assessment Model


Readiness Roadmap for Electronic Student Portfolios

Why a roadmap?– To ensure campus has the technological infrastructure to support

an ePort– To determine goals for ePort – To involve faculty at the earliest levels– To flesh out potential problems

Who should work on the roadmap?– Many faculty in multiple disciplines– Technological support and design staff– Students where feasible


Beginning work on your campus roadmap

Working in campus teams, begin to consider the conceptual and technological aspects of the roadmap.

First, map out the questions that you would like your campus participants to answer.

Second, identify who might be involved in answering those questions.

Third, begin the work of answering them.


ePort Readiness RoadMap: IUPUIDeveloped by Sharon Hamilton and Jay Fern

CONCEPTUAL TECHNICAL CURRICULAR IMPLEMENTATION

What? What is an ePort? What technology do you require?

What are the implications of ePort for curriculum and pedagogy?

What processes are in place or required to implement ePort?

Why? Why develop an ePort?

Goals and Objectives?

What are your goals for ePort?

Outcomes? What are your expected outcomes?

Policies What policies need to be developed?

Support What supports are needed and who will provide them?

Constituencies

Who should be involved/considered in the conceptual development?


Documenting Student Learning for AccreditationHamilton-Kahn Accreditation Roadmap for Documenting Student Learning

Current Status Desired Status(and why desired?)

Roadmap of how to get there (3 things to do between now and your next

accreditation visit)

Timeline

What evidence of student learning does your campus provide?

What role does technology play in providing this evidence?

What aggregations of evidence are available at the individual level?

What aggregations of evidence are available at the course level?

What aggregations of evidence are available at the department level?

What aggregations of evidence are available at the school, college, or programmatic level?

What aggregations of evidence are available at the campus level?

How does your campus use this evidence?


In Search of a Better Model…

CreatingSoftware

SustainingSoftware

CommunitySourceProjects

PartneringOrganizations

StakeholderCoordination

Open IP

LicensingFees

MaintenanceFees

CommercialCoordination

Closed IP

Objective…sustainable economics and innovation for satisfied users

…for how we pay and what we get. Software is not free.

Bundled IP & Support Unbundled IP & Support + Commercial Support Options


Documents

©2003 The Trustees of Indiana University Electronic Portfolios : The triple helix of learning, assessment and pedagogy Presentation and Workshop on Using