Teaching with Eportfolios - College of LSA with ePortfolios ... , or even the line between education and extra-curricular ... higher-impact learning experiences than simply thinking

Teaching with ePortfolios

Overview BuildingePortfoliosintoyourcoursesmeansprovidingstudentswithvaluableopportunitiestoengageinthemosteffectivelong-termlearningactivities.ePortfoliosteachstudentstoself-assess,tomonitorandevaluatetheirlearningprogress,tothinkcriticallyandactivelyabouttheirlearningprocesses,totakeownershipoftheirwork,andtopracticeplanning,implementation,andrevision--allofwhichenhancemeaningful,long-termlearning.ePortfoliosarestudent-curatedonlinecollectionsoftheirownworktiedtogetherbyself-reflectivewritingandpurposefuldesign.Theycanalsobeincrediblyflexibleandusefultoolsforyouandforstudentsinasingleunit,course,orprogram.Infact,recentresearchshowsthatstudentsincoursesthatrequireePortfoliosreportbeingmoreengagedthanthoseinthesamecourseswithoutePortfolios.Directdescendantsofpaperportfolios,whichtypicallyincludeareflectivecoverletterandafewselectedprojectsthatmayormaynotberelated--gearedgenerallyfortheteacher’sandpossiblyoneortwopeers’evaluativeeyesonly--ePortfoliosofferstudentsachancetocreateacohesiveargumentoutofabodyoftheirwork.Whilewe’veusedpaperportfoliosinhigheredforthelastseveraldecadesandmaybetemptedtothinkofePortfoliosassimplyonlineversionsofthose,ePortfoliosaredifferentinseveralimportantways:

• ePortfoliosare(potentially)publicandsearchable.• Becauseoftheirpublicnature,ePortfoliosprovideaconcretewaytohelpstudentsconsiderand

writeforspecific,evenmultiple,audiences.• ePortfolioshelpstudentsdevelopdigitalcompositionskills--inparticular,researchshowsthat

thecombinationofthinkingaboutdesignandtextualcontentprovideshigher-impactlearningexperiencesthansimplyputtingwordsonpaper.

• ePortfoliosfosternotjustwritingandsubject-basedexpertise,butbroaderintellectualandculturaldevelopment.

• ePortfoliosfacilitateactivelearningthatcrossestheboundariesofindividualcourses,fieldsofstudy,oreventhelinebetweeneducationandextra-curriculardevelopmentandcommitments.

YoumightworrythatusingePortfolioscouldincreaseyourworkloadorrequirecomplextechnologicaltraining,buttheydon’thaveto.Inthisresourceyouwillfindstrategiesfortheiruseattheunit-level,course-orprogram-level,developingwriterlevel,andfurtherreadingsifyouwanttolearnmore.

Table of Contents GeneralConsiderationsTheBasicElementsofePortfoliosStrategiesfortheClassroom

