Customizing Portfolio Tools in the rSmart Sakai CLE

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Customizing Portfolio Tools in the rSmart Sakai CLE. Hannah Reeves The rSmart Group. Reflect. Portfolio Owner. Collect. Integrate. Present. Background. Open Source Portfolio A suite of ePortfolio tools classified as provisional in the Sakai 2.4 release - PowerPoint PPT Presentation

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  • Customizing Portfolio Toolsin the rSmart Sakai CLEHannah ReevesThe rSmart Group

  • Background

    MotivateGuideEvaluateReportOpen Source Portfolio A suite of ePortfolio tools classified as provisional in the Sakai 2.4 releaseOSP Tools an interdependent suite of tools that allow for a variety of different activities

  • Representative ePortfolio ImplementationsPersonal RepresentationResumesCourse projectsSelf presentation/artistic Teaching and LearningConnecting academic and real-world experiences Identifying knowledge and skills in relation to competenciesIntegrating learning across disciplines and timeAssessment and AccreditationDemonstrating and articulating skills and competenciesDemonstrating outcomesIllustrating learning over time

  • OSP DocumentationIn collaboration with Charles Sturt University, rSmart has documented these three representative portfolio implementationsRider UniversityKapiolani Community CollegeRhode Island Department of Education (K-12)

    Documents are available on Confluence http://bugs.sakaiproject.org/confluence/display/OSP/rSmart+Contributed+Documentation

  • Personal Representation PortfolioRider UniversityIn 2005 Rider University initiated a strategic plan to use ePortfolios to guide students in selecting information recommended by career development professionals.

    The Rider ePortfolio offers three on-line resumes designed to assist students in finding a job.

  • Rider Resume Portfolio ComponentsSample Data StructuresForms 20 forms to collect specific data2 forms for collecting student reflections and faculty feedback on wizard pagesWizard1 chronological wizard -provides guidance in creating a resumeTemplates1 portfolio template for creating a chronological resume1 report template to capture information on student progress in creating forms for the resume.

  • Rider Resume FormsActivitiesCertificationsCommunity serviceComputer skillsEducationExperienceFooterHeaderHonorsInterestsLanguage skills

    LeadershipMembershipsObjectivePresentations/PublicationsProfessional Development ActivitiesRelevant coursesRelevant ExperienceURL (form for live URLs)Travel

  • Sample Resume Form

  • Hierarchical Wizard with 7 CategoriesOverviewHeader, Objective, and FooterEducationEducation, Honors, Certifications, and Relevant CoursesExperienceRelevant Experience and ExperienceSkillsComputer Skills, Language Skills, and TravelProfessional ActivitiesPresentations/Publications, MembershipProfessional Development ActivitiesInterests, Activities, Leadership, and Community Service Supporting MaterialsInstructions for Creating a Resume Portfolio

  • Chronological Resume Wizard

  • Resume Portfolio TemplateRiders portfolio template consists of a series of .xml files that work together to produce a resume

    An .xsl file for determining pathways for inclusion of content from forms and uploaded filesAn .xsd file that determines additional information that users will type or copy and paste into a text editor during the resume creation processA .css file that determines the look and feel of the portfolio.

  • Rider Chronological Resume Portfolio

  • Wizard and Portfolio ReportsTwo reports for instructors or administratorsA wizard report assesses user progress in creating forms in the wizard.A portfolio report assesses user progress in creating portfolios from the resume portfolio template.

  • Organizer Steps for Designing Resume Forms

  • Developer Steps for Creating the Forms

  • Organizer Steps for Designing a Resume Wizard

  • Developer Steps for Creating the Wizard

  • Organizer Steps for Designing a Resume Portfolio Template

  • Developer Steps for Creating the Portfolio Template

  • End User Steps forCreating a Resume Portfolio

  • Live Demo of theChronological ResumeComing soon to the Sakai 2.4 Sandbox

  • Teaching and Learning PortfolioKapiolani Community College General Education ProgramKapiolani Community College (KCC) leads the University of Hawaii system in the use of ePortfolios and participates in the National Coalition for Electronic Portfolio Research.The KCC portfolio has Title III and NSF funding.Working with rSmart, KCC designed and developed four portfolios.The General Education portfolio guides students in meeting Gen Ed requirements for graduation.Students reflect on their achievements and showcase their work in a teaching and learning portfolio based on their work in the matrix tool

