ePortfolios 101 Una Daly, Kevin Kelly, Kathleen Willbanks ePortfolios 101 • Introductions – Una Daly – ePortfolio CA Pilot Coordinator, California Virtual Campus – Dr.
Download ReportTranscript ePortfolios 101 Una Daly, Kevin Kelly, Kathleen Willbanks ePortfolios 101 • Introductions – Una Daly – ePortfolio CA Pilot Coordinator, California Virtual Campus – Dr.
ePortfolios 101 Una Daly, Kevin Kelly, Kathleen Willbanks ePortfolios 101 • Introductions – Una Daly – ePortfolio CA Pilot Coordinator, California Virtual Campus – Dr. Kevin Kelly – SF State, Online Teaching and Learning Coordinator for Academic Technology – Kathleen Willbanks – CSU CDL, CSU ePortfolio Coordinator Portfolios are not new… Universities have used paper-based portfolios: • for instructors and programs to assess student work • to share student work for accreditation and / or program review • for students to use as a valuable tool for career connections 3 An Overview An ePortfolio allows us to collect, select, build and publish our work using electronic technology as the container National Learning Infrastructure Initiative definition: • A collection of authentic and diverse evidence, • Drawn from a larger archive representing what a person or organization has learned over time, • On which the person or organization has reflected, and • Designed for presentation to one or more audiences for a particular rhetorical purpose. (2003) ePortfolio Purposes used for: • Developmental Portfolios Making academic connections • Assessment Portfolios Demonstration of mastery • Presentation/Career Portfolios Evidence of skills & prior experience ePortfolios Uses • • • • Individual class requirements Graduation requirements Capstone Projects E-Standards/competency compliance for certification • Employment/resumes • Document Experiential Learning • Professional Development Teaching/Learning Advising ePortfolios Workforce Development Technology Program/ Institutional Assessment & Accreditation Technology Key Functions • Learning Object Repository • Presentation System • Assessment / Tracking Choosing Tools • Identify Activities First • Learn from other Programs • Engage Stakeholders on your Campus • Map Needs to Tool Features Case Study: Dental Hygiene • Document Competencies Patient Care, Community Service, Health Education, Infection & Hazard Control, … • Other Health Licensing programs • Dental Hygiene Director, Faculty, etc. • Features: Ease of Use, Assess Competencies, Feedback from Instructors, Employment Tool Social Networking • “Stickiness” with Web 2.0 Technology – Ali Jafari, IUPUI QuickTime™ and a decompressor are needed to see this picture. Interoperability • ePortfolio IMS Data Standards • Academic Technology – K-20 student information systems – Learning Management Systems • Job Posting Sites The Pieces Student centered Showcase for Student’s work Repository for Student’s work Institutional Benefits • DATA AGGREGATION • ACCREDITATION • PROGRAM REVIEW • GOALS & STANDARDS http://teachingcommons.cdl.edu/eportfolio/resources/index.html The Movie Process-Based Approach •Collect •Select •Reflect •Build/Link •Publish •Share . http://pedroarista.sfsu.efolioworld.com Gallery of Examples Using Different Tools Linking Institutional Goals Assessment for Learning Continuum Learning Accountability * Reflection Standardized Tests Informal Feedback Performance Based Rubrics Portfolios Observation * Stefanakis, Evangeline (2002) Multiple Intelligences and Portfolios. Portsmouth: Heinemann, p. 136 Levels of Mapping Kevin Kelly, SF State Levels of Mapping – An example Kevin Kelly, SF State Summary • Focus both on the product and the process. • ePortfolios serve many functions for individual students and faculty, as well as for programs, departments, campuses, and outside organizations. • Institutions are beginning to look at how to map ePortfolio artifacts to objectives at different levels. Additional Resources: http://eportfolio.sfsu.edu http://teachingcommons.cdl.edu/eportfolio http://eportfolio.merlot.org