Eportfolios Frameworks Engines Chassis Drivers PassengersWheels Pathways Roads Highways

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Eportfolios Frameworks Engines
ChassisDrivers PassengersWheelsPathways
Roads Highways

• Campus Technology Conference
• August 1, 2007
• Judith Kirkpatrick
• University of Hawaii, Kapiolani Community
  College
• Terrel Rhodes
• Association of American Colleges and Universities

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Portland State University
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FrameworkEportfolios have various
stakeholders, students, faculty, program
directors, campus-wide initiatives,
administrators, others.
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Kapiolani Community College, University of
Hawaii
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FrameworkAn eportfolio is a collection of
multimedia-rich, linked documents that students,
faculty, programs, and/or administrators compose,
maintain, synthesize, and develop over time.
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Washington State University
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EngineEportfolios make possible an integration
of multiple venues for learning, including class,
course, program, and extracurricular input.
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University of Minnesota
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EngineEportfolios encourage users to make
connections in their interdisciplinary learning.
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University of Nebrask Lincoln Teacher Ed
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ChassisEportfolios help developers make sense
of higher education through reflective practices
that encourage users to connect their learning
experiences.
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Clemson University
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Drivers and PassengersEportfolio development
and sharing needs to be based on developer
choice.
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University of Nebraska Omaha
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Drivers and Passengers

• Identify other constituent groups at your
  institution that might want to use eportfolios
• Identify a dean to facilitate this through
  developing an inquiry group or taskforce
• Write the outcomes of the group into various
  grants.

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Indiana University
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Wheels

• Collaborate with as many constituents as you can
  possibly muster to develop "matrix thinking" and
  rubrics of assessment for ePortfolios

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Virginia Tech University
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Drivers and PassengersWheels Pathways

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

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Stanford University
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Drivers and Passengers Key Information Signs

• A key performance is the work (evidence) a
  student submits to demonstrate progress toward or
  achievement of a learning goal.
• For example a research paper, exam, a creative
  work, a taped oral presentation, a business plan,
  or the results of an experiment.
• Includes supporting material such as student
  self-reflection, peer review, and faculty
  comment.

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Kalamazoo College
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Drivers and Passengers Measure Mileposts Along
the Way

• Rubrics are scoring systems which define the
  evidence (see Key Performance) needed to
  demonstrate achievement of particular learning
  goals set by the major and/ or the institution.
• Rubrics are diagnostic (not just the students
  best work) allowing us to pinpoint student
  progress (or lack thereof) and achievement.

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St. Olaf College
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Drivers and Passengers Benefit from Road Signs

• Scholarship as Public enterprise.
• Public Assessment.
• Audience Consideration.
• Students Working with Students peer tutoring
  and interaction.

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Florida State University
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Journeys End

• Value on student work and voice
• Emphasis on using assessment as a means to give
  student a sense of their capacity
• Most importantly, assessment serving the need of
  student learning.

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La Guardia Community College
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Drivers and Passengers Read

• What is an eportfolio?
• V3 EDUCAUSE Portfolios to Webfolios and Beyond
  Levels of Maturation By Douglas Love, Gerry
  McKean, and Paul Gathercoal lthttp//www.educause.
  edu/pub/eq/eqm04/eqm0423.asp?printyesgt

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Johns Hopkins University
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Drivers and Passengers Cruise to Level 5

• From Love, McKean and Gathercoals
• We considered eight physical and theoretical
  qualities inherent in portfolio/webfolio
  processes and applications to determine five
  levels of maturation.
• Level 1Scrapbook
• Level 2Curriculum Vitae
• Level 3Curriculum Collaboration Between Student
  and Faculty
• Level 4Mentoring Leading to Mastery
• Level 5Authentic Evidence as the Authoritative
  Evidence for Assessment, Evaluation, and
  Reporting

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Alverno College
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Pathways and Roads, Highways and Freeways

• Funding, of course, for professional development.
• Acknowledgment 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

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University of Georgia Athens
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Extending the Journey

• 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.

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Thomas College (Maine)
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Mapping the Journey

• Be flexible, expect change.
• Allow for individuals, courses, programs,
  disciplines, extracurricular groups to
  collaboratively design their matrix.

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Ohio State University
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(I)NCEPR (Inter) National Coalition for
ePortfolio Research Around forty colleges and
universities around the country are or have been
conducting research about ePortfolio
effectiveness in higher education. Cohort I
(2004-2006) and II (2005-2007) have finished
(some would say just begun) their projects and
will be publishing a research collection by
mid-2008, edited by Darren Cambridge, Barbara
Cambridge, and Kathleen Yancey.
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University of Illinois/Champaign-Urbana
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Cohort I of the (I)NCEPR2004-2006

• Alverno College
• IUPUI (Indiana University Purdue University at
  Indianapolis)
• La Guardia Community College (CUNY)
• Northern Illinois University
• Portland State University
• Stanford University
• Virginia Tech University
• University of Washington

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Cohort II of the (I)NCEPR2005-2007

• Clemson University
• George Mason University
• Kapiolani Community College (University of
  Hawaii system)
• The Ohio State University (Columbus)
• Thomas College (Maine)
• University of Georgia (Athens)
• University of Illinois (UC)
• University of Nebraska at Omaha (UNO)
• Washington State University

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Cohort III of the (I)NCEPR2006-2008

• Arizona State University (Polytechnic Campus)
• California State Universities (San Jose, San
  Francisco, Monterey Bay, Systemwide Office)
• Florida State University
• Framingham State College (CT)
• George Mason University (VA)
• Minnesota State Colleges and Universities
• Pennsylvania State University
• Seton Hall University (NJ)
• University of Sheffield/Hallam (UK)
• University of San Diego (CA)
• University of Waterloo (Canada)
• University of Wolverhampton (UK)

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Questions? How many people in this group have A.
a college-wide system? B. their own
ePortfolio? C. funding to support and sustain
ePortfolios? D. What do you need to get
started? Copy of slideshow http//www2.hawaii.
edu/kirkpatr/ct07
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• Reference
• Love, D., G. McKean, et al. (2004). "Portfolios
  to Webfolios and Beyond Levels of Maturation."
  Educause Quarterly 27(2) 24-37.