  • General Education Portfolio

  • General Education Matrix

  • General Education Matrix Cell

  • General Education Portfolio ComponentsData StructuresForms (5)General Education Evidence form to document student work Reflection form for students to reflect upon their evidence Feedback form for instructors to offer formative feedbackEvaluation form to provide a summative evaluation Contact Information form to identify student portfoliosMatrix1 matrix consisting of:Six rows of General Education learning outcomesThree columns of progressive steps for meeting each outcomeEighteen cells with standards, instructions and the four forms

    Templates1 matrix portfolio template displaying data from one column of the matrix1 report template used to capture information in the matrix

  • General Education FormsGeneral Education Evidence:Context, Dates, Description, and Self-evaluation of work Reflection:Origin, Purpose, Why chosen, How fulfills standard, How challenges growth, How contributes to lifelong learningFeedback:Reviewer commentsEvaluation:Rating and commentsContact Information:Name, Address, Phone number(s), Email address(es)

  • General Education MatrixSix rows and three columns. Row headings link to extended explanations in an online glossary. Each row heading specifies a learning outcome:Written communicationCritical thinkingInformation retrieval & technologyQuantitative reasoningOral communicationUnderstanding self & communityColumn headings link to extended explanations in an online glossary. Each heading specifies a level of achievement (Levels 13).

  • General Education Matrix CellsEach matrix cell contains a means to display guidance to students and enter or attach:One or more completed General Education Evidence forms.One or more multimedia files as evidence.Faculty members with appropriate permissions may then:View the matrix and matrix cells of any student from a read-only perspective.Use one or more Feedback forms to provide formative feedback within any cell at any time.Upon student submission of the cell for evaluation, evaluate the cell via the Evaluations form for the cell displayed in the Evaluations tool.

  • General EducationMatrix Portfolio TemplateA series of .xml files work together in the KCC portfolio to produce a Matrix Portfolio Template:

    An .xsl file for determining pathways for inclusion of content from matrix cells, images, and the contact information formAn .xsd file for inclusion of the title, subtitle, and captions for imagesA .css file that determines the look and feel of the portfolioA .gif file for the bannerA .js file for additional script in the portfolio template

  • Matrix Cell Status and Evaluation Reports2 reports for instructors or administrators with appropriate permissionsA matrix cell status report for user progress in completing matrix cells.A matrix cell evaluation report for aggregating evaluations of submitted matrix cells.

  • Organizer Steps for Designing theGeneral EducationMatrix

  • Developer Steps for Creating the Matrix

  • Organizer Steps for Designing theGeneral EducationMatrixPortfolio Template

  • Developer Steps for CreatingtheMatrix PortfolioTemplate

  • End User Steps for Using theGeneral Education Matrix

  • End User Steps for Creating aGeneral Education Matrix Portfolio

  • Instructor Steps for Assessing theGeneral Education Program using Reports

  • Live Demo of theGeneral Education PortfolioComing soon to the Sakai 2.4 Sandbox

  • Assessment & AccreditationRhode Island Electronic Portfolio System(RIEPS)Coordinated by The Rhode Island Network for Educational Technology (RINET) on behalf of the RI Dept of EducationServes 40 high schools in 18 school districtsInvolves 25,000 end usersPrepares the way for a new graduation requirement in 2008Goals:Use ePortfolios to assess student learning according to state standards and district expectationsProvide reports of that learning to the state and to accrediting organizations For each course, teachers create assignments that map to specific state standards and district expectations for graduation.

  • Portfolio-Worthy AssignmentsAssignments may be

    Validated at state levelImported from other sitesCreated by teacherCreated by student

  • Assignments Linked toState Standards and District Expectations

  • State and District Goal Sets

  • Graduation Portfolio

  • Graduation PortfolioSample District #2

  • Submitted and Rated AssignmentsStudents select appropriate assignments to associate with district expectations in Graduation Portfolio

  • RIEPS ReportsStudent reports - allow students to assess fours years of work for inclusion in a Graduation PortfolioTeacher reports - assist teachers in managing portfolio work in their coursesAdmin reports - district administrators aggregate data for reporting to the state

  • RIEPS ComponentsNumerous assignments for each section of each course in each schoolGoal sets containing state standards and district expectationsOne portfolio template per school or districtReports for students, teachers, and administrators to assess the work

