A Nation Goes To Cyberspace

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A Nation Goes To Cyberspace

• How ePortfolios Can Capture the Values of a
  Liberal Education
• S. Hamilton and T. Rhodes
• AACU, Seattle, April 2006

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Outline of workshop

• Whos here and why?
• ePortfolios what and why? What is the value for
  your institution? Particularly in conjunction
  with values of a liberal education?
• Demonstrations Range of different institutions
  portfolios, including PSU IUPUI
• (15 minute break between PSU IUPUI)
• ePortfolios and learning reflection and
  metacognition.

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Whos here?

• Your table members are your group
• Why did you choose this workshop?
• What is your experience with ePortfolios?
• What do you hope to get out of this workshop?
• A collective sense of who we are and why we are
  here

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ePortfolios What and Why?

• What actually do you consider to be a portfolio?
  What are its components?
• What value does or would an electronic student
  portfolio have for your institution?
• How does this relate to the values of a liberal
  education?

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Demonstrations of ePortfolios

• Portland State University
• Examples of electronic student portfolios from
  other institutions, having other purposes
• Break
• IUPUI portfolio

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PSU University Studies

• PSUs 4 level general education program
• Four goals
• Inquiry and Critical Thinking
• Communication
• Diversity of Human Experience
• Ethical and Social Responsibility

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Four Goals of University Studies

• To develop the capacity and propensity to engage
  in inquiry and critical thinking supportive of
  and complementary to the students major field of
  study and which will contribute to ongoing,
  lifelong learning after graduation.
• To use various forms of communication for
  learning and expression that will enhance the
  ability to communicate what has been learned
  through a variety of forms written, spoken,
  graphical and numeric.

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Goals cont. 2

• To gain an informed awareness of the broader
  human experience by attending to its scientific,
  social, multicultural, environmental, and
  artistic dimensions and their relationship to the
  full realization of human potential in both its
  individual and communal expressions.
• To appreciate the responsibilities of persons to
  themselves, to each other, and to community by
  understanding the relationships among personal,
  social, and global well-being and the personal
  implications of such issues as ethical judgment,
  social diversity, and the expectations of social
  responsibility

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UNIVERSITY STUDIES REQUIREMENTS
credit 15 12 12 6
FRESHMAN INQUIRY
TT 210
SOPHOMORE INQUIRY

1 2 3
UPPER DIVISION CLUSTER

1 2 3
SENIOR CAPSTONE
45 credits
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Key Performances

• 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.

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E-Portfolio Assignment

• Index Pageguide for the viewer
• Organized around goals
• Reflection on each goal
• Provide your definition of the goal
• Why important to your education?
• Why important to your life?
• How would you recognize this goal?
• Evidence for each goal from work products
• Including bulletin postings, websites, group
  projects, PowerPoint presentations, essays, term
  papers, journal entries

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E-Portfolio Assignment, cont.

• Reflection on Evidence
• For each work product, describe what specifically
  in the work product is fulfillment of goal--
  highlight themes, passages, insights or
  processes
• What insights did you gain from the assignment?
• What part did you do particularly well?
• With which part are you least satisfied?
• If you were to do it over again, which part would
  you do differently?

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E-Portfolio Assignment, cont.

• Reflective Essay
• Sum up what you have accomplished this year
• What impact freshman inquiry had on you
• Assess your place in the world and state your
  hopes for the future
• For end of term portfolio What would you like to
  see more of next term? (think of activities,
  movies, readings, assignments, group projects,
  service, etc.)

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Rubrics

• 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 students
  best work) allowing us to pinpoint student
  progress (or lack thereof) and achievement.

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Rubrics

• Writing (part of Communication goal)
• Quantitative Literacy (part of Communication
  goal)
• Ethics Social Responsibility
• Diversity of Human Experience
• Critical Thinking
• All Rubrics6 point scale

