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Digital Portfolios: How and Why We Developed Them and What We Have Learned Along the Way

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Digital Portfolios: How and Why We Developed Them and What We Have Learned Along the Way Sonoma State University Department of Literacy Studies and Elementary Education – PowerPoint PPT presentation

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Title: Digital Portfolios: How and Why We Developed Them and What We Have Learned Along the Way


1
Digital Portfolios How and Why We Developed
Them and What We Have Learned Along the Way
  • Sonoma State University
  • Department of Literacy Studies
  • and Elementary Education
  • Presenters
  • Dr. MaryAnn Nickel
  • maryann.nickel_at_sonoma.edu
  • Dr. Paula Lane
  • paula.lane_at_sonoma.edu

2
Who We Are
  • Literacy Studies and Elementary Education
  • One of 3 departments in the School of Education
  • NCATE CCTC Accredited using Digital Portfolio
    Data
  • Our department includes Early Childhood programs,
    Reading graduate and advanced certificate
    programs, and Multiple Subjects
  • Each year we graduate about 200 teacher
    candidates
  • We have 9 full time faculty and about that many
    adjuncts

3
Why We Developed an eportfolio
  • External Internal Tensions
  • Paper Portfolios (Ryan Act)
  • Data-Driven Evidence (SB2042)
  • TPEs and TPAs
  • Programs effectiveness
  • A better way to look at ourselves
  • Evidence of candidates work
  • A way for candidates to make sense of the work
    in an intensive program
  • 3 - Year Process
  • Faculty buy-in
  • Several pilots a guinea pig year
  • Current integrated eportfolio

4
How the eportfolio Developed
  • Vision
  • Design based on LSEE Performance Expectations
  • Critical Decisions
  • Examination of what it means to be a prepared
    beginning teacher
  • Implementation
  • Led to deeper understanding of the concepts
    underlying the PEs
  • Frequent Conversations
  • Between faculty and students
  • Evidence of Program Efficacy
  • Fall 2003 Digital Portfolios were required for
    the first time

5
Integrated Assessment
  • PHASE 1
  • Readings
  • Assignments
  • Experiences
  • CWS17 entries
  • (Candidate Work Sample)
  • Intro Seminar
  • Support in Courses
  • Support in Field
  • Review Prior to Ph 2

CANDIDATES Digital Portfolios as Knowledge
Construction Developed during each Program
Phase Submitted for Feedback
Review Receive Feedback Review Data
  • PHASE 2
  • Readings
  • Assignments
  • Experiences
  • CWS2 10 entries
  • (Candidate Work Sample)
  • Field Seminar
  • Support in Courses
  • Review at end Ph 2
  • Required for Completion

Program Completion Apply for Basic
Cred. Program Evaluation
Program Goals Design
6
Elements That Make It Work
The Design
Candidate Work Sample Performance
Expectations (CWS-2) Enacting and Designing
Learning Experiences for All Students PE-1
(CA-SSU-LSEE-2.1) CA-SSU-PE.A, CA-TPE-1,
CA-TPE-8, CA-TPE-9 Design, implement pedagogy
and curriculum that are informed by theory,
research, professional standards reflective
practice. ?Provide evidence that you know a
great deal about the chosen content area and can
teach this content concept effectively.  Provide
evidence that you understand curriculum that is
open to all learners.   ?In your reflection be
sure to highlight your differentiation choices,
your ability to determine why students need to
learn this, and how you determined who did
learn.  How do you make content / knowledge
accessible to learners?  What learning outcomes
did you anticipate and observe?
7
Authentic Portfolio
  • Signature Assignments or Not?

8
Portfolio Webpage
http//www.sonoma.edu/lsee/portfolio/
Web resource that is an exact parallel to the
LiveText Template along with rich resource for
portfolio development
9
Inter-Rater Reliability
CWS-1 Portfolio Rubric Spring 04 Aggregation of
Evaluator Comments PE-1.1 Demonstrate depth
and breadth of content knowledge in
MATH. EXCEEDS ?I like the way you connect this
to students' interest and background, making
connections to real life situations. You address
a considerable amount of math standards. ?I
appreciate your understanding that not only must
math concepts be delivered in a clear and concise
way but that you must always engage students in
the task. While your plan precisely enumerates
the mathematical procedures to learn this
concept, the addition of the poem scaffolded
English Language Learners, and other students as
well, who might not be able to hold onto the
process. ?Met all aspects of understanding and
utilized good entry to justify rationale ?I think
this is an extraordinary, creative, detailed and
diligent unit that demonstrates strong evidence
of Math content knowledge. ?Strong lesson content
and detailed observation. What is the grade
level? Not sure I would use candy given the level
of obesity of US children? Make sure your
assessment meets your goals. MEETS ?math
rationale needs to be more specific about the
math content ?Great comment on how this lesson
helped realize how much you are learning. To make
this rationale stronger, add some reference to
how much math content you are also learning. ?I
like the way you tie this math lesson to
literature. ?Although they could be more clearly
identified, this entry and rationale demonstrate
a clear understanding of the NCTM process
standards for mathematics. However, there is
little reference made to the
10
Aggregated Data
Ability to rapidly generate various data reports
11
The Data Represent Complex Acts of Teaching and
Reflection
  • Digital Portfolios, our evidence if you will, are
    sets of performances that have been captured in a
    multi-media environment that inform the evolution
    of our programs.

12
Unanticipated Process Results
  • Faculty have come to know each other and each
    others work in new ways
  • Student Choice in entry submissions led to
    resonant teaching and learning opportunities.

13
Unanticipated Product Results
  • Far more varied portfolios
  • Art potential art as a way of making meaning and
    communicating knowledge
  • Integrated curriculum potentials emerged
    naturally
  • BTSA/Mentor teacher collaboration

14
Challenges Concerns
  • Tech Support School and University
  • Faculty Workload and Compensation
  • Portfolio Management Feedback Loop
  • Purposeful Use of the Data
  • Technology in pace with each other
  • Push to homogenize w/TPA format

15
Spandrels and digital portfolios
  • Our digital portfolio process created
    opportunities that didnt exist before or were
    unrecognized opportunities.
  • We have begun to notice and exploit these new
    spaces from several perspectives
  • Work Sample Analysis
  • Individual Discipline Study (mathematics)
  • Faculty Development

16
Spandrel as metaphor
Spandrels, the spaces above an arch, exist as a
necessary outcome of building with arches. In
the same waysome features of organisms exist
simply as the result of how an organism develops
or is built. Gould, Stephen Jay and Richard C.
Lewontin. "The Spandrels of San Marco and the
Panglossian Paradigm A Critique of the
Adaptationist Programme." Proceedings of the
Royal Society of London B 205 (1979) 581-598
17
Exploiting the Spaces
Work Entry Explorations and Conversations Math
Explorations and Conversations Faculty Comment
Analysis and Conversations
18
New Uses of Time
  • Finals Week
  • Portfolio Share Day
  • Course, fieldwork and assessment linked through
    on-site seminars
  • Inter-rater Reliability
  • Faculty Portfolio Review
  • Course Assignments
  • Students/Faculty Support

19
Sample Portfolio in LiveText
  • LiveText Login

20
Where We Need to Go
  • Managing the process
  • Improving feedback loop
  • On-going faculty involvement/development
  • New Faculty orientation
  • Questioning the data
  • Learn to speak the same language?
  • Respond to new inititatives and directions
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