eportfolios: zero to sixty assumptions, actions, expectations the faculty perspective

Eportfolios: Zero to SixtyAssumptions, Actions, Expectations

The Faculty Perspective

SAKAI/OSP ConferenceVancouver, Canada

June 2, 2006

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #1:

Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #2:An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #3:

Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #4:

Eportfolios encourage users to make connections in their interdisciplinary learning.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #5:

Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Assumption #6:

Eportfolio development and sharing needs to be based on developer choice.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Action Steps: Identify other constituent groups

at your institution that might want to use eportfolios, and identify a dean to facilitate this through developing an inquiry group or taskforce and writing the outcomes of the group into various grants.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Action Steps:

Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" rubrics for eportfolios

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Action Steps

Discuss with others and emphasize the integration of eportfolios in cross-curricular development practice.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

And then?

Share your work broadly, especially with administrators.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Read

What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes>

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

From Love, McKean and Gathercoals:

Move to Level 5“We considered eight physical and theoretical qualities inherent

in portfolio/webfolio processes and applications to determine five levels of maturation.”

Level 1—ScrapbookLevel 2—Curriculum VitaeLevel 3—Curriculum Collaboration Between

Student and FacultyLevel 4—Mentoring Leading to MasteryLevel 5—Authentic Evidence as the Authoritative

Evidence for Assessment, Evaluation, and Reporting”

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Our Tech SupportExpectations

Before programmatic assessment through eportfolios, faculty should be well-informed and using the software willingly with few glitches.

Templates or grids for collection and display of various versions of eportfolios.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

More of Our Tech Support Expectations

Online manuals for students and for faculty, with multiple learning styles embedded.

Examples of eportfolios that inform administrators, accreditors, Politicians, Board of Regents or the public.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

Our Administrative Expectations

Funding, of course, for professional development.

Praise for faculty who use eportfolios and document their use in reviews, requests for merit raises, or other forms of remuneration

A budget that plans for long-term support

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

First or LastBut Not Least

Document use of eportfolio use for administrative reporting.

Support campus events that help eportfolio knowledge and use

Show long-term budgetary commitment to hardware and software use.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

And by the way:

Be creative about the flexibility of the matrix tool.

Allow for individuals, courses, programs, disciplines, extracurricular groups to enjoy the challenge of designing their matrix.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

References• Barr, R. B. and J. Tagg (1995). "A New Paradigm for

Undergraduate Education." Change 27(6): 13-25.• Barrett, H. (2005). "Researching Electronic PortFolios: Learning

Engagement, Collaboration Through Technology." The REFLECT Initiative: White Paper: 1-24.[Retrieved November 26, 2005 from: http://www.taskstream.com/reflect/whitepaper.pdf]

• Burns-Glover, A. (2001). "Culture, the Classrrom, and Electronic Contacts: Talk Story and Email Communications." The Journal for Education, Community, and Values 1(1).

• Heath, M. (2003). "Telling It Like It Is: Electronic Portfolios for Authentic Professional Development." Library Media Connection: 38-40.

• Kerr, S. T. (2005). "Why we all want it to work: towards a culturally based model for technology and educational change." British Journal of Educational Technology 36(6): 1005-1016.

• Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly 27(2): 24-37.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

References: Page 2• O'Banion, T. (1997). Creating More Learning-Centered

Community Colleges, Oryx Press, ACE and AACC.• Rogers, G. and T. Chow (2000). "Electronic Portfolios

and the Assessment of Student Learning." Assessment Update 12(1): 4-6.

• Rose, M. (2004). The mind at work : valuing the intelligence of the American worker. New York, Viking.

• Seldin, P. (2004). The teaching portfolio : a practical guide to improved performance and promotion/tenure decisions. Bolton, Mass., Anker Pub. Co.

• Zubizaretta, J. (2004). Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, Ankar.

http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu