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A Portrait of the Portfolio as a Young Movement: A Surprising Development Trent Batson, Executive Director, The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org) Meaning of the Title Details
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A Portrait of the Portfolio as a Young Movement:
A Surprising Development
Trent Batson, Executive Director, The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org)
Meaning of the Title
Portrait: U.S. and global – patterns of use; trends; why
electronic portfolios are important to us
Portfolios: a portable instrumented learning space
supporting practices grounded in learning theory, native
to the social Web, and ideally suited to the higher
education enterprise as a guide and instrument for
transformation.
Young Movement: to fully benefit from portfolios or from
current knowledge technology requires deep changes in
the entire higher education enterprise.
Surprising: a potential path is on your campus
Details
Web-based, usually hosted by company
Student uploads artifacts (text, photos, graphics, video,
audio, links . . . )
Student work remains after semester; access continues.
Teacher can see student work and comment on it.
Student can read comments and reply; often not only the
student work but student reflections on the work.
Can produce a presentation on the Web
Can be used for outcomes assessment
It’s a digital repository designed for portfolio practices.
Those accessing AAEEBL Website are from: 1,559 visits from 42 countries in April
US
Canada
Chile
Guatemala
Costa Rica
The UK
Russia
Spain
Portugal
France
South Africa
Egypt
Saudi Arabia
Ghana
Pakistan
Poland
Netherlands
Sweden
Germany
Poland
Belarus
Hungary
Italy
Zimbabwe
India
China
Japan
Malaysia
Phillippines
Australia
New Zealand
Singapore
In the U. S.:
Usage Patterns
K-12: tracking, reporting to parents, graduation requirement, collaboration, creativity, reflection. Entire states, Texas, RI, Minnesota, Pennsylvania
Community College: employment and transfer, individual expression: wider range
Undergraduate in general: tracking progress toward learning goals; accreditation; IR reports; learning; richer resume; program review; general education programs; educational transformation; life-long.
Graduate programs: professional portfolios, reflection
In general: learning and assessment, not enough focus on employability
Problems
Technology
Misuse
Suited to academia-to-be
Requires trust
Expecting too much of technology
Promises
The Flowering of Active Learning
Active Learning
Current consensus: learning starts with experience.
Current practice: start with conception.
Truncating natural process by which learning occurs
With the scale of higher education and the (seemingly)
primitive atom-based technologies, not much choice.
New scheme:
1. Informational learning: preparation for action
2. Transformational learning: experiential
3. Forming perceptions – in portfolio
4. Collecting evidence
5. With teacher: forming discipline-specific conceptions
Transformational Situated Learning
Combine learning
research of last 40 years
with eportfolio practice
and you have 21st Century
Learning
George Kuh: High-Impact
Learning Practices:
First-Year Seminars and
Experiences
Common Intellectual
Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments
and projects
Undergraduate Research
Diversity/Global Learning
Service Learning,
Community-Based Learning
Internships
Capstone Courses and
Projects
http://www.aacu.org/leap/hi
p.cfm
Learning Takes Place Here, Too
Field work in botany, dendrology, archeology, ornithology, entomology, and many others.
What George Kuh Didn’t Include
Social development
Athletics
Clubs
Issue-based conversations
Identity formation
Should he have?
Portfolio Process
Colle
ctin
g evi
dence
• Art
• All file types
• Upload anywhere
• Comment on artifact
O
rgan
izin
g Evi
dence
• Sort evidence
• Tag or …
• Comments
• Choose who sees P
rese
nta
tion
• Select artifacts
• Create Web page with links to artifacts
• OR: use links in resume; evidence if needed
Portfolio Values
Ownership
Not passive
Has Stake
Sees Change
Continuity
Assessment
Reflective and
Integrative
Key skills of college grad
Interdisciplinary
Campus Implementations
Schools and departments of education
English, Art, Architecture, Music – “home” of portfolios
General education programs
Professions, especially the health professions
Rarely, full-campus orientation around evidence-based
learning
Also, rarely, entire state systems (California, Pennsylvania,
Minnesota)
Technical and Human Issues
Significant rollouts on campus face issues that single adoptions in a course don’t.
Integrate with campus course-management system
Determining what data the campus needs
Training students to use
Re-designing courses
Faculty development
Mining data hosted off-campus
Sustaining portfolios for graduates?
Determining if user requirements are being met
Staying ready to migrate to an alternate technology
Supporting portfolio “auxiliary tools”
Academic Issues
Losing the standardization the academic enterprise had,
based on behaviorism.
Making testing obsolete
How to assess portfolios?
How to alter mindsets of faculty and students?
And of parents and of the culture?
Addressing new critical skills: managing evidence over
time
Faculty using portfolios for their own professional review
Trusting students to do more learning on their own.
Help with these Issues:
The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org)
About AAEEBL
Emerged from an established global community of
practice
Affiliated with all major eportfolio projects or
organizations (and others): AAC&U, Campus Technology,
MERLOT, EPAC (at Stanford), Centre for Recording
Achievement, EIfEL/ePIC, Australian Flexible Learning
Framework, The Inter/National Coalition for Electronic
Portfolio Research.
Goal: build from COP to profession
Larger goal: assist higher education in its transformation
to the new knowledge ecology.
More about AAEEBL
Nearly 100 institutional members in 5 countries
15 corporate sponsors
Board of Directors
Scholarship: IJeP at Virginia Tech
4 annual conferences:
Annual Conference, Boston, with Campus Technology
AAEEBL Western US conference, Salt Lake City
AAEEBL Southeast US conference, Virginia Tech
AAEEBL Northeast US conference, Providence
The AAEEBL Learner
FIPSE grants
Annual AAEEBL survey
What’s on the horizon?
What’s the future for electronic portfolios in higher education?
Trends and guesses
Electronic portfolio technology – an array, not a platform
Technologies to manage learning process for students will become ubiquitous
The Social Web and services will quickly become part of the process
Employers will demand portfolio links in resumes
Portfolios will be employed for workforce development by states
Portfolios will help states recognize prior learning
Campus life will become only richer
Portfolio standards will not be universally recognized for years
Please join us --
AAEEBL/Campus Technology Conference, July 25-28, 2011 Boston, Seaport Hotel and World Trade Center
http://campustechnology.com/Home.aspx
http://www.aaeebl.org
And, join AAEEBL at www.aaeebl.org
T H A N K S !!