susan blackwell, school of education mary f. price, consortium for learning and scholarship...
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Moving from My Course to Our Curriculum:
Navigating the Challenges of ePortfolio Implementation
Susan Blackwell, School of EducationMary F. Price, Consortium for Learning and Scholarship
Elizabeth Rubens. Center for Research and LearningLee Vander Kooi, Herron School of Art and Design
Lynn Ward, Center for Teaching and Learning
Let’s Prime the Pump….What has been (or do you expect to be) the biggest obstacle or source of frustration for the implementation of ePortfolios at your campus?
What strategies has your implementation team identified to work through these challenges?
Consider the implications for ePortfolio implementation if program outcomes are used as the unit of analysis for student learning.
Identify “readiness” criteria for departments considering ePortfolios as tools to guide intentional teaching and learning.
Share IUPUI departmental experiences/insights. Identify generalizable strategies for program level
implementation of ePortfolios.
Session Goals:
Diverse and supportive academic community Culture of collective responsibility A commitment to excellence in teaching,
student learning and scholarship A culture of critical reflection Visionary leadership from both faculty and the
chair Adequate resources for students and faculty
Attributes of the Engaged Department(Wergin 2003)
Indiana University Purdue University Indianapolis
Blended campus Metropolitan research university Founded 1969 with a strong local mission 20+ schools (15 with professional/pre-
professional foci) Commuter campus w/ 30,000 students
Who are we?
• Accreditation prompts internal reflection• Campus mandate for change
◦Central coordination◦Identification of specific learning outcomes
for general education•Shift from distributed to process-based
approach to general education – “the principled curriculum”
Our Path to ePortfolio: A Process Approach to General Education
• Adoption without implementation plan
• Adoption without framework to document progress in student learning vis-à-vis the PULs at the program level.
• SOLUTION = electronic portfolio
The Implementation Challenge and the Magic Bullet
Oops!
Yikes!
What a
relief!
Introduce ePort in Freshman Learning Communities first
Massive training effort to prepare faculty and advisors
Assumption that interest would grow among faculty and students, as they became aware of the benefits
Initial Implementation Strategy
Immature technology Forced adoption Portfolio pedagogy not well understood Portfolio treated as add-on, not integrated
into work of course/TLC Perceived as top-down initiative Lack of campus-wide buy-in to PULs and to
assessment
Initial Obstacles
Small grants to interested departments and schools
First year designated for department-wide curricular and pedagogical preparation
Intensive one-on-one guidance and support Projects geared to needs the academic unit
wants to address Faculty in these departments are providing
guidance for ongoing software development
Current Strategy: Integrative Department Grants
School or Department Initial Focus Year
Transition to Teaching /Secondary Education
Mastery and assessment of PULs and Principles of Teacher Education (PTEs) in last four semesters of the major.
2005-07
Computer and Information Technology
Mastery and assessment of PULs and ABET Technology Accreditation Commission (TAC) Standards. Piloted in one course.
2005-07
Visual Communications Mastery and assessment of PULs and Principles of Teacher Education.
2006-08
IUPUC Division of Education Mastery and assessment of PULs, PTEs, ACEI, NCATE Standards. Initial focus on demonstrating content knowledge for admission to the major.
2006-08
Biology Honors Preparation of a pre-professional portfolio assembling evidence of career readiness as well as master of PULs and biology outcomes
2007-09
Dentistry Mastery and assessment of PULs and IUSD outcomes with special emphasis on ethics and professionalism.
2007-09
Engineering and Technology More deliberate and transparent approach to teaching critical thinking and helping students to recognize how critical thinking manifests itself in the discipline.
2007-09
Computer Science Mastery and assessment of PULs and domain-specific knowledge in gateway and capstone courses.
2007-09
Funded Projects
Outcomes mapping (mapping PULs to disciplinary outcomes)
Curriculum mapping (determining where in the curriculum students learn and practice specific outcomes)
Developing evaluation criteria (expectations and rubrics)
Developing mastery assignments Communicating purpose and value of
project to faculty and students
Common Planning Activities
Each project has an assigned support team consisting of an instructional designer, instructional technologist, and an assessment specialist
Semi-annual ePortfolio symposium Online user community
◦ Implementation examples◦ Articles◦ Sample rubrics◦ Mailing list and discussion forums
Project Support
ePortfolio overview of year 1 Conceptualizing ePort Developing faculty buy-in Curricular analysis Curricular restructuring
Cultivating Collaboration
Second looks All day faculty retreat At the end of the semester Sharing student projects
Cultivating Collaboration
Second looks What is being learned? Strengths? Weaknesses? What do students need to
better integrate learning?
Curricular Revision and BeyondCoordinating outcomes
◦Within a co-requisite semester◦Horizontally across a year◦Vertically across the major
Grant objective #1-- Ensure the alignment of the evaluative matrices with the Principles of Teacher Education (PTEs)
Grant Objective #2 – Critique program cohesion
Grant Objective #3 – Plan properly Grant Objective #4 -- Establish
infrastructure to generate success
Secondary Undergraduate Education Program
Customize MatrixGrant objective #1-- Ensure the alignment of
the evaluative matrices with the PTEs
The School of Education Principles of Teaching are as follows:
Principle 1: Conceptual Understanding of Core Knowledge
Principle 2: Reflective Practice Principle 3: Teaching for Understanding Principle 4: Passion for Learning Principle 5: Understanding School in Context of
Society and Culture Principle 6: Professionalism
Objective #2 – Critique Program Cohesion Review the extent to which assessments are valid
and that assignments/rubrics align with the SOE’s Principles of Teaching
◦ Gather syllabi for all courses in the program◦ Review key assignments posted in Oncourse and
offline◦ Identify which assignments should include
enhancements in technology◦ Identify key assignments for each principle that
will be posted within the ePort.
DRAFT
PTE Matrix Block I Block II Block III Block IV
PTE 1 Understanding of Core Knowledge
Unit/Lesson Plan Coach ratings
PTE 2 Reflective Practice
Critical Reflective Journal 2
Stu.Teaching Reflection
PTE 3 Teaching for Understanding
Video Case Analysis Video Teaching
PTE 4 Passion for Learning Autobiography
PTE 5 Understanding School in Context of Society and Culture
Pop-culture video
PTE 6 ProfessionalismBenchmark pre-post 1
Benchmark 2 Reflection Coach ratings
School of Education ePort Matrix
• Full time, one year immersion experience• Graduate level program• Admission requirements
3.0 GPA in the major and overallSuccessful completion of PRAXIS I and PRAXIS II required for
licensingSuccessful interview
• Accompanying courses– Psychology of Teaching and Learning– Teaching and Learning in the Middle School– Teaching and Learning in the High School– Professional Issues and Portfolio Creation
Overview of the Secondary Transition to Teaching Program
• Curricular and instructional focus on …– content and instructional differences for middle
and high school teaching– developmental differences between middle and
high school teaching– differentiated instruction and assessment–working with diverse learners– inquiry and reflection as a process for growth as a
beginning professional
• Performance based on six core principles as well as course grades validate competencies (principles embed the PULs)
Program Expectations
• Directions and rubric– Center for Teaching and Learning (CTL) used
specific documents to create the web space for the students and to develop the site for reviewers to post their reviews
• Selection and training of raters– Liberal arts faculty, School of Science faculty,
graduates of the program, professional education faculty, coaches, teachers
– Brief training prior to reading
Specific Process
How can we provide an experience that will give faculty and staff an introduction to working with the
electronic portfolio?
“Evidence of Readiness” MatrixA. Project definition and administrationB. Curriculum analysis, mapping, and
integration of PULs and competenciesC. Assessment and reporting protocolsD. Competence with ePort software
Project Definition and Administration Goals and objectives Letters of support Project team info
◦ contact info ◦ roles and responsibilities ◦ major tasks & timeline ◦ signed letter of understanding
Curriculum Analysis
Curriculum “map”◦PULs◦Departmental/program competencies◦Gaps / opportunities?◦Overlap?◦Sample assignments w/ integration◦Reflection milestones
Assessment and Reporting Protocols
Rubrics Formative evaluation process Inter-rater reliability Conversion mechanism from “local” score
to “institutional” score Sample reflection assignment Reporting requirements
Competence with ePort Software Implement competency framework as matrix, wizard, etc.
Select and link assignmentsConduct a trial runCreate a sample report based on data
Clarifying nature and purpose of the portfolio
Presence of commitment to meaningful collaboration among faculty
Attention to continuous improvement Faculty commitment to assessment Visionary leadership and alignment at
multiple levels
Preconditions for Implementation:
Slides and handouts:http://www.iupui.edu/~iddlew/laguardia2008/
Susan Blackwell (sfblackw@iupui.edu) Mary Price (price6@iupui.edu) Elizabeth Rubens (erubens@iupui.edu) Lee Vander Kooi (lv2@iupui.edu) Lynn Ward (leward@iupui.edu)
For More Information…
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