open source ePortfolio software
Developed with 6 priorities, Usability and Customization, Assessment and Accreditation, Integration Interfaces, Scholarship of teaching and learning, Templates, Portability
available to all residents, intended for students and teachers, implemented state wide
Miami University example, implimented an innovated evaluation system, without GPAs, C&W supported eportfolios as outcome measures, constructivist approach, very innovative
almost LMS in nature, portfolio creation, assessment and feedback built in, has tools for flexible criteria, surveys and forms, reporting and analytics, collaborative tools, self-contained, not interoperable, administrative flexibility
This has some excellent models/samples of ePortfolios
technically a blogging tool, free opensource, student as designer, formative assessment in terms of peer feedback, or tags, summative in nature if teacher scaffolded task - depends on user objective or learning objective, useful for collecting and reflecting and, cognitive tool in terms of organization, high cognitive load
types and characteristics, process, 5 stages, collection, selection, reflection, evaluation, celebration, showcase, assessment, particularly useful for formative assessment, "authentic assessment of competencies", may include templates, rubrics, or benchmarks, can be flexible, experience, over credentials, "authentic assessment", rooted in hermeneutics, contextualized and collaborative assessment, demonstration across forms, combines evidence from multiple sources, difficulties, determining authenticity of evidence, technical barriers to EP use, difficulty in using assessment measures, how do they compare to other forms of assessment? (e.g., credentials), collaborative possibilities, skill development through creation, flexibility in content to be included, better crosses cultural and linguistic barriers, can document informal learning
outcomes and processes that EPs support, advantages over paper Ps, multimedia, may demonstrate more authentic skills, better at cataloguing and sorting, better for sharing and interacting, advantages of use, develop higher level cognitive skills, development of cross-curricular skills, meta-cognitive awareness, enhances self-regulation, evidence is presented on this, enhances independence, engages learners in the evaluation process, enhanced sense of responsibility for learning, enhanced motivational, affective, and attitudinal outcomes, noted dearth of empirical evidence, processes ePs supports, goal setting and planning, peer, teacher, parent conferencing, personal reflection and authentic assessment, knowledge building and refinement, contextualized and meaningful learning, multimedia and technological learning
context for effective use?, may be more useful for some populations/situations than others
who are the users/viewers, and how is appropriate use of ePs encouraged?, students, educators, employers, family and others, without formal responsibility, how to design for willing and strategic use?, what are the implications for teachers?, numerous questions listed, what sorts of top down support is needed?
evidence of EP success, scalability (widespread use), satisfaction, including long term use, cost-benefit worthiness, learning gains and personal use, successful job or advancement gains
advancing with funding/infrastructure
This is information from the U of Athabsca. Their graduate students use ePortfolios. I took one course in the fall and so had access to this explanation, but was not required to do this as part of that course.
Theoretical Comments, constructivist orientation?, particularly as "process", 5 Processes of the Portfolio, Collecting, Selecting, Reflecting, Directing/Goals, Presenting, student directed content and learning, outcomes are multifaceted and rich, emphasis on process as well as outcomes
expressive vs. structured, expressive, constructivist emphasis, structured, facilitates evaluative analysis
tech advantages, in reflection, can capture immediate reflection, blogs, social networks, capture summative reflection, can hyperlink backwards, evaluative analysis, hyperlinking to connect expressive with structured demonstrations
motivation, autonomy, mirrors social networks?, mastery, showcasing, sharing expertise, purpose, having purpose engages motivation, personal development as purpose, are there other purposes?
3 level process, 1) Portfolio as Collection/Storage, 2) Portfolio as Workspace/Process, 3) Portfolio as Showcase/Product, thematic organization, directed towards outcomes/standards
EPs and standardization
4 reasons driving ePortfolio use, growing interest in student-centred learning, dynamism of digital technology, pressure for increased accountability, increased fluidity of employment and education
ePortfolio movement, widespread use, though inconsistent, hotspots include Minnesota, Universities, such as Penn state and SF state U
ePs and assessment, prompted by Bush-era reforms, assessment is tech driven, ePortfolios lacks a coherent "field", evidence of origin for eP standards, New node
Moving Forward, 3 key factors shaping it's future growth, effects of web 2.0 and social networking, persistent conflict between assessment and learner orientation, some institutions adopt for assessment, some for student learning, "if e-portfolios are only assessment tools, without value or meaning to the students who create them, they will lose vitality and become an exercise in discipline and surveillance. ", implications for international growth
emphasizes constructivist approach, reference to communities of practice, learning as a social transaction, web 2.0 allows for social transactions within and around the portfolio
survey, important for use, collaboration with peers, profs, & colleauges, customization, ease in design, reflect on learning achievements, strengths, gaps, barriers, lack of connection (relevance to coursework or other material), time consuming, inability to find appropriate software or applications
proposed ePortfolio 2.0 system, ease of use and flexibility, knowledge sharing, community wide reflection and interaction, knowledge collaboration
tools, blogs, wikis, RSS, Podcasts, note: they can technically be any type of file, Social bookmarking
interoperability is key, blogging from within ePortfolio applications, tagging and metadata that can interact with blogs, etc., interconnection of comments and social interaction, RSS syndication for publication and enhancing interaction, ex. rss feed of comments left
challenges, assessment, building a community to contribution
6 dimensions of integrative knowledge and learning, identify, demonstrate, and adapt knowledge gains across contexts, adapt to differences across people and situations to in order to create solutions, understand and direct oneself as a learner, become a reflexive, accountable, and relational learner, identify and discern one's own and others perspectives, develop a professional digital identity
image attached showing a model of these 6 dimensions
3 key components of the definition of integrative knowledge, becoming an intentional and reflexive learner, having a process orientation towards knowledge and learning, working with others to address social issues
knowing and doing are intimately connected, situated cognition!
integration and application come together in performance, situated cognition!
performance develops in an integrated liberal arts and professions education, assessed through abilities
Learning to Performance involves Learning to Transfer, Holyoak's idea of "adaptive expertise"
Reflection and Self-Assessment
eFolio Minnesota, 6 points!
discussion questions for eFolio Minnesota
critical evaluation, based on critical criteria, also, based on past research, have students come up with criteria?
reflect on personal experience with EPs using WordPress.com
ex, how to build your own
Drawn from Barrett 2011, but apparently part of the traditional literature Also, components for evaluations
organizing and structuring enhances comprehension
Cambridge 2007 eFolio Minnesota and lifelong and lifewide learning with ePortfolios
Introduction, "governments and higher education must cultivate a learning society", life-long learning, life-wide learning
research, goal: to see how users are using it, 6 functions of ePortfolios, educational planning, had a central role in people's use, Their portfolios are expressions of both who they’ve been and who they’d like to be, document knowledge, skills, abilities, tracking development, finding a job, lowest satisfaction with this, due to not helping to connect with new employers, typically used between initial contact and interview, evaluation with a course, performance monitoring, disproportionately used by people with advanced education, Role shifting, people's use of it changed over time, Role shifting suggests that eFolio is doing what it is designed to do for many of its active users, promoting lifewide and lifelong learning, Experimentation and the Living Document, 3 phases, experimentation, trial and error play, people don't approach with preconceived notions, people play with different styles of representation, content structures of the software serve as a heuristic in this process, ease of use facilitates this, living document, structure is formed, updates are additive, not transformational, archived, Impact through..., Audience, knowing if it is reaching people, findability is key, Integrity, Effectively represents identity, tension between personal and professional, institutions can support ePortfolios by, encouraging collaboration, collaboration was found to be crucial in developmment, initial introduction and support, most users were introduced in formal educational settings
implications for practice, support access, free access, local support at school levels, reach communities outside education, foreground planning, materials supporting planning, include prompts and scaffolds to encourage it, organizations support its use, promote findability, control over who sees what, providing standardized formats supporting search, integration with job search databases, cultivate audiences, guidance and support to potential viewers, employers, education admission offices, teachers, capture activity, feedback to users on how it's accessed, enable layering, same content to be navigated differently by different users for different purposes, foreground the personal, opportunities for identity expression, cultivate collaborative contexts, interaction reported as being important, promote integral introductions, users benefited from seeing the range of possible ways of expression
produce-oriented process, contributes to comprehending the tension
further research, fuller account of role shifting, how readers make sense of eFolios, inventory of effective practices for broader implimentation, promotion of use in other states/countries
eFolio Minnesota, an ePortfolio platform, available to all state residents, designed intentionally for life-long and life-wide learning, flexible templates for workers, students, & educators, dominated by students, still many worker and educator profiles
If so, how are they used to facilitate integrative learning experiences? (Peet et al., 2011)
Do ePorts provide an environment for integrative learning (Peet et al...)
Assessor must use clear assessment framework that clearly articulates competencies and expected learning outcomes (Barrett article, my page 3) And, Abrami/ Barrett ask what is evidence of EP success?
How do the results of the study map on the 6 components of integrative learning described by Peet?
how does eFolio Minnesota score as a process? How does it score as a product?
Peet mentions areas of weakness in eFolio minnesota and suggests areas of future research. What are the potential benefits or drawbacks to using web 2.0 to address these?
How does eFolio succeed or fail along the 5 parts of the development process?ç