  • Live Demo of theRhode Island Electronic Portfolio SystemAvailable later this summer in the Sakai 2.4 Sandbox

  • For More InformationDocumentation of three OSP implementationshttp://bugs.sakaiproject.org/confluence/display/OSP/rSmart+Contributed+Documentation Information on goal management toolshttp://bugs.sakaiproject.org/confluence/display/GM/Goal+Management+ToolsSakai Sandboxhttp://www.sakaisandbox.com/osp-portalThe rSmart Grouphttp://www.rsmart.com

    Poll audience

    FacultyInstructional technologistsDevelopersPeople who wandered into the wrong section You can see the inner circle here represents typical student activity while the outer circle represents the type of activity an instructor, advisor or program director might engage in in an eportfolio site.

    The breadth of activities thats possible can make the suite of tools seem overly complicated. To simplify matters, rSmart has decided to focus our efforts on documenting three representative types of eportfolios in Sakai.

    In todays session, Im going to be laying out the necessary components that comprise a sample portfolio for personal representation, a portfolio for teaching and learning and a portfolio for assessment and accreditation.

    Each portfolio implementation demonstrates different creative ways to use the portfolio tools. The success of your implementation depends upon your willingness to consider how the tools work best for your desired outcomes

    Personal Representation Provide students with structured and creative opportunities to represent their accomplishments and aspects of their identity to others.

    Teaching and Learning Portfolios are usually designed by faculty to guide learners in documenting and reflecting upon their learning.

    Assessment and Accreditation Portfolios that support program assessment and the aggregation and analysis of data on learning to accreditation organizations.

    Each portfolio implementation demonstrates different creative ways to use the portfolio tools. The success of your implementation depends upon your willingness to consider how the tools work best for your particular purposes.

    The samples consist of data structures developed by rsmart and contributed to OSP community by three institutions. Documentation written by rSmart with support from Charles Sturt University.Before we begin looking at some sample portfolios, I want to acknowledge assistance from Charles Sturt University in Australia.

    rSmart was fortunate enough to receive their financial help in putting together documentation on the portfolio implementations well be discussing today and making them available to the larger community as a Sakai/OSP resource.

    Rider University project includes three types of resumes (chronological, combination, and teaching).

    Each resume guides students in the creation and selection of appropriate content in accordance with recommendations by career development professionals.

    The data structures used in this portfolio provide scaffolding for selecting appropriate content and building various types of resumes.

    The OSP 2.4 data structures for the Rider resume portfolio are documented on Sakai Confluence (see previous URL) and will be made available in the OSP Community Library.

    Each form asks for data relevant to the resume category. Most forms capture one or more instances of the data. For example, the activities form may list any number of activities. The education and experience forms allow users to order each set of data chronologically.Students fill out forms and then select from their accumulated forms and associated files to populate versions of their resumes Resumes can then be shared electronically with different individuals for different purposes. This the form for documenting an objective for a resume.A wizard is a type of scaffold or structured template that guides students in documenting and reflecting upon their experience for a particular purpose. Wizards are comprised of categories that help users think about the types of information to include in each resume section. Forms serve as vehicles used in capturing relevant information on a page.Site organizers upload these files separately or in a zip file from an exported Portfolio Template to Resources. They use the Portfolio Templates tool to create the template by importing the zip file or assembling the three types of files into a new template.These reports help guide the process rather than evaluate it. They show usage rather than evaluation.These are the steps site organizers follow to design the forms needed for the resume.Identify the specific information to be collected.Identify fields, field prompts, and form instructions needed to collect input. Determine the preferred method of input for each field in the form (select from, text entry, rich text editor, complex field, dropdown menu, update button for unlimited entries, etc.)Define requirements for user input (text, date, maximum and minimum character length, etc.).Determine desired order for fields.Write instructions to be included in the form (if any).Steps for designing the resume wizard:Based on analysis of the activity or process that the wizard will support, identify the categories, subcategories, and pages you will need.Identify all material that will be presented to wizard users (including all titles, descriptions, instructions, rationale, and examples for the entire wizard and each specific page; files containing guidance, standards and/or examples to associate with the wizard and any of its pages; and forms for collecting information from students and reviewers).Identify points at which reflection and formative feedback are needed.Identify reviewers.Steps for Designing the Resume Portfolio Template:Identify con...

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