Using a logic model to help you use the

ePortfolio Implementation Framework

Katherine Lithgow

Why a Logic Model? • A tool that can facilitate discussion and illustrate the thinking

behind programming decisions

• Takes assumptions and external factors into consideration

• Can help us identify ways to measure the success of programs

• It is a visual and helps communicate our plans and assumptions to a number of audiences

• If used repeatedly, it provides a common approach for all decisions

INPUTS

OUTPUTS OUTCOMESDESIRED IMPACT?

Activities Participation Short Medium Long

What we need to start or keep something going?

What Learning Portfolio activities you will implement given these resourcess

Who we engage in our activities

How effective are the activities?

Begin with 5+ year outcomes

Move to the 3 year outcomes

Think SMART

Think Backward Design(Wiggins and McTighe, 1998)

1 year outcome- What does Success look like in one year?

Inputs

Could be the barriers, risk factors, limiting policies

Projected Activities

Learning logshow many?

How many students in your course?

How will you provide feedback?

Who we reachWho are we designing

the learning experience

for?

Assumptions

• Who are your learners?

• What technologies are they comfortable with?

• What support will they need to create their ePortfolios?

• What are their characteristics?

External Factors

Measuring Outcomes

Measuring Success Short Term

Measuring Success Long Term

Complete the Logic Model

• What is the Desired Impact?

• What does success look like 5 years from now? 2 years from now? 1 year from now?

• What will your learners know, understand, and/or be able to do as a result of the ePortfolio activity?

Planning for Effective Implementation:Six + One Steps for Learner Engagement

1. Introduce the Learning Portfolio Activity Early and Communicate Expectations

2. Give ‘em Grades3. Provide Feedback Early and Often4. Respect Disciplinary Context5. Provide Opportunities for Meaning Making6. Recognizing ePortfolios as a threshold concept

+ Assess Impact

Planning for Effective Implementation

• Introduce the Learning Portfolio Activity early and communicate expectations

– Emphasis on the process as well as the product

Teamwork Enabling Competency

• The professional accounting bodies have identified teamwork as a required enabling competency. Working as part of a team is a critical skill for professional accountants. Over the course of this term and throughout the accounting program both in individual courses and your work terms, you will be given opportunities to benchmark, develop and enhance your teamwork skills.

Introduce early and communicate expectations

You will begin this by completing three reflective activities. You will receive feedback from reviewers (professional accountants or business people). You will then be asked to react to the feedback you received. The purpose of these activities is to help you examine more closely your strengths and weaknesses using templates provided; and further develop yourself in this area, informed by feedback from your team members and from the reviewers. Through reacting to the feedback provided you will commit to a number of initiatives/goals between the current benchmarking and your next reflective activity. You will use LEARN'S ePortfolio to create, store and submit your artifacts, reflections, collections and presentations.

Include your Learning Outcomes

Planning for Effective Implementation : Six + One Steps

Step Two: Give ‘em GradesActivities and Assignments Weight (%)

Class Discussion Activities 20%

Group Research Assignment 20%

Reflections 15%

ePortfolio Presentation 45%

Feedback early and often• Week 1- 2 - Introduction to assignment • Week 2 -3 - Low stakes activity – required submission

with grades. Students share their eportfolio artifact/presentation.

• Week 3-4 – In class hands-on session to address any problems.

• Week 7- submit ePortfolio in progress- circulate to a team member for feedback

• Week 10- peer feedback due• Week 12- eportfolios due• Week 13 – presentation to class

Planning for Effective Implementation : Six + One Steps

Step Four: Disciplinary Context

• Importance of Making Connections • “Real-world” Content• Relate the activity directly to the needs and

interests of the learners as members of a discipline/profession/community

ePortfolios in SAF

AFM 131- team work – 1A –Benchmarking

SPCOM 111- Oral Communication – 1B

1st Co-op- Re-visit Team Work – 2B

2nd Co-op Revisit Communication

Planning for Effective Implementation : Six + One Steps

Step Five: Provide Opportunities for Meaning-Making• Reflections• Journals • Films, TV, News• Class Discussions*PLAR- focus on what you have learned from

what you have done

Planning for Effective Implementation : Six + One Steps

Step Six:Provide Support Resources• Introduction to ePortfolio in class (Hands-on

Workshop)• Drop-in sessions throughout the term• LEARN help support• Online documentation

Providing Support• Week 1- 2 - Introduction to assignment • Week 2 -3 - Low stakes activity – required submission

with grades. Students share their eportfolio artifact/presentation.

• Week 3-4 – In class hands-on session to address any problems. Technical support available throughout term

• Week 7- submit ePortfolio in progress- circulate to a team member for feedback

• Week 10- peer feedback due• Week 12- eportfolios due• Week 13 – presentation to class

Planning for Effective Implementation :

Assess Impact

Q. How does the ePortfolio allow students to make connections to their own life?How does the ePortfolio allow them to document their learning?

Evidence of Effectiveness1. What kinds of artifacts are learners including?2. What can we tangibly see about learning that we

couldn’t see before?3. What does this Portfolio tell us about the individual’s

process of learning?4. What is useful to know about the context in which the

learning takes place?5. How is this ePortfolio relevant (or not relevant to your

interests, organizational culture, learners or learning environment)?

Designing Learning Activities

• Given your chosen outcome, design one activity that learners can engage in and then include in the Learning Portfolio to document their learning

• Be sure to consider how will their learning be captured and documented in the Learning Portfolio?

• Ensure that there is some reflective component to the activity (Folio Thinking)

Folio Thinking: Reflection for Learning

•Reflection is what makes us learners; we need to practice, assess and perfect it.•Four criteria characterize the concept of reflection:▫Reflection is a meaning making process▫Reflection is systematic, rigorous and

disciplined; with roots in scientific inquiry▫Reflection needs to happen in community▫Reflection requires attitudes that value

personal and intellectual growth From: Carol Rodgers, “Defining Reflection: Another Look at John Dewey and

Reflective Thinking,” Teachers College Record, 104, 4 (June 2002): 842-866