Eportfolios: Zero to SixtyAssumptions, Actions, Expectations
The Faculty Perspective
SAKAI/OSP ConferenceVancouver, Canada
June 2, 2006
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #1:
Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #2:An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #3:
Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #4:
Eportfolios encourage users to make connections in their interdisciplinary learning.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #5:
Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Assumption #6:
Eportfolio development and sharing needs to be based on developer choice.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Action Steps: Identify other constituent groups
at your institution that might want to use eportfolios, and identify a dean to facilitate this through developing an inquiry group or taskforce and writing the outcomes of the group into various grants.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Action Steps:
Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" rubrics for eportfolios
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Action Steps
Discuss with others and emphasize the integration of eportfolios in cross-curricular development practice.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
And then?
Share your work broadly, especially with administrators.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
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>
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
From Love, McKean and Gathercoals:
Move to Level 5“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”
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Our Tech SupportExpectations
Before programmatic assessment through eportfolios, faculty should be well-informed and using the software willingly with few glitches.
Templates or grids for collection and display of various versions of eportfolios.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
More of Our Tech Support Expectations
Online manuals for students and for faculty, with multiple learning styles embedded.
Examples of eportfolios that inform administrators, accreditors, Politicians, Board of Regents or the public.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
Our Administrative Expectations
Funding, of course, for professional development.
Praise 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
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
First or LastBut Not Least
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.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
And by the way:
Be creative about the flexibility of the matrix tool.
Allow for individuals, courses, programs, disciplines, extracurricular groups to enjoy the challenge of designing their matrix.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
References• Barr, R. B. and J. Tagg (1995). "A New Paradigm for
Undergraduate Education." Change 27(6): 13-25.• Barrett, H. (2005). "Researching Electronic PortFolios: Learning
Engagement, Collaboration Through Technology." The REFLECT Initiative: White Paper: 1-24.[Retrieved November 26, 2005 from: http://www.taskstream.com/reflect/whitepaper.pdf]
• Burns-Glover, A. (2001). "Culture, the Classrrom, and Electronic Contacts: Talk Story and Email Communications." The Journal for Education, Community, and Values 1(1).
• Heath, M. (2003). "Telling It Like It Is: Electronic Portfolios for Authentic Professional Development." Library Media Connection: 38-40.
• Kerr, S. T. (2005). "Why we all want it to work: towards a culturally based model for technology and educational change." British Journal of Educational Technology 36(6): 1005-1016.
• Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]
References: Page 2• O'Banion, T. (1997). Creating More Learning-Centered
Community Colleges, Oryx Press, ACE and AACC.• Rogers, G. and T. Chow (2000). "Electronic Portfolios
and the Assessment of Student Learning." Assessment Update 12(1): 4-6.
• Rose, M. (2004). The mind at work : valuing the intelligence of the American worker. New York, Viking.
• Seldin, P. (2004). The teaching portfolio : a practical guide to improved performance and promotion/tenure decisions. Bolton, Mass., Anker Pub. Co.
• Zubizaretta, J. (2004). Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, Ankar.
http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick [email protected]