ePortfolio and Open Education Trends

8/7/2019 ePortfolio and Open Education Trends

1/17

A portfolio is a collection of artifacts.


2/17

An e-portfolio is a digitized collection of artifacts including demonstrations,resources, and accomplishments that represent an individual, group, orinstitution.

E-portfolios encourage personal reflection and often involve the exchange of

ideas and feedback.


3/17

Types - E-portfolios for showcase.


4/17

Types - E-portfolios for assessment.


5/17

Types E-portfolios for learning.


6/17

According to a 2008 study by the Campus Computing Project, across allhigher education sectors, the use of e-portfolios has tripled since 2003.

The Four Major Drivers of E-Portfolio Use a growing interest in student-centered active learning, the dynamism of digital communication

technologies, spurred by the pressure for increased accountability in highereducation, and responds to increasing fluidity in employment and education.

J. Elizabeth Clark and Bret EynonE-portfolios at 2.0Surveying the Fieldpeer Review Emerging Trends and Key Debates in Undergraduate

EducationVol. 11, No. 1 | Winter 2009http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm


7/17

What's driving eportfolio - interest in student-centered active learning

Photo from Games, Learning and Society 6.0 Conference in Madison, Wisconsin

students would study the design and function of their digital environments,

share their findings, and develop the tools for even richer and more ef

ectivemetacognition, all within a medium that provides the most flexible andextensible environment for creativity and expression that human beings haveever built.Gardner CampbellA Personal Cyberinfrastructure

EDUCAUSE Review Magazine, Volume 44, Number 5, September/October2009http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431


8/17

What's driving eportfolio - forces of dynamic digital communication

Web 2.0 is an attitude not a technology. Its about enabling and encouragingparticipation through open applications and services. By open I meantechnically open with appropriate APIs but also, more importantly, socially

open, with rights granted to use the content in new and exciting contexts.

Ian Davis, 2005Talis, Web 2.0 and All That | Internet Alchemyhttp://blog.iandavis.com/2005/07/04/talis-web-2-0-and-all-that


9/17

What's driving eportfolio increasing fluidity in employment and education.

If the old model is broken, what will work in its place? The answer is:Nothing will work, but everything might. Now is the time for experiments,lots and lots of experiments...

Clay Shirky, 2009Newspapers and Thinking the Unthinkablehttp://www.shirky.com/weblog/2009/03/newspapers-and-thinking-the-unthinkable


10/17

What's driving eportfolio - pressures for increased accountability in highereducation.

In the future it will be more widely recognized that the learning comes notfrom the design of learning content but in how it is used. Learning and living,

it could be said, will eventually merge. The challenge will not be in how tolearn, but in how to use learning to create something more, to communicate.Stephen Downes, 2005E-learning 2.0eLearn: Feature Articlehttp://www.elearnmag.org/subpage.cfm?section=articles&article=29-1


11/17

Distinction

Excellent e-portfolios align evidence with context and with audience, andthere is a match between the content of the evidence and the way it isframed in the reflective narrative of the e-portfolio.

Kathleen Blake Yancey

Electronic Portfolios a Decade into the Twenty-first Century:What We Know,What We Need to Knowpeer Review Emerging Trends and Key Debates in UndergraduateEducationVol. 11, No. 1 | Winter 2009http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm

The process of reading online, engaging a community, and reflecting it onlineis a process of bringing life into learning. As Richardson comments, "This [theblogging process] just seems to me to be closer to the way we learn outside

of school, and I dont see those things happening anywhere in traditional

education."Stephen DownesEducational BloggingEDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 1426.

http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920


12/17

Distinction

From the students perspective the ability to personalize their e-portfoliocontributes to their motivation to work on it throughout the year as well astheir engagement in the process (Ring, Weaver, and Jones 2008). In other

words, when the e-portfolio is designed by the student as much as by theinstitution, implementation eforts are more likely to succeed.Kathleen Blake YanceyElectronic Portfolios a Decade into the Twenty-first Century:What We Know,What We Need to Knowpeer Review Emerging Trends and Key Debates in Undergraduate

EducationVol. 11, No. 1 | Winter 2009http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm

They would install scripts with one-click installers such as SimpleScripts.

