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Eportfolios Frameworks | Engines | Chassis
Drivers | Passengers|WheelsPathways | Roads | Highways
Campus Technology Conference
August 1, 2007
Judith KirkpatrickUniversity of Hawai`i, Kapi`olani Community
CollegeTerrel Rhodes
Association of American Colleges and Universities
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Portland State University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Framework:
Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Kapi`olani Community College, University of Hawai`i
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Framework:
An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Washington State University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Engine:
Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
University of Minnesota
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Engine:
Eportfolios encourage users to make connections in their interdisciplinary learning.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
University of Nebrask Lincoln Teacher Ed
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Chassis:
Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Clemson University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers:
Eportfolio development and sharing needs to be based on developer choice.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
University of Nebraska Omaha
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers: Identify other constituent groups
at your institution that might want to use eportfolios
Identify a dean to facilitate this through developing an inquiry group or taskforce
Write the outcomes of the group into various grants.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Indiana University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Wheels:
Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" and rubrics of assessment for ePortfolios
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Virginia Tech University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and PassengersWheels Pathways
Discuss with others and emphasize the integration of eportfolios in cross-curricular or integrative development practice.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Stanford University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers Key
Information Signs:
“A key performance is the work (evidence) a student submits to demonstrate progress toward or achievement of a learning goal.”
For example: a research paper, exam, a creative work, a taped oral presentation, a business plan, or the results of an experiment.
Includes supporting material such as student self-reflection, peer review, and faculty comment.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Kalamazoo College
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers Measure
Mileposts Along the Way: Rubrics are scoring systems which define
the evidence (see “Key Performance”) needed to demonstrate achievement of particular learning goals set by the major and/ or the institution.
Rubrics are diagnostic (not just the student’s best work) allowing us to pinpoint student progress (or lack thereof) and achievement.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
St. Olaf College
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers Benefit from Road
Signs:• Scholarship as Public enterprise.• Public Assessment.• Audience Consideration.• Students Working with Students – peer
tutoring and interaction.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Florida State University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Journey’s End
• Value on student work and voice• Emphasis on using assessment as
a means to give student a sense of their capacity
• Most importantly, assessment serving the need of student learning.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
La Guardia Community College
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers Read:
What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes>
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Johns Hopkins University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Drivers and Passengers Cruise to Level 5
From Love, McKean and Gathercoals:“We considered eight physical and theoretical qualities inherent
in portfolio/webfolio processes and applications to determine five levels of maturation.”
Level 1—ScrapbookLevel 2—Curriculum VitaeLevel 3—Curriculum Collaboration Between
Student and FacultyLevel 4—Mentoring Leading to MasteryLevel 5—Authentic Evidence as the Authoritative
Evidence for Assessment, Evaluation, and Reporting”
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Alverno College
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Pathways and Roads, Highways and
FreewaysFunding, of course, for professional
development.Acknowledgment for faculty who use
eportfolios and document their use in reviews, requests for merit raises, or other forms of remuneration
A budget that plans for long-term support
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
University of Georgia Athens
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Extending the Journey
Document use of eportfolio use for administrative reporting.
Support campus events that help eportfolio knowledge and use
Show long-term budgetary commitment to hardware and software use.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Thomas College (Maine)
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Mapping the Journey:
Be flexible, expect change.
Allow for individuals, courses, programs, disciplines, extracurricular groups to collaboratively design their matrix.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Ohio State University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
(I)NCEPR
(Inter) National Coalition for ePortfolio Research
Around forty colleges and universities around the country are or have been conducting research about ePortfolio effectiveness in higher education.
Cohort I (2004-2006) and II (2005-2007) have finished (some would say just begun) their projects and will be publishing a research collection by mid-2008, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Yancey.
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
University of Illinois/Champaign-Urbana
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Cohort I of the (I)NCEPR
2004-2006• Alverno College• IUPUI (Indiana University Purdue
University at Indianapolis)• La Guardia Community College (CUNY)• Northern Illinois University• Portland State University• Stanford University• Virginia Tech University• University of Washington
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Cohort II of the (I)NCEPR
2005-2007• Clemson University• George Mason University• Kapi`olani Community College (University of
Hawai`i system)• The Ohio State University (Columbus)• Thomas College (Maine)• University of Georgia (Athens)• University of Illinois (UC)• University of Nebraska at Omaha (UNO)• Washington State University
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Cohort III of the (I)NCEPR2006-2008
• Arizona State University (Polytechnic Campus)• California State Universities (San Jose, San Francisco,
Monterey Bay, Systemwide Office)• Florida State University• Framingham State College (CT)• George Mason University (VA)• Minnesota State Colleges and Universities• Pennsylvania State University• Seton Hall University (NJ)• University of Sheffield/Hallam (UK)• University of San Diego (CA)• University of Waterloo (Canada)• University of Wolverhampton (UK)
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Questions?
How many people in this group have:
A. a college-wide system?
B. their own ePortfolio?
C. funding to support and sustain ePortfolios?
D. What do you need to get started?
Copy of slideshow: http://www2.hawaii.edu/~kirkpatr/ct07
Terry Rhodes <[email protected]> Judi Kirkpatrick <[email protected]>
Reference
• Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.