• AssignmentorUnitePortfolios• CourseePortfolios• ProgramorDepartmentePortfolios

FurtherReading

General Considerations Extensivetechnical/digitalexpertiseisnotrequiredtocreateaneffectiveePortfolio.Weliveinanagethatoffersanabundanceoffreeonlinetoolsthatareuser-friendly,easytolearn,andpotentiallyeveneasyformoremoretechnologicallyadvancedstudentstopersonalize.Mosttools,suchasWordPress(robustlysupportedbyUofMInstructionalTechnologypersonnel),Wix,orSeelio,offerbothstandardtemplateswithediting/draftingtoolsthatmirrorthoseofemailprogramsorWordforthemostentry-leveltechusersaswellasHTMLcapabilityforthosewhowanttotrytheirhandatcoding.Youneednotmasterall--orevenany--oftheavailabletoolsinordertoincorporateePortfolios;yousimplyneedtobefamiliarenoughwiththemtobeabletoprovidestudentsclearpathwaystosupport,bothonlineandatUM. ePortfoliosshouldbetreatedascohesivecompositions.Ratherthanactingmerelyasrepositoriesforacollectionofunrelatedpapersorprojects,effectiveePortfoliosconstitutecompletecompositionsinthemselves.MakingePortfolioscohesivecompositionsrequiresstudentstofindthroughlines(consistentrelationships)amongtheirprojects,processes,and/orskills,values,andcompetencies,andtocreateanarrativethattiesalltheirselectedworktogether.ePortfoliosrequirethreeprimarytasks:selection,evidence-basedreflection,andrevision.InorderforstudentstoinvestintheconceptofanePortfolioasacarefullyconstructedandself-determinedrepresentationoftheirwork,theyneedroomtomakechoicesaboutwhattoincludeand/orhowtoframewhatthey’veincluded.Inorderforstudentstoengageindeep,long-termlearning,theyneedtoanalyzeandpointtoaspectsoftheirworkthatsupportthelargerclaimsornarrativestheirportfoliosmakeandarticulatewhyandhowthoseartifactsaresignificant,justastheywoulddoforanyotheranalyticalproject.Inorderforstudentstodevelopthemosteffective,cohesiveargumentpossible,theyneedtimetodraft,reflecton,andrevisetheirePortfolio,particularlythenavigationandreflectivewritingthatframetheartifacts.ePortfoliosaremorethansimplyalphabetictextonascreenandshouldtakeadvantageoftheaffordancesofdigitaltechnology.OneofthemostbeneficialaspectsofePortfolios(asopposedtopaperportfolios)isgivingstudentsthespacetoconsiderhowdesignandonlineinteractivitycanshapetheargumenttheirworkmakes.

Researchshowsthatdynamiccombinationofthinkingabouthowdesignandtextualcontentinfluenceoneanother,andparticipatingintheproblem-solvingthatworkinginnewmediainspires,provideshigher-impactlearningexperiencesthansimplythinkingofePortfoliosasastaticplacetotransfer,wholesale,wordsfromadocumenttoamorepublicforum.Youshouldencourageyourstudentstothinkabouthowtheyprefertoreadonline,andwhattheconventionsofonlinewritingare,sothattheycanmakesmartuseofhyperlinks,video,image,andaudiointegration,embeddingpresentations,etc.ePortfolioscancreatedeeplearningandenableknowledgetransfer.ePortfoliosrequirefocusingbothonshort-term,day-to-day,in-the-momenttasksaswellasonmakingconnectionsamongpiecesofworkacrosstimetoformanintegratednarrative(i.e.anargumentaboutwhothecreatorsareasastudent,artist,scholar,pre-professional,etc.).Thatis,theyrequiretheintegrationofdifferentaspectsoflearning--bothcognitive(content-,skill-,orcompetency-based)andnon-cognitive(aesthetically-,emotionally-,oridentity-based).Becauseofthis,ePortfoliosareanexcellentwaytohelpstudentslearndeeplyandinawaythatteachesthemtotransfertheirknowledgefromonecontexttoanother--fromoneconcepttoanotherwithinaunitorclass,fromonecoursetoanother,fromonedisciplinetoanother,fromschooltotheirpersonallives,fromundergraduatetograduatestudies,fromschooltotheprofessionalworld,etc.ePortfoliosbuildinopportunitiesforshort-termandlong-termlearning,facilitatingknowledgetransfer.Thiskindofintegrationcultivatestwokindsoflearningforstudents:immediate/short-termlearning,andlong-termlearning.(Expertsrefertothesekindsoflearningasdevelopingthe“networkedself,”andthe“symphonicself.”)

Immediate/short-termlearningisflexible,encouragesboundarycrossing,respondsinthemoment,andmakesconnectionsamongcurrentideas.Thiskindoflearningarisesinday-to-dayactivitiesandreflection,anditdoesn’taimformastery,butratherratherforanongoingsenseofrevisionandupdating.Long-termlearningdemonstratessustainedcoherence,pullingtogetherideasandskillswithaninternalintegrityandcontinuity,identifyingenduringcommitmentsandvalues,thepartsaddinguptothewhole.Thiskindoflearningarisesoutofin-depthintellectualengagementandsustainedcreativity.

