Zen and the Art of Portfolio Maintenance:
Best Practices in Course Design for Supporting Long-lasting Portfolios
Spencer P. Greenhalgh, Joshua M. Rosenberg, Andrea Zellner, and Matthew J. Koehler
Michigan State University
Background
• capstone course for Master of Education and Master of Educational Technology
• digital portfolio as culminating experience
• collective experience: 3+ years, 10+ offerings
Portfolios
• Etymology
• Evolution
• Example
image courtesy of http://aaronblain.weebly.com/
Portfolios
• Etymology
• Evolution
• Example
image courtesy of http://angie4edtech.weebly.com/
Portfolios
• Etymology
• Evolution
• Example
image courtesy of http://rosinportfolio.weebly.com/
Portfolios
• Etymology
• Evolution
• Example
image courtesy of http:/http://angie4edtech.weebly.com//
Portfolios
• Etymology
• Evolution
• Example
image courtesy of http:/jessicamcvettie.wix.com/
Need
• portfolio as summative experience
• portfolio as place for ongoing development (Autrey et al., 2005; Evans & Powell, 2007; Wolf & Dietz, 1998)
• tech use portfolio use (Love, McKean, & Gathercoal, 2004; Evans & Powell, 2007)
Purpose
• best (pretty good) practices (Mishra, 2008)
PADLOCS1) Peer feedback
2) Authentic audience and assessment
3) Diverse resources
4) Learning by doing
5) Open access
6) Confidential spaces
7) Self-pacing
1) Peer feedback
• regular, structured feedback
• advantages of “critical friends” (Costa & Kallick, 1993; Reynolds, 2009)
• intended audience > instructors
• portfolios, writing, and authenticity (Love, McKean, & Gathercoal, 2004; Magnifico, 2010; Brown, Collins, & Duguid, 1989)
2) Authentic audience
3) Diverse resources• any and all appropriate media technologies
• values v. technologies (Veletsianos & Kimmons, 2012; Evans & Powell, 2007)
4) Learning by doing
• making portfolios > reading about portfolios
• doing = deeper learning (Koehler & Mishra, 2005)
5) Open access
• we want the wide-open Internet
• private v. public teaching (Evans & Powell, 2007; Wolf & Dietz, 1998)
6) Confidential spaces
• establish a closed space for discussion
• critical (but frustrating) friends (Costa & Kallick, 1993)
7) Self-pacing
• give feedback to people in same place
• pace: support, needs, and feedback (Wolf, 1991)
PADLOCS1) Peer Feedback
2) Authentic audience and assessment
3) Diverse resources
4) Learning by doing
5) Open access
6) Confidential spaces
7) Self-pacing
ConclusionA portfolio that “demonstrates who I am as a learner and an instructor, it has helped me to look back at my past and to look forward to my future.”
image courtesy of http://efeemster.wix.com/
ConclusionA portfolio that “demonstrates who I am as a learner and an instructor, it has helped me to look back at my past and to look forward to my future.”
image courtesy of http://efeemster.wix.com/
ConclusionA portfolio that “demonstrates who I am as a learner and an instructor, it has helped me to look back at my past and to look forward to my future.”
image courtesy of http://efeemster.wix.com/
Thank you!Spencer Greenhalgh
[email protected] -- @spgreenhalgh
Joshua [email protected] -- @jrosenberg6432
Andrea [email protected] -- @andreazellner
Matthew [email protected] -- @matthewkoehler