electronic portfolios for integrative learning
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the r•smart group
Electronic Portfolios for Integrative Learning
Darren CambridgeGeorge Mason University
Integrations 2005 - AGLS/AIS Annual MeetingOctober 5, 2005
the r•smart group
Integrative Portfolios in Practice
• What is integrative learning? • Survey of portfolio practice
– What needs do they meet? – How are they being used? – What are cultural characteristics of institutions that use them well?
• Portfolios exemplifying dimensions of integrative learning
• What are tensions between different uses, and how can they be resolved?– Open Source Portfolio
• How can their use be extended beyond higher education?– eFolio Minnesota research
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Individual and Institutional Needs
• Self-authorship to deal with rapid change– Integration– Reflection
• Self-representation for community participation
• Accountability for student learning outcomes
• A richer picture of how students make sense and take ownership of their learning careers
• New ways to help students plan learning and present evidence of learning
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Portfolio Applications
• Course-level assessment
• Facilitating reflective and integrative learning
• Scholarship of teaching and learning
• Job search• Communication with family and community
• Advising• Assessment of programmatic and institution-wide learning outcomes
• Evidence for accreditation and public accountability
• Data for institutional research
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Building Portfolio Culture: Best Practices
• Going public• Culture of evidence
• Learning through assessment
• Multiple contexts and purposes
• Evaluation and planning
• Individual ownership and control
• Technology follows pedagogy and community
• Formal role in curriculum and rewards structure
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Some Portfolio Leaders
• Alverno College• LaGuardia Community College• Clemson University• IUPUI• Minnesota State Colleges and Universities
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What is integrative learning?
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Integrative Learning in Practice
• Integration through competencies
• Integration across disciplines
• Integration across roles• Integration across cultures
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Integration through competencies
• David Glick’s New Century College graduation portfolio– http://www.somedave.com/school/portfolio/index.php
• New Century College graduation portfolio assignment– http://www.ncc.gmu.edu/portguide.html
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Integration Across Disciplines
• Bret Werner’s integrative studies major portfolio– http://www.stolaf.edu/depts/cis/wp/wernerb/
• St. Olaf College Center for Integrative Studies– http://www.stolaf.edu/depts/cis/
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Integration Across Roles
• Tracy Wright’s portfolio – http://tracywright.efoliomn2.com/
• eFolio Minnesota– http://www.efoliomn.com/
• eFolio Minnesota for Lifelong and Lifewide Learning– http://efoliomn.com/index.asp?Type=B_PR&SEC={4FFD14BC-BE50-4B27-BB57-314A464DFFF5}
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“You choose the pieces that you feel most accurately and positively reflect your human being, and so I selected things that I felt demonstrated my values and shed a positive light on me in a public way.”
- Tracy Wright
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“I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are, versus just me as a professional educator and nurse, so I think that that was important for me to be able to display that … I am a real person, I have a family, I have kids and I think that that brings me closer to what maybe students are experiencing, I am not someone who's isolated to the world of professional nursing education, I also have conflicting, or competing maybe, obligations within my life that I need to balance, just as students do and other professionals do, and I think that that's a good thing, to show students and people that are reading my sites, I have other obligations in my life and I manage to hopefully balance them all and be able to perform to the best of my ability in all those domains.” - Tracy Wright
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Integration Across Cultures
• Manju Poudel’s portfolio– http://www.eportfolio.lagcc.cuny.edu/esamples/Manju.poudel/Spring_2005/index.html
• ePortfolio @ LaGuardia– http://www.eportfolio.lagcc.cuny.edu/
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Tensions in ePortfolio Use
• Purpose: accountability vs. improvement
• Epistomology: objectivist vs. intuitionist (Gray 2002)
• Locus of control: individual vs. institution
• Metaphor: test vs. story (Barrett 2004)
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One Size Doesn’t Fit All
• Using portfolios designed to promote learning for high stakes assessment poses numerous legal and psychometric problems (Wilkerson & Lang 2003)
• Portfolio formats and workflows designed for large scale assessment rarely promote learning directly
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Electronic Portfolios can be
Multiple• Working portfolio - all the material collected or made available for use in portfolios and all the associations made within that collection; the larger archive from which portfolio elements are selected
• Presentation portfolio (view) - designed for and shared with particular audiences or collection of audiences for a particular rhetorical purpose
• Remixing: Power of time, energy, and information invested can be multiplied
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Electronic Portfolios can be
Connected• Discourse around shared ePortfolios can build community
• Institutional portfolios can integrate multiple sources of evidence, including individual portfolios
• Multiple technologies can be integrated to support ePortfolio development and use
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OSP 2 Functionality
Activity Tool
Collect and Organize
Collection
Analyze Query
Guide Scaffolding (Matrix)
Design Design
Communicate Worksites
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OSP 2: Multiplicity
•Collection – Artifacts - files, reflections, comments …
– Relationships - reflection on, attests to, evidence of, etc.
•Design– Visual design– Hypertext
•Scaffolding – Matrixes and rubrics – Wizards and checklists – Analytical tools: search and query
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OSP 2: Connectedness
• Common Interest Groups (CIG)– Anyone can create CIGs, guidance, and designs
– Collaboration tools through Sakai
• Libraries and templates– Anything can be shared with any CIG
• Interoperability – Easier integration with other systems through open
standards
– Import and export using IMS ePortfolio
the r•smart groupTime/level/Linear
Criteri
aObjects
Multi-dimensional Assessment Model
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the r•smart groupTime/level/Linear
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Objects
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UnderstandingSociety &Culture
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CriticalThinking
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Values &Ethics
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the r•smart group
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CriticalThinking
Integration &Application of
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Values &Ethics
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CommunicationSkills
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Values &Ethics
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Learning from eFolio Minnesota
• A project of the Minnesota State Colleges and Universities system (MnSCU)
• Launched Fall 2003• Available to all residents of Minnesota
• 30,000 active users as of April 2005 with linear growth
• Portfolios for lifelong and lifewide learning
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Research Results
• Age not a factor• High level of use across all six categories of use
• Educational planning central• Frequent role shifts • Little perceived impact of institutional support
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Factors Influencing Level of Impact
• Audience– Real
• Evidence of reading and response
– Imagined• Clear intended audience • Being “out there”
• Ownership– Integrity
• Integration of personal and professional
– Currency
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Ways Institutional Support Matters
• Audience:– Technology’s impact of findability, connectivity
– Collaborative contexts of portfolio authorship
• Ownership– Introduction that embraces lifelong and lifewide learning
– Technology that supports user adaptation
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Policy and Pedagogy Implications
• Minimize barriers to entry • Introduce in way that addresses a wide range of uses
• Provide support for collaborative development
• Cultivate real audiences with real stakes
• Allow sufficient space to see what people actually care about doing
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Places to Learn More
• EPAC International – http://epacinternational.org
• National Coalition for Electronic Portfolio Research– http://ncepr.org/ncepr/drupal
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