Whilethemosteffectivelearning(deeplearningthatfacilitatesknowledge/skillstransfer)comesfrommarryingshort-termandlong-termlearning,eachtypeofhasvalueinastudent’sdevelopment.DependingonhowmuchtimeyouhavetodedicatetoePortfolios,youcanencouragesomedevelopmentofeachtypeoflearning,andgenerallythemoretimeyouhave(i.e.ifyou’reworkingwithePortfoliosinaprogramordepartment),themoreopportunitytomovetowardyourstudentstowardlong-termlearningandknowledgetransfer.

ePortfoliosshouldbecarefullyintegratedintotheproject,course,orprogram.Inordertocultivatebothimmediateandlong-termlearning,theroadtoePortfoliosneedstoincludetimeforactivitiesbuiltintobothday-to-day(i.e.ongoingreflectionsandquickconnectionsamongideas,skills,etc.)andlonger-termprocesses(reflectingbacklateronearlier,cumulativereflections,havingachancetorepeatactivities,torevise,etc.).AnePortfolioismostusefulwhenitiscompletelywovenintothefabricoftheassignment/unit,course,orprogram/department.FromthefirstintroductionoftheePortfolioprompttothefinalsubmissionoftheePortfolio,theidealwaytomakethemostofthelearningstudentscandoisbysupportingtheirplanning,reflective,andrevisionpracticesalongtheway.

The Basic Elements of Assigning ePortfolios WhenstudentsorinstructorsarenewtoePortfolios,theytendtohaveahardtimeimaginingwhatthey“looklike,”andthusworryaboutthingslike,“HowwillIevenassignsomethingwhenI’munsurewhatitshouldlooklike?”or“Howwillmystudentswraptheirmindsaroundwhatthey’resupposedtodo?”ThissectionbreaksePortfoliosintotheirmostbasicelementssothatyoucanseehowthosepiecesfittogether.ThePrompt:ThefirststepinANYsituationistointroducetheePortfoliowithapromptthatclearlylaysouttheguidelinesandexpectations,includingalistofrequiredartifacts.Youshouldforsurerequire:SomekindofreflectiveintroductiontotheePortfolioAcertainnumberofartifactsoftheirprocessReflectivematerialaroundtheirchosenartifactsSomekindofinteractivity(hyperlinks,quizzes,etc.)Somekindofmeaningfulmultimedia(images,datavisualization,embeddedvideos/audio,etc.)ClearnavigationRememberthatinsomewayyoushouldprovideyourstudentswiththeopportunitytomakedecisionsaboutwhattheyinclude.Forinstance,anylistliketheoneabovecouldeasilyinvitechoice--maybetheyhavetoincludethreeartifacts,butyouletthemchoosewhichthree,forinstance.Ormaybetheirartifactsneedtobeofacertainnature,andyouletthemchoosewhichonesbestfitthosecharacteristics.Forexample,youcanrequirethattheyincludeatleastoneimageperpage,butletthemdecidewhatimagesarebestsuitedbasedonguidelinesyouprovide.YoushouldalsodetermineearlyonwhatultimatelevelofpublicitythefinishedePortfolioswillhave.Willtheybeopentothegeneralpublic?Onlytoyou?Onlytoclassmembers,programcohorts,etc?Ideallystudentsshouldhavesomechoiceinthismatter,butdorememberthatthemorepublicanePortfoliowillbe,themore“real”thechoicesthestudentsmakeinordertoengagewiththeirdesiredaudiencesarelikelytobe. Artifacts:ArtifactsarethemainfeatureoftheePortfolio--theobjectsstudentschoosetodisplayintheirePortfolios,suchasanessayoraslideshoworlabresults--andtheyareframedandcontextualizedbythereflectivewriting.Justasinamuseum,whereeachartifact(say,apainting)isaccompaniedby

informationalandofteninterpretive(whatmuseumscall“contextual”and“didactic”)text,theartifactsofanePortfolioarewhatthestudentsselect(or“curate”)totelltheirstory.ReflectiveWriting:Reflectivewritingisthecontextual,analytical,andaffectiveframethestudentsbuildtosupportandhighlighttheircollectionofartifacts,creatingacohesivenarrativethattiesthemalltogether.Tocontinuewiththemuseummetaphor,thereflectivewritingisakintotheinformationalanddidactictextyoufindinmuseums.Reflectivewritingmosttraditionallytakestheformof:

