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

Eportfolios: Zero to SixtyAssumptions, Actions, Expectations

The Faculty Perspective

CELTT

Honolulu HI

September 13, 2006

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

Assumption #1:

Eportfolios have variousstakeholders, students, faculty,program directors, campus-wideinitiatives, administrators,others.

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Assumption #2:An eportfolio is a collection ofmultimedia-rich, linkeddocuments that students,faculty, programs, and/oradministrators compose,maintain, synthesize, anddevelop over time.

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

Assumption #3:

Eportfolios make possible anintegration of multiple venuesfor learning, including class,course, program, andextracurricular input.

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

Assumption #4:

Eportfolios encourage users tomake connections in theirinterdisciplinary learning.

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Assumption #5:

Eportfolios help developersmake sense of highereducation through reflectivepractices that encourage usersto connect their learningexperiences.

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

Assumption #6:

Eportfolio development andsharing needs to be based ondeveloper choice.

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Read:

What is an eportfolio?

V3 EDUCAUSE Portfolios to Webfoliosand Beyond: Levels of Maturation ByDouglas Love, Gerry McKean, andPaul Gathercoal<http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes>

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Action Step:

Collaborate to develop"matrix thinking" rubricsfor eportfolios

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Action Step:

Discuss with others andemphasize the integrationof eportfolios in cross-curricular or programdevelopment practice.

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

And then?

ShareShareyouryourworkwork

broadly.broadly.

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And then:

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

portfolio/webfolio processes and applications to determine fivelevels of maturation.” From Love, McKean and Gathercoals:

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, andReporting”

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Support Expectations

Before programmatic assessmentthrough eportfolios, faculty should bewell-informed and using the softwarewillingly with few glitches.

You need templates or grids forcollection and display of variousversions of eportfolios.

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

MoreSupport Expectations

Online manuals for students andfor faculty, with multiplelearning styles embedded.

Examples of eportfolios thatinform administrators,accreditors, politicians, Board ofRegents or the public.

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Our AdministrativeExpectations

Funding for professional development.

Praise for faculty who use eportfolios anddocument their use in reviews, requests formerit raises, or other forms ofremuneration

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 usefor administrative reporting.

Show long-term budgetarycommitment to hardware andsoftware use.

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

And by the way:

Be creative about the flexibility of thematrix tool.

Allow for individuals, courses,programs, disciplines,extracurricular groups to enjoy thechallenge of designing their matrixand having their own CIG (CommonInterest Group)

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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 REFLECTInitiative: White Paper: 1-24. [Retrieved November 26, 2005from: http://www.taskstream.com/reflect/whitepaper.pdf]

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

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

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

• Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios andBeyond: 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 andthe Assessment of Student Learning." Assessment Update12(1): 4-6.

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

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

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

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

KCC's eportfolio site