portfolio presentation teaching and learning

Pedagogical change in higher education, with greater emphasis on student-centered active learning Enhances users’ technological capacity as they become more proficient users of software

Why Use the ePortfolio?

Pedagogical change in higher education, with greater emphasis on student-centered active learning

Enhances users’ technological capacity as they become more proficient users of software and other tools

Demands for accountability in higher educationTransition between employment and education – “an education passport” that allows students to showcase

or demonstrate their learning and transfer it to their professional career (i.e integrative learning)

Flexibility (i.e can be used for various purposes such

as enriched learning, career development, and assessment, to name a few)

Debra A Buchanan

A Portfolio is made up of…

Selective and purposeful collections of student workRecords of learning, growth, and change

Meaningful documentation of students’ abilitiesInformation about what student have learned or are able to do

A learning historyStudents’ reflections their own work

Not just papers and presentations

“…a purposeful collection of work that exhibits the student's efforts, progress, and achievements …and evidence of student self-reflection.”

Choose only the best

– One great news release is better than one great one plus two okay ones

• Selection: the development of criteria for choosing items/artifacts to include in the portfolio based on established learning objectives

• Reflection: Explain how the particular work/artifact illustrates mastery of specific curriculum requirements or learning goals

Mantra: Collect – Select - Reflect

Debra A Buchanan

Van Wagenen and Hibbard (1998)

What is a Career Portfolio?

A collection of documents and other artifacts that people use to validate claims they make about themselves.

- Satterthwaite & D’Orsi, The Career Portfolio Workbook

Targeted Portfolio

Documents specific to position Well organized

P.E.A.K.S.

– Learning skills– Self-Management Skills– Task accomplishments– Community Service

Make a list of documents to keep track!

Accomplishments Knowledge

Skills

Getting the Right Look

Carrying Case

– Three-ring binder that can be zippered shut

– Color and material should reflect the image you want to portray

Portfolio Items

– Original (if possible) documents– Size documents consistently

– Color sells– Use sheet protectors– Store extra items behind displayed documents

What should it look like?

Traditional vs Electronic

Traditional Portfolios Often project based rather than process based

Not easily shared (cumbersome)

Deteriorates over time

Electronic Portfolios Includes various kinds

Goals of an Academic Portfolio

Demonstrate breadth of learning,

teaching, and research

Range of achievements Collecting and

connecting your various accomplishments; a creative representation of your work and of you Evaluate achievement of

intended outcomes

Opportunity to showcase your

accomplishments Your best work

Reflect, assess own educational

experience

Representative pieces; written reflections

To make connections between where you were, where you are, and where you want to be

Share one’s expertise Legacy of best practices

A Document that Evolves Over Time

The portfolio is a living collection of documents and materials which change over time

– New items are added, others are dropped

Choose development tools

– Word processor, scanner, digital camera, etc

Prepare to organize the portfolio

– File management, storage devices, etc

Process for Constructing

ePortfolios

Collect/Select portfolio content

– Students collect the material

Create and connect the portfolio

– Include:

• Title Slide: Name, Year

• Table of Contents with hyperlinks to content areas

• Content Areas: Bio, Career, Internship, Reflection

Prepare the portfolio for use

– Transfer to portable storage device, create shortcuts, etc.

Present and evaluate the portfolio

Audio/Video samples - recording the student/mentors speaking aloud

Photo samples – scanned or digital Work and Skill samples – scanned or computer generated

PowerPoint/Presentation samples - hyperlinked

Students can use ePortfolio to:

Display papers and assignments for more than just the instructor to see Talk about the thought and work that went into the submissions

Gather an overview of educational experiences

Share work with future employers Social media resume

– Links to blog, Web site, Twitter account, podcasts or other online activities

Use ePortfolios to:

Create an online educational journal for reflection

Create an online site that can be turned

in as an online Assignment Demonstrate mastery of course Outcomes

Share best work from multiple courses Showcase professional-quality work for prospective employees

Google apps/Docs Html – Expression Web Blogs, WordPress

Wiki (Wikipedia.com) PowerPoint

Keynote (Apple software)

E-Portfolios may consist of templates or self created Web pages.

Can be public or private

Items clearly demonstrate that the  desired learning outcomes for the  term have been achieved. The  student has gained a significant  understanding of the concepts and  applications.

Reflections illustrate  the ability to 

effectively critique  work, and to suggest  constructive practical  alternatives.

Items are clearly  introduced, well  organized, and  creatively displayed,  showing connection  between items 75‐89 All required items 

are included, with 

a few additions.

Items clearly demonstrate most of the  desired learning outcomes for the  term. The student has gained a  general understanding of the  concepts and applications.

Reflections illustrate  the ability to critique  work, and to suggest  constructive practical  alternatives.

Items are introduced  and well organized,  showing connection  between items.

60‐75 All required items 

are included.

Items demonstrate some of the  desired learning outcomes for the  term. The student has gained some  understanding of the concepts and  attempts to apply them.

Reflections illustrate 

an attempt to critique  work, and to suggest  alternatives.

Items are introduced  and somewhat 

organized, showing  some connection  between items.

40‐59 A significant 

number of  required items are  missing.

Items do not demonstrate basic  learning outcomes for the term. The  student has limited understanding of  the concepts.

Reflections illustrate a  minimal ability to  critique work.

Items are not  introduced and lack  organization.

0 No work submitted

Sample Student Portfolio Rubric

Based on Pierette Pheeney, in The Science Teacher, October 1998.

Improvement  needed Excellent

Comments and Suggestions:

Student Examples

http://carlyvaseleck.weebly.com/cmat -344-portfolio.html

https://seelio.com/victoriasottek http://students.salisbury.edu/~kb789 87/cmat335/personalsite.html

seelio.com/victoriasottek LaGuardia Community College Portfolios at Penn State

References

https://inside.fammed.wisc.edu/systemfiles/academicportfolio.ppt

Association of American Colleges and Universities, Valid Assessment of Learning in Undergraduate Education

(VALUE) Project, 2009.

Brown, Mary Daniels Electronic Portfolios in the K-12 Classroom Education Technology Center, 2002 http://www.educationworld.com/a_tech/tech/tech111.shtml

Clark, J Elizabeth E-portfolios at 2.0 – Surveying the Field AAC&U, Peer Review, Winter 2009.

Gathercoal, Paul, et al Web-Based Electronic Portfolios, EDUCAUSE Quarterly, No 2, 2002, pp.29-37.

White, Mary, et al The E-Portfolio: An Assessment Tool for Institutional Effectiveness A presentation during Assessment Spotlight, Jackson State University, October 27, 2009.

Buchanan, D Using the ePortfolio as an Student Learning Karlen, J M and Sanchirico, S M Adult learning and e-Portfolios

Portfolio Sites

Seelio https://crevado.com/

eportfolio#!prettyPhoto Portfolio Rubric

Authentic Assessment Toolbox