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Part 1 Definitions of Course goals 8 points per
goal For each of the goals address the following
points with 2-3 well developed paragraphs What
is your interpretation of the goal? Identify and
explain the key components of the goal. What
do you think is the purpose of the goal and how
does it connect to larger personal goals that you
have for your education and the broader societal
goals of making a more explicit link between
education and the needs and concerns of the
community? How would you recognize this goal when
you see it? In other words, how could you
illustrate this goal? (think in terms of
activities/ actions/speech, perspectives, issues,
concerns, values, etc.) Part 2 Illustrating the
goals (17 points per goal) For each goal, select
4-5 items from your work (journals, essays, group
projects, community service project, major
papers, autobiography, biography, etc., --You
may use a item more than once) that you feel best
illustrate the goal. For each item you select
do the following Identify the sections/
elements/aspects of the work that illustrate the
goal. (Use as many specific examples from each
assignment as possible, e.g. actual paragraphs
from an essay) Provide an argument for why you
think that particular section is strong evidence
for that particular goal.
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A Student Perspective on OSP Through out my
years in college, which have been more than I
want to admit, I have never been asked to
complete a process as I did with the University
Studies Capstone Eportfolio.I feel that the
process has enhanced my understanding of the
overall higher education experience. I have
attended other colleges in the state and I have
always felt confused and irritated by the lack of
connection between my general education
requirements and my core department requirements.
I think that the eportfolio is a great way to
link the two types of classes that you take
during your time at PSU. I am a very visual
person and the template of the eportfolio was
easy to follow and it truly helped to achieve the
goal of linking my personal work to my personal
goal. I also believe that this process was very
empowering for me.It is easy to get discouraged
with work that you complete during classes
because you complete a paper, receive a grade,
and then that paper is simply stored in a folder
on your computer. This process helped me to look
back on the work that I had completed in prior
classes and place more value on the work that I
had created.I was able to value the work because
each assignment that I complete I have taken one
step closer to completing a personal or
professional goal of my own. It was encouraging
to see that I was not attending classes just to
receive a piece of paper that declares I
graduated from college, I was attending college
for my own personal and professional growth.
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PSU Student Portfolio Examples
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• Layered Use of Assessment in University and
  General Education Program
• Institutional
• Program
• Student Learning

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Comparison of Rubric scores
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Team Differences
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Oral Communication Presentation Skill
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Break
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The IUPUI Portfolio

• Brief history
• Principles of Undergraduate Learning
• The OSP context
• Current Status
• New directions

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Brief history

• Begun three times
• Honors portfolio
• First year portfolio
• Undergraduate portfolio
• Stand alone
• Prototpye for Epsilen portfolio
• Prototype for Open Source Portfolio 2.0
• Now developing its institutional destiny

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One students perspective

• So you get here and they start asking you, What
  do youwant to major in? what courses do you
  want to take? and you get the impression thats
  what its all about courses and majors. So, you
  take the courses. You get your card punched. You
  try a little this and a little that. Then comes
  GRADUATION. And you wake up and you look at this
  bunch of courses and then it hits you They dont
  add up to anything. Its just a bunch of courses.
  It doesnt mean a thing.

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Principles of Undergraduate Learning (PULs)

• Core communication and quantitative skills
• Critical thinking
• Integration and application of knowledge
• Intellectual depth, breadth, and adaptiveness
• Understanding society and culture
• Values and ethics

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Features of ePort

• Resources
• Matrices
• PUL
• Customizable
• Reviewers
• Presentation Tool
• Reporting Tool

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The PUL matrix

• A means to
• Document student work over time.
• Enhance student learning.
• Assess growth over time
• Encourage reflection.

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Inside a Matrix Cell
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ePort in the first year Welcome

• Welcome to the IUPUI electronic portfolio
  (ePort)! ePort will help you to plan and make the
  most of your education here at IUPUI. It will
  allow you to track your learning and progress
  over time and develop evidence of your learning
  that you can use for many purposes.
• Please begin your ePort by creating your Learner
  Profile.

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My ProfileComplete form and then choose 'Save'
at the bottom. A '' means it is required
information.

• Public Information
• First name
• Last name
• Nickname
• Position
• Department
• School
• Room

• Hide my entire Profile

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Personal Information

• Picture
• None
• Use University ID picture
• Use Picture URL
• (browse feature)
• Hide just my personal information

• Email
• Home Page
• Work Page
• Home Phone
• Other

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Dashboard/Learner Proflie

• Tasks
• Profile
• Pre-Survey
• Preflection
• Upload resources
• Reflection

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Preflection

• What are your important goals for your life after
  college? Think about your goals in areas like
  career, citizenship, relationships, personal
  life, and spiritual/religious development.
• Thinking of one or two of these goals, what do
  you need to do and learn between now and
  graduation to get there? What abilities, skills,
  knowledge, and other characteristics do you need
  to improve or develop?
• Which of the PULs seem(s) most important for you
  to improve upon to reach your goals? Why?

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Reflection

• Reflect upon the goals you had during your first
  weeks at IUPUI.
• Have your goals, or your ideas about how to reach
  them, changed?
• What have you learned that is relevant to the
  goal(s) discussed in your preflection? What is
  the evidence for this learning?
• Are there additional PULs that you now see as
  relevant to your goals?

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Looking to the future

• Matrices for qualifications in the following
• Honors Undergraduate Research
• Civic Engagement Global Competence
• Vocation Values Others
• Meta-tags one document many purposes
• Presentations
• Resumes and career applications
• Granduate school applications scholarships

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Why Portfolios?

• The best evidence of student learning is found in
  actual student work.
• A tool for organizing, assessing, and displaying
  student work is the student portfolio.

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Why Portfolios?

• Portfolios can contribute to student learning.
• It is important to keep the focus on learning and
  leave the control and design in students hands
  as much as possible to achieve enhanced learning.
• Electronic portfolios are collections of
  digitally represented artifacts that
• Document practice,
• Include reflection,
• Integrate experience,
• Map to goals and/or standards.