They would play with wikis and blogs; they would tinker and begin to

assemble a platform to support their publishing, their archiving, theirimporting and exporting, their internal and external information connections.They would become, in myriad small but important ways, systemadministrators for their own digital lives. In short, students would build a

personal cyberinfrastructure, one they would continue to modify and extendthroughout their college career and beyond.


13/17

Distiction

Such metrics that speak to those that use eportfolio vs. those that do not include higher rates of student engagement on a local measure ofengagement (Kirkpatrick et al 2009) as well as on the nationally normed

Community College Survey of Student Engagement; higher rates of coursecompletion; and higher rates of retention (Eynon 2009).

Kathleen Blake YanceyElectronic Portfolios a Decade into the Twenty-first Century:What We Know,

What We Need to Knowpeer Review Emerging Trends and Key Debates in UndergraduateEducationVol. 11, No. 1 | Winter 2009http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm


14/17

Discordance Assessment vs. Student Learning

...the field has to some significant degree been divided between those whosee e-portfolios as tools for enriched student learning and those who focuson their utility as a vehicle for assessment. In a 2007 Inside Higher Ed article,

Trent Batson lamented the ways that e-portfolios potential for enhancingstudents metacognitive skills had been hijacked by the need for

accountability.

J. Elizabeth Clark and Bret EynonE-portfolios at 2.0Surveying the Field

peer Review Emerging Trends and Key Debates in UndergraduateEducationVol. 11, No. 1 | Winter 2009http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm


15/17

Discordance Private vs. Public

Even as numerous studies and commonsense experience point to socialinteraction in online courses as a key success factor, we find far too manyfaculty eliminating opportunities for conversation by asking students to turn

in work privately.

Patrick R. Lowenthal and David ThomasDeath to the Digital Dropbox: Rethinking Student Privacy and PublicPerformanceEDUCAUSE Quarterly Magazine, Volume 33, Number 3, 2010http://www.educause.edu/EDUCAUSE+Quarterly/

EDUCAUSEQuarterlyMagazineVolum/DeathtotheDigitalDropboxRethin/213672

When students are assigned to post information to public social media

platforms outside of the university LMS, they should be informed that their

material may be viewed by others.John Orlando, 2011FERPA and Social Media | Faculty Focushttp://www.facultyfocus.com/articles/teaching-with-technology-articles/

ferpa-and-social-media/?c=FF&t=F110207-FF


16/17

Discordance Creepy Treehouse

eforts to build educational spaces within popular social-networkingplatforms risk undesirable interactions between personal and professionallives.

Matthew K. Gold

Beyond Friending: BuddyPress and the Social, Networked, Open-SourceClassroomLearning Through Digital Media Experiments in Technology and Pedagogyaspart of MobilityShifts: an International Future of Learning Summithttp://learningthroughdigitalmedia.net/beyond-friending-buddypress-and-

the-social-networked-open-source-classroom

Any institutionally-created, operated, or controlled environment in whichparticipants are lured in either by mimicking pre-existing open or naturally

formed environments, or by force, through a system of punishments or

rewards.A situation in which an authority figure or an institutional powerforces those below him/her into social or quasi-social situations.

Jared Stein 2008Flexknowlogy - Jared Stein's ARCHIVED blog - update to jaredstein.org

Defining "Creepy Treehousehttp://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-


17/17

Final Thoughts

Many students simply want to know what their professors want and how togive that to them. But if what the professor truly wants is for students todiscover and craft their own desires and dreams...To get there, students must

be ef

ective architects, narrators, curators, and inhabitants of their owndigital lives.

Gardner CampbellA Personal Cyberinfrastructure (EDUCAUSE Review) | EDUCAUSEhttp://www.educause.edu/EDUCAUSE+Review/

EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431

the ease of the . . . portfolio template, for him, made the portfolio creationprocess feel more list-like and that it removed a good deal of the freedom he

associated with creativity. He also reported a loss of multiple contexts in the

templated approach.Josh noted, as well, that for him the value of e-portfolioswas creating connections from classes to larger contexts.A space for learningto occur in three areas: (1) curricular situations, which are largely course-based; (2) cocurricular situations,which are often linked to the curriculum

(e.g., service learning opportunities, internships, peer tutoring, andleadership experiences); and (3) extracurricular situations (e.g., jobs, sports

Documents

ePortfolio and Open Education Trends