IntroductiontothewholeePortfolio:Thisisthesectionwherethestudentaddressestheiraudienceandmakesacasefortheargumenttheirportfoliomakesaboutthemasastudent,writer,citizen,artist,futureprofessional,etc.Thinkofthelargepostersorfliersthatintroduceacollectionatamuseum(thequestionstheyaskandwhy,thethemestheyaddressandwhattheyreveal,theperioditcoversandtowhatend,etc.),andyou’vegotsomeideaofwhatareflectiveintroductioncan--andshould--do.Thethingareflectiveintroductionshouldalsodo,whichgoesastepfurtherthanamuseumcollection’snarrative,istoreflectivelyanalyzethework.Thekeyhereisthatthereflectiveintroductionisargument-driven,anditusesevidencefromthestudent’sownworktosupporttheclaimsitmakes.Introductionstoindividualsections/artifacts:Somestudentsfindthebestwaytoincorporatereflectivematerialthroughouttherestoftheeportfolioistocreateabriefintroductiontoeachsection,eachpage,oreachartifact(orsomecombinationofthese)--dependingonthebreadth,depth,andorganizationalschemeoftheePortfolio.Inamuseum,suchintroductionswouldbeakintothesmallplaquesyoufindonthewallsorpodiumsnearindividualartifactsorsectionsofanexhibit.Again,theseareaplacetoprovidecontext,butalsoreflectiveanalysis,navigation,evendialoguewithreaders.

Interactivenavigation:OneofthekeythingsthatdistinguishesePortfoliosinformandpurposefrompaperportfoliosistheirabilitytoreachpublicaudiencesandtoallowstudentsflexibilityinthenavigationtheycreateforthoseaudiences.Studentscanprovidepathwaysthatguidetheirreadersaroundtheireportfoliosbywayof:

Mainmenus:Mostonlineplatformshavebuiltinabilitiestocreatemainmenussimilartowhatyou’llfindonanybasicwebsite(mainsectionslistedacrossthetop,forinstance,withdrop-downpagesunderneath;orsidemenus).Images:Manyplatformsallowstudentstoturnimagesintoactivebuttons/gatewaysthatleadelsewhere,suchastosectionsorartifacts.Hyperlinks:Mostonlineplatformsalsoincludethecapabilitytocreatehyperlinksfromanyplaceononepage(images,asabove,ortext)toanotherplaceonthesamepage,fromonepagetoanotherwithintheePorftolio,orfromanyplaceonapageintheePortfoliotoanoutsidewebpage.

Visualdesign/MultimodalWriting:Multimodalwritingiswritingthatmakesuseofmorethanalphabetic(orlinguistic)text.Thewaypeopleincompositionaretalkingaboutmultimodalwritingthesedaysisbyacknowledgingfivedifferentmodes(waysofcommunicating)thatatextcanhave:linguistic(alphabetictext),visual(color,layout,style,etc.),spatial(arrangementofelements,organization,proximitybetweenobjects),audio(music,soundeffects,ambientnoises,silence,toneofspeakingvoice,etc.),andgestural(facialexpressions,handgestures,bodylanguage,physicalinteractionsbetweenpeople).Theneedtomakepurposefulchoicesaboutcolor,layout,images,incorporationofvideoandaudio,etc,helpsstudentsdevelopdigitalcompositionskills--researchshowsthatthecombinationofthinkingaboutdesignandtextualcontentprovideshigher-impactlearningexperiencesthansimplyputtingwordsonpaper,becausetheynotonlyhavetothinkinconcrete,information-basedways,buttheyhavetosynthesizeinformationandmakeconnectionsacrossdifferentmodesinordertoconceptualizetheirworkandapplytheirknowledge.ForaprintablehandoutwiththebasicelementsofanePortlfolio(minustheprompt),directedtostudents,weencourageyoutoprintSupplement1:“TheBasicElementsofanePortfolio”andhanditoutalongwithwhateverpromptyouwrite.Foramoredetaileddiscussionofteachingandmodelingmultimodalanalysis,seetheSweetlandTeachingResource,“SupportingMultimodalLiteracy.”

Strategies for the Classroom Below,weofferseveraltypesofassignmentsthatfitintothethreestagesyouneedtoincludeinanyePortfolioproject:pre-writing/planning,writing/designing,andrevising/publishing.Belowthelistofassignments,you’llfindatableoftheassignmentsdividedintothesethreecategories.Followingthetable,we’veprovidedsomepossiblesequencesusingtheseassignmentsdependingontheePortfoliostrategyyou’reusing:someforsingle-assignment-basedePortfolios,someforunit-orcourse-basedePortfolios,andsomeforprogram-ordepartment-basedePortfolios.Weofferyouthisassignmentlistandtablenotasastrictsequencethatmustbefollowedprecisely,butassuggestionstohelpyoutoimplementthestagesofePortfoliosinyourcourses.Youshouldfeelfreetomixandmatchtheseassignmentsasyouseefit,thoughweencourageyoutoalwaysincludesomepre-writing/planningassignments,writing/designingassignments,andrevising/publishingassignmentsinanysequence.Inthissectionyou'llfindthreestrategiesforincorporatingePortfoliosatvariouslevels,includingsuggestedsequencesfordifferenttypesofuse:

1. UsingePortfoliosattheAssignmentorUnitLevel,whichcanbeausefulwaytostartifyou’renewtoePortfolios;

2. UsingePortfoliosatthecourselevel,whichcanbeusefulbothforwriting-intensiveandcontent-basedcourses;

3. UsingePortfoliosattheprogramordepartmentlevel,whichisusefulforcontent-basedlearningthatinvitesstudentstoconsolidatecontentknowledgebywritingaboutitANDcreatesopportunitiesforknowledgetransfer.

Stage1:Pre-Writing/PlanningAssignmentsEachoftheseassignmentsprovidesafulldescriptionofhowandwhenyoumightconsiderusingthem,andeachstrategybelowincludesachartwithsuggestedassignmentsequencesforthatstrategy.Assignment1:ePortfolioPre-Write.WhenyoufirstassigntheePortfolio,it’sagoodideatosetasidetimeforstudentstoreadtheprompt,thinkcarefullyaboutwhattheePortfoliorequires,andbegintomakeconcreteplansforhowtoapproachit.Consideraskingstudents,aloneorinpairs/groups,toexaminetheprojectpromptandwriteareflectionthatdoessomeorallofthefollowing:

• Paraphraseswhatthebig-picturepurposeoftheePortfoliois• Identifies(intheirownwords)theindividualpiecesortasksthattheywillneedtodo,including

technicalknowledgetheywillneed,tosuccessfullycompletetheePortfolio• Identifiesareasofthepromptthatneedsomeclarification,ifany• Identifieswhattheirroleastheauthor/architect/etc.ofthisePortfolioisinrelationshiptothe

audience(s)they’rewritingfor(Thatis,whodotheywanttopresentthemselvestobe?Aretheystudents?Artists?Scholars?Pre-professionals?Somethingelse?Whoaretheyspeakingto?Forwhatpurpose?)

• ThinksthroughthepurposeoftheePortfolio—whatisitsimmediateroleintheunit,course,ordepartment/program,andalsohowmightithelptheminthefuture

• Listsorsketchesoutwhattheyalreadyknow/knowhowtodo• Laysoutaplanofaction(thismaybe“broadstrokes,”butthemorespecificitcanbe,the

better—evenwithself-imposeddeadlinesfor“deliverables,”etc.) Assignment2:AnalyzeAudienceAswithanyeffectivewriting,ePortfoliosaretailoredforspecificaudiences.BeforestudentscanconstructtheirePortfolios,theyneedtounderstandwhotheiraudienceis,whytheywouldbereadingtheirePortfolios,andwhattheyexpectfromthoseePortfolios.It’sagoodideatohavestudentswriteupanaudienceprofilethat--atleastpreliminarily--sketchesoutthesedetailssothattheycanangletheirselections,design,andtonetothatreadership. Assignment3:SelectorLearnPlatformsIfyou’renotrequiringeverystudenttousethesameplatform(i.e.Wordpress,Wix,etc.)tobuildtheirePortfolios,it’sagoodideatohavethemdecidefairlyearlyintheprocesswhichtheywanttouseandgetfamiliarwithhowitworks.Ifyouarerequiringthemalltousethesameplatform,it’shelpfultoprovideanorientationtoitfairlyearlyintheprocess.Becausenewplatformsconstantlyarise,andtheaffordancesofexistingplatformsoftenchange,ifyou’renewtothiskindoftechnologywesuggestthatyoucheckouttheU-M’slibraryresourceonchoosingePortfolioplatforms(https://sites.google.com/a/umich.edu/mportfoliosupport/tools).