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The Digital, Diagnostic Portfolio

• Four level, digital portfolio.
• Organized around key performances and
  reflections about those performances.
• Student progress and achievement determined
  through the application of scoring systems or
  rubrics.
• Developmental Learning assessed through actual
  student work over time.
• Diagnostic Areas of adequate/ inadequate
  progress can be targeted and specifically dealt
  with.
• Curricular, Co-curricular, and Extra-curricular
  Includes student learning which occurs within,
  between, and outside the classroom.

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Benefits of the Portfolio

• Portfolio-based assessment systems are built upon
  organized collections of actual student work.
• Portfolios provide a means to evaluate student
  progress and development as well as achievement.
  
• Portfolios provide a means for all students
  including those with different learning
  challenges to document and display their
  achievements.
• Portfolios provide an opportunity for students to
  document their learning both in the classroom and
  in their participation in outside activities.

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Benefits (continued)

• Embedding reflective practice (critical thinking
  about the students own work and understanding of
  her/his learning) is a key feature of portfolios.
• A portfolio is only a collection of work if the
  thinking about that work is not captured as part
  of the endeavor.
• It is this opportunity to self-evaluate by
  studying ones own work that is a critical aspect
  of portfolios that enhances learning. This is
  where and how students make connections between
  new understandings and previous ones. It is
  where students make learning their own.

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Why now?

• Increased emphasis on learning through assessment
• Our work is being freed from paper (Batson)
• Cheap storage

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E-Portfolio Benefits Electronic vs. Hard-Copy

• Hyperlinks (encourage metacognition).
• Multiple Goals (critical thinking, writing,
  visual communication, group work).
• Curricular and Extra-curricularincludes learning
  which occurs within, between, and outside the
  classroom.
• Technical Skills.

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E-Portfolio Benefits Electronic vs. Hard-Copy

• Scholarship as Public enterprise.
• Public Assessment.
• Audience Consideration.
• Students Working with Students peer tutoring
  and interaction.

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Benefits to Students

• Students understand and can articulate what they
  have learned.
• Students can organize and display key
  performances and other material to demonstrate
  what they know and can do.
• Digital medium allow a variety of kinds of work
  samples (i.e. art, oral presentation,
  performances).

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Benefits to Students

• Digital structure gives students the flexibility
  to organize their presentation portfolios in
  different ways for different audiences.
• Provides students with the opportunity to
  communicate their accomplishments to graduate
  programs and employers in ways that give meaning
  to the transcript and grade point average.

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Benefits to Departments

• Evidence of student learning integral to
  departmental review, accreditation, and for
  curriculum and resource planning.
• Departments and programs have the capacity to
  demonstrate the quality of their programs by
  organizing and displaying the key performances of
  their students for both departmental and
  institutional learning goals.

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Benefits to Institutions

• Digital portfolio system provides a systematic
  means to document institutional quality as
  determined by student work.
• Student achievement as determined by their work
  in the key performances is documented and
  displayed.

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Benefits to Institutions

• Evidence of institutional quality can be
  communicated to accrediting and policy-making
  bodies.
• Institutional policy-making is based on evidence
  of student achievement.

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Reflection in ePort

• Our definition Reflecting involves connecting
  evidence of learning to expectations for learning
  to discover and describe intellectual change.
• Elements of reflection
• Evidence
• Connections
• Intellectual growth

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Matrix Thinking

• Reflecting on a discipline-specific or
  interdisciplinary concept in relation to a larger
  conceptual framework.
• Example reflecting on assignments completed in
  English, history, math, and biology in relation
  to critical thinking.

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Sample Matrix for Capstone
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Development in Reflection

• Ability to self-assess
• Observing own performance
• Using feedback to find patterns
• Awareness of how one learns
• Moving from misconceptions to conceptions
• Metacognition
• Developing lifelong learning skills
• Transferring learning to other contexts
• Understanding learning as a lifelong process

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Reflection exercise

• Read the reflections provided
• How would you classify them according to the
  developmental rubric?

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I no longer see what I have to offer as an
English job hunter in mere terms of degree
possessed and years of experienceI look at what
I have to offer in a larger context. Beyond the
essentials in my resume that I share with all
other graduates, I now see capacities in critical
thinking, communications, and multi-project
analyses. All these capacities can be supported
with the creative and scholarly material in my
matrix.
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• http//ddp.alverno.edu/ddpsamp/index.html
• http//www.career.fsu.edu/portfolio/
• http//portfolio.pdx.edu/
• http//www.efoliominnesota.com/index.asp
• http//www.courseportfolio.org/
• http//www.kzoo.edu/pfolio/
• http//www.stolaf.edu/depts/cis/web_portfolios.htm
  
• http//olms.cte.jhu.edu/olms/output/page.php?id28
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