Eportfolios facultyinservice fall2014

Page 1

+

Making Learning Visible: E-portfolios in Canvas Renee Phoenix Center for Engagement and Learning


+

5 minute Definition T/P/S Critical thinking Folio thinking Reflection

Learning Landscape Knowledge Worker

Creative Networker


+

Critical Thinking / Folio Thinking Making connections ď Ž Because ePortfolios enable learners to

represent their own learning in a way that makes sense to them, they provide a window into the way that they have both lived and experienced different curricula—what Kathleen Yancey (1998) refers to as the

multiple curricula


+



+

Learning Landscape -Academic


+

Learning Landscape -Community


+

Learning Landscape -Workplace


+ ePortfolios offer a framework for students to: • Create different representations of their learning experiences in their learning landscapes

• Tailor their reflections and messages to specific audiences • Develop digital skills and multimedia capabilities for delivering their ideas and knowledge.


+

Documenting and Reflection Reflection on growth and change

of knowledge over time with an emphasis on learners documenting the process of their learning, not just

the products.


+

Who are the potential Stakeholders in this process of assessing and documenting learning? Students Faculty Administration College Departments and Programs • Accreditation Teams • Student Services (like Advising) • • • •


ePortfolio Framework Steps +  Define learning goals/outcomes  Designing learning activities

 Understanding learners and stakeholders  Informing assessment  

of student learning

What are the amounts and types of evidence that are useful to stakeholders on your campus? When & Where are students already likely to be reflecting on and documenting their experiences?

 Using ePortfolio tools and technologies  Evaluating the impact of ePortfolios  

In your class Outside of your class (different contexts, dept. level, program level…)


+

Designing Effective ePortfolio Learning Activities 

High-impact  

Alignment of outcomes activities  assessments

Understand Your Learners 

Contexts: academic, workplace, community

Clear learning outcomes (Course Level or Core Abilities? Or both?) 

Inside and outside the classroom

Skills, values, interests, characteristics

Identify Stakeholders

Central feature is reflection


+

Central feature is reflection 

Additional information on attitudes & values while encouraging transfer and application of experiences. The e-portfolio collection documents their competency around a specific outcome, not necessarily everything that they have completed in a class or program. 

This could be an artifact that is built upon and refined throughout a course or a program. Build connections throughout your course curriculum (i.e. Library Field Trip  research and critical thinking skills reflection on approaches to research  lessons learned and application to final research project in class  how applied beyond this course?) Built around a theme (i.e. technology and society, globalization, poverty and inequality) that help learners start to make connections and knowledge transfer among different contexts.


+

Example Concept Map (History and Film)Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors (Kindle Location 1222). Wiley. Kindle Edition.


+ Other ideas for learning activities 

Writing Intensive Courses   

Collaborative Projects/ Assignments 

 

Reflections on what was accomplished, what was learned and what was experienced that could not have been done alone.  What would they do differently?  What did you “bring to the table” as a member of the group?

Research Portfolios 

Learning logs / blogs Lab Journals In Class Writing

Documenting and reflecting on the research process

Service Learning Projects / Community Service

Internships / Cooperative Education/ Career Portfolios Capstone Projects


‘Like all good learning experiences the e-portfolio should be integral to what they do, not simply bolted on.’

+ University of Wolverhampton, ePistle project outputs http://asp2.wlv.ac.uk/ePISTLE/outputs.html


+

Create a simple process


+

Choice of Expression of Learning         

Writing Examples

Video or Audio Reflections, short films, re-mix or collages Slide Share, Prezi, animations, digital storytelling Web Sites Blogs

News Aggregation and Curation Illustration, photography

Mind maps, concept maps

Visual collections, Flickr, Pinterest

Sharable Content

Creative Networkers vs. Knowledge Workers


+

Creative Networkers? A creative networker is a person who creates or grows unique value within a network of people, or someone who creates or grows the network in an original way for others to share value. Even better, it can be a person who does both. – Jurgen Appelo http://www.noop.nl/2014/01/are-you-a-creativenetworker.html#sthash.kwTaeZFI.dpuf


+

Canvas user Examples University of WA – Canvas - Expository Writing Program- Culminating Assignment https://canvas.uw.edu/eportfolios/12907

https://canvas.uw.edu/eportfolios/12029

https://canvas.uw.edu/eportfolios/13683?verifier=etvs07gsp6nknko6evywa1juj ufxtezz9fyrqwnj


+

ePortfolio Examples (cont.)

   

Other College examples (not using Canvas) SUNY Stony Brook - Digication SUNY Broome - Wordpress

http://eportfolio.lagcc.cuny.edu/about/ Bronx Community College – Digication


+

Other Resources Documenting Learning with ePortfolios: A Guide for College Instructors by Tracy Penny Light, Helen L. Chen and John C. Ittelson Outcome based rubrics developed by the Valid Assessment of Undergraduate Education (VALUE) Project : Association of American Colleges and Universities AAC&U Website: http://www.aacu.org/value/rubrics/

The Student Portfolio is the New Book: New Practices, Profession and Scholarship by Trent Batson and C. Edward Watson. 2011, Campus Technology Electronic Portfolio Action & Communication Learning Community http://epac.pbworks.com/w/page/12559687/FrontPage


+

The Canvas ePortfolio Tool You can find the ePortfolio tool in Canvas by looking in your Canvas account settings. Click on Settings in the upper right menu of the Canvas page. Then click on the ePortfolios link on the left.

Eportfolios are “user account” specific, not course specific. You and your students create eportfolios that are associated with the user’s Canvas account.


+

An archive Canvas LIVE broadcast about ePortfolios in Canvas facilitated by Carrie Saarinen, Instructure CanvasLIVE: ePortfolios (05/15/13) In this session, Carrie explores the Canvas ePortfolios and considers ways to use ePortfolios as a cumulative resource for students and teachers. She and participants talk about ways to help students organize content as a showcase of assignments, activities and projects, and how to use those ePortfolios to provide evidence of learning.

Follow this link to view the archive session (approx. 53 minutes) http://vimeo.com/76357203


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.