Assignment4and/or5:Reverse-EngineerModels(wholeclassorsmallgroup)ThisisausefulwayforyoutohelpstudentslookcloselyatexamplesofsuccessfulePortfoliostoidentifythewaytheirwritersusedspecificelements(artifacts,reflection,introduction,design,navigation,etc.)andhowthoseelementsworktogethertomakeacohesiveargument.ItworksbestifyoucanhavethestudentsreadthroughthesampleePortfoliosaheadoftimeandaskthemtolookspecificallyforelementsyouwantthemtonotice(thatwayyoudon’thavetousevaluableclasstimeforsilentreading).Inparticular,theyshouldseeexamplesofeffectiveoverallcohesionandclarityofargument,reflection,navigation,anduseofvisuals.Youcanfindexamplesofsuccessfulfirst-yearePortfoliosandminorinwritingePortfoliosonourwebsite(http://lsa.umich.edu/sweetland/undergraduates/minor-in-writing/gateway.html),oryoucanprovidestudentsexamplesofyourownoracolleague’spaststudents’work.Reverse-engineeringmodelsismosteffectiveifyoucan:

• Setasidesometimetoanalyzemodelsasaclass,andthen• Havethemcompleteareverse-engineeringassignmentontheirown.Youmaynotevenneedto

gradethisassignmentafteryou’veworkedtogetherinclass--justtheactofanalyzingmodelsontheirownwillgivethemideas,andthentheycanaskquestionsaboutwhattheydon’tquiteunderstandaftertheytryitontheirown.Foranassignmentyoucanhandouttoyourstudents,seeSupplement2:“Reverse-EngineeringModelePortfolios.”

Wholeclass:Whenyou’realltogether,youcanleadadiscussioninwhichstudentsdiscusswhattheyfoundandanalyzetheefficacyofeachelementoftheportfolio.Rememberthatyou’retryingtoarticulatenotonlywhatparticularelementsareeffective,buthowandwhytheyworktogethertobuildthelargerpicture.Smallgroups:Ifyouchoosetohavestudentsworkinsmallgroupdiscussions,it’sagoodideatogivethemspecificquestionstoanswerasagroup,andthenaskeachgrouptoreportback,leavingtimetofocusonissues/questions/observationstheybringupinmoredetail.Assignment6:CollectArtifactsIt’sagoodideatoaskstudentstocomeupwithsomepurposefulwayofidentifyingandkeepingtheartifactstheymaywanttouse(suchasassignmentpre-writes,drafts,reflections,peerreviews,etc.--whateveryou’rerequiringfortheePortfolio)inasafe,easilyaccessiblevirtualspace.Forexample,somestudentsliketokeepartifactsinafileontheircomputeroraportabledrive(or,evenbetter,inthecloud).UofMprovideseachstudentwithfreeM+Boxspace,whichisoneoption,andtherearestoragepossibilitiesinCanvasandCToolsaswell.Werecommendthatyouaskstudentstoupdatetheirartifactfilesregularly,whetheryougivethemtimetodosoinclassoraskthemtodoitontheirown.Ifyouwanttokeeptrackoftheircollections,youcaneasilyaskstudentstoaddyouasacollaborator,editor,orviewerinthefiles.Whetherornotyouactuallycheckthem(dependingonyourtimeandinclination),addingyoutothefilesmayboosttheirsenseofaccountability.Bonus:theseartifactfilesarealsoagoodplaceforstudentstocollectimages,links,etc.thattheymaywanttouseintheirePortfolios.

Assignment7:DraftIn-ProcessArtifactReflectionsThesearepost-draftreflectionswrittentoanauthor’speersorinstructortoarticulatewherethedraftofanindividualproject(artifact)isin-process,howitgotthere,andwhathelpisneeded.Theycanbeaterrificwaytoencouragestudents’metacognition,aswellasgettingthemtothinkexplicitlyabouttheirprocesses,theiraudiences,andhowtheycanframetheirworkforthoseaudiences.Forhandoutsyoucanprovidetoyourstudentstohelpthemcreatetheirreflections,seeSupplement3:“In-ProcessArtifactReflections,”andSupplement4:“WhatisReflectioninanePortfolio?”ExpertTip:Ifthey’vecreatedin-processartifactreflectionsfortheirdrafts,whenit’stimetocreatethereflectivematerialframingtheirartifacts,theyalreadyhavematerialtoworkwith,reflectbackon,andupdate. Assignment8:FindConnections/ArticulateArgumentSinceaneffectiveePortfolioisonethatcreatesandsupportsonecohesiveargumentorline-ofinquiry,itcanbeextremelybeneficialtohelpstudentsthinkexplicitlyaboutwhatcommonalitiestheartifactsthey’llincludeintheirePortfoliosharebeforetheystartbuildingtheirePortfolios.Anidealtimetodothisisoftenafterthey’vegatheredpotentialartifactsandwrittenin-processreflectionsonthem.Askstudentstoreadthroughtheirgatheredartifactsallatonce--perhapsevenaskingthemtocreateanannotatedbibliographyoftheirownprojects--andidentifynomorethantwopatternstheynoticeoccurringfairlyconsistentlyamongthem.Thesepatternsmaybesomethingabouttheirprocesses,abouttheirinterests,abouttheirsubjectmatter,abouttheircommitments,abouttheirtone,etc.--anythingthatrevealssomekindofconsistencytheycanreflectonandbuildanargumentaroundisfairgame.(Alternatively,youmayhaveinmindsomethingyouwantthemspecificallyrelatedtoyourcourseorprogramtothinkabout,suchasanissueimportanttotheclassorprogram.)Oncetheyhaveestablishedapatternortwo,askthemtoshapetheirobservationsintosomekindofclaimaboutwhattheirworkdemonstratesaboutthemasastudent,ascholar,awriter,orsomeotheridentityrelevanttoyourcourse,program,ordepartment.Thiscanserveastheirworkingargumentfortheireportfolioandcanhelpthemplantheirdesignandreflectiveframingmaterial.Assignment9:PitchePortfolioPlanBeforestudentsbegindesigninganddraftingtheireportfolios,theyshouldhaveaclearideaofwhatthey’retryingtoaccomplish,andhowtheyplantodothat.Iftheycanarticulatethatplantosomeoneelseinanunderstandableway,theyarebetterpositionedtocarryoutadraft.Afterstudentshavehadsometimetocollectartifacts,askthemtotalkabouttheirvisionfortheePortfoliowithsomeoftheirpeers(eitherinpairsorinsmallgroups).Forahandoutyoucanprovidetohelpstudentsplan,seetheSupplement5:“ConceptualizingYourePortforYourPeers:QuestionstoTalkThrough.” Stage2:Writing/DesigningEachoftheseassignmentsprovidesafulldescriptionofhowandwhenyoumightconsiderusingthem,andeachstrategybelowincludesachartwithsuggestedassignmentsequencesforthatstrategy.

Assignment10:BuildPagesIt’sagoodideatohavestudentsbuildandpopulatepagesintheirePortfoliosassoonaspossible,sothattheydiscoverearlyintheprocesswhatquestionstheymighthaveabouttheplatformthey’reusing,theePortfoliorequirements,designchoices,etc.Also,ifyouaskthemtopopulatepages(i.e.addmaterialtothem,suchasroughdraftsorpre-writing)early,youbuildintimeandspaceforreflectionandrevision,whichcouldn’thappeneffectivelyifthey’redoingalltheirdesigningattheend.Assignment11:CreateNavigationAskingstudentstocreatetheirnavigationasadiscreteassignmentprovidesthemwiththeopportunitytothinkexplicitlyabouthowtheywantreaderstoexperiencetheireportfolio.OnewaytodothisistorequireanePortfoliomap(perhapsusingmind-maps,storyboarding,listingpagesandsub-pages--whateverapproachismostusefulforstudentstovisualizetheirePortfolio)withawrittenjustificationfortheirorganizationalchoices.Ifwe’rerequiringallstudentstousethesameplatform,wehavefounditeffectivetohavestudentscreateseveraloftheirpagesatonceinclass,sothatwecanshowthemhowtogeneratemenusandorganizetheirnavigation.ThistendstogetstudentsimmediatelