Transcript Integrating Academic and Professional Skills in Electronic

Electronic Portfolio Development
Using Blackboard
Douglas Harvey, Ed. D,
Associate Professor of Instructional Technology
Amy J. Hadley, Ed. D., CCC-SLP
Assistant Professor SPAD
E-Portfolio
 Digitized collection of artifacts including demonstrations, resources, and
accomplishments that represent an individual, group, or institution.
 The collection can include:
 Text /Document
 Graphics
 Multimedia elements
 Can be archived via:
 Wed
 CD
 DVD
 Other Electronic Means
 Source: Lorenzo & Ittelson (2005)
Sample Uses of Portfolios in Education
 Institutional Portfolios
 Teaching Portfolios
 Student Portfolios
Institutional Portfolios
 Can be used at level of: Program, School, College
 Can be used to facilitate:
 Program self-studies
 Accreditation process
 Promoting programs
 Sharing best practices
Institutional E-Portfolio Example:
Spelman College, Atlanta
“Through use of the electronic portfolio, the college is
attempting to increase student engagement in the
learning process—
a critical factor in promoting achievement and
persistence to graduation”.
Burnett & Williams (2009)
Institutional E-Portfolio Example:
Spelman College, Atlanta
 Used in first year experience courses.
 Includes:
 Reflections on the required community service experience,
 Report on information literacy exercises,
 Reflections on the first year of college,
 Writing portfolio.
 Assessment is longitudinal.
 Based on college mission statement & outcomes of general
educational program.
Spelman College
First Year Writing Portfolio
 http://www.spelman.edu/wcenter/cwp/FIRST_YR_POR
TFOLIO.html
Teaching Portfolios:
Support sharing of teaching philosophies & practices.
Key Functions of a Teaching Portfolio
collect evidence of your teaching ability
a context for your teaching
summary data on your teaching in a simple, readable format
focus on quality, not quantity
organized and its various sections relate to each other
an ever–changing, living document
allows for self-reflection
provides an opportunity to be unique, and showcase your personal style
of teaching
 the process of creating one is generally much more important and meaningful
than the end product
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Source: Ohio State University
Ohio State Teaching Portfolio
 http://ucat.osu.edu/teaching_portfolio/teaching_port.html
Student Portfolios
 Can support advising
 Career preparation
 Credential documentation
Traditional Types of Student Portfolios
 Prior Learning: Usually assessed by faculty experts in the
area for the purpose of assigning college credit for prior
experiential learning (e.g. as would be used at Thomas Edison
State College).
 Comprehensive Record: Usually includes grade reports,
narrative assessments from faculty, degree program plans.
Documentation is usually not for generated by the student.
 Credential: Used for employment. Documents skills
competency.
 Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and
procedures. Philadelphia: Council for Adult and Exceptional Learning.
Types of Student Portfolios
 Developmental: Shows student progress and the acquisition
of knowledge as a process. May show improvement in skills
across time.(e.g. examples of essays or speeches across a
semester)
 Capstone: A collection of a student’s best work over time.
 Learning Contract: Contains elements of the prior learning
& developmental portfolios but is used as a toll in
demonstrating acquisition of new learning. For example, the
learning contract may contain anticipated learning outcomes,
how learning is to be documented, the outcome measures,
and methods of evaluation. The portfolio may be continually
assessed.
E-Portfolios
 Source: Greenberg, G. (2004). The digital convergence:
Extending the portfolio model. Educase Review.
 Work can be organized at different times relative to when it
was created.
 People do not have to be in the same physical space to view
the portfolio.
 Digital materials can be reorganized and presented in
different ways for different purposes.
 Should provide the author with administrative privileges for
organizing work and deciding who can view it.
E-Portfolios
 Within a course instructors manage assignments & materials
within the framework of the course (e.g. on a Blackboard
course site for a specific course).
 E-Portfolios should be controlled by the author.
 Content should be managed from a variety of courses
throughout the academic career.
 Allow for communication about the contents with teachers,
mentors, peers, and author.
Types of E-Portfolios
 Showcase E-Portfolio: Organization occurs after the work has
been created. Some may use templates.
 Structured E-Portfolio: A predefined organization exists for
work that is yet to be created. Often used for demonstration
of fulfilling certain requirements such as for certification
 Learning E-Portfolio: Organization of the work evolves as the
work is created. Dynamic process. May reflect authors’
changing interests, requirements, and understanding.
Samples of Online Portfolios
 University of British Columbia
 http://www.cust.educ.ubc.ca/wstudents/TSED/Students0
3/McIntyre/Portfolio/index.html
 McDaniel College in Maryland
 http://www2.mcdaniel.edu/its/templates.htm
Functions of Portfolios
 Display range of student work over time
 Provide important information about individual
student progress
 Allow participation of student in self-assessment of
work and progress
 Create a basis for evaluation of student performance
and achievement
 Source: Dr. Barbara Cozza, University of Scranton
http://academic.uofs.edu/faculty/cozzab2/portfolio.html
Reasons to Use E-Portfolios
 More active involvement of the student in the
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selection and design process
Unique way to display talents and abilities
Strong sense of personal responsibility and
ownership
Fuller picture of student achievement
Can show examples of performance assessment
Condenses collection of data and artifacts and
reduces quantity of paper handled and stored
Reasons to Use E-Portfolios
 Requires reflection
 Integrates technology into the instruction process
 Can heighten interest in learning
 Enables performances to be viewed more than once
in context
 Wider audience and support system for student
work
Process for Constructing Electronic
Portfolios (Barrett, 1998):
 Decide on portfolio goals based on learner
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outcome goals
Decide on the assessment context
Decide on the audience for the portfolio
Determine the portfolio content
Determine the most appropriate software tools
Determine the most appropriate storage and
presentation medium
Gather multimedia materials to include in the
portfolio which represent the learner’s achievement
Process (continued)
 Record student self-reflection on the work selected
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and achievement of goals
Record teacher feedback on the work and
achievement of goals
Organize with hypermedia links between goals,
student work samples, rubrics, and assessment
Present portfolio to appropriate audience
Evaluate effectiveness of portfolio in relation to the
purpose and assessment context
Authentic Assessment & E-Portfolios
 Emphasis of process over product
 Group work
 Different learning styles
 Allow student to demonstrate how learning occurred
 Allows for multi-media documentation
 Flexible timeline
 Materials may be submitted over the span of a course or
program
Sample E-Portfolio Rubric
Points
Skills
9-10
Meets or exceeds required quantity of artifacts;
artifacts are creatively presented and well organized;
shows significant level of meaningful reflection;
provides strong evidence of peer and self-assessment;
show an obvious investment of time and effort.
7-8
Meets required quantity of artifacts; shows some
creativity and adequate organization; demonstrates some
amount of meaningful reflection; includes evidence of
peer and self-assessment; generally shows a good effort.
5-6
Less than the required number of artifacts; lacks
creativity; shows little reflection on items; offers some
peer and self-assessment; shows a limited effort.
1-4
Shows a poor effort to meet any of the requirements.
Source: Bauer & Anderson (2000)
Sample Rubric ( Dr. Cozza’s webpage)
Criterion
1 Novice
organization
mechanics
graphics
content relevancy
self reflections
2 Apprentice
3 Veteran
4 Master
most links
do not work
links not clear
most links work,
clearly labeled, easy
to navigate
multi-linked pages
all links work, links
clearly labeled
no graphics
only clip art
no use of scanned
pictures
no color
background,
no variety of fonts
clear clip art, clear
scanned pictures,
color background,
some variety of
fonts
clear clip art, clear
pictures, good use
of color, variety of
fonts
only personal
information
mostly personal info,
no course work or
field samples
examples of related
course work or field
samples
outstanding
examples of related
course work or field
examples
no reflective
pieces
mostly
descriptive-not
telling why
pieces were
included
some personal
reflection of
pieces
excellent
integration
of experiences
and theory,
thoughtful
reflections
Create Your Own Rubric
http://rubistar.4teachers.org/index.php
Use of Blackboard Portfolio in SPAD
Program
 Authentic Assessment
 For Student Self-Assessment
 Continuous Improvement & Personal Reflection
 Graduate School Application/Acceptance
 Career Planning
 To Document Learning Outcomes for Coursework
 To Document Professional Association Standards
 (KASA in Speech Pathology & Audiology Program)
 For Program Assessment
KASA Standards
 Knowledge & Skills Acquisition Summary
 American Speech-Language Hearing Association
 KASA Summary Form
Course Standards
Course Objectives
 Describe treatment principles in
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speech-language pathology
Describe ethical practice in speechlanguage pathology
Describe multicultural issues in
treatment
Demonstrates procedures for
collecting data in treatment
Describe evidence-based practice
in speech-language pathology
Describe behavioral principles used
in treatment
 Identify treatment targets
 Be able to write behavioral
objectives as part of a treatment
plan
 Be able to report client progress
based on treatment data
 Describe methods and materials
suitable for pediatric and adult
speech and language disorders
 Identify principles related to client
and family counseling
Setting Up a Portfolio
on Blackboard CE 6
 The instructor requests that portfolios be set up by the
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Director of Computer Services.
A list of students and “stk” or “login” ID’s are needed.
Portfolios will remain available for the student while he/she
is enrolled at Stockton
Students enrolled in SPAD 2125 for Fall 2008 continue to
work on the files during the Spring 2009 semester
Portfolios can be saved externally by students (e.g. for copy
to a CD)
Once the portfolio is constructed:
 Students can invite guests to view their portfolios.
 Ask the students to add the instructor as a guest who can view
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(but not “design”) their portfolios.
Students can add both Stockton users and outside guests to view
their portfolios.
Remind students to add to portfolios and DELETE old
information.
A portfolio should be a sample on one’s exemplary work.
Suggestion: Set aside one day per semester for portfolio
construction/maintenance.
Identify students who can mentor other students on portfolio
construction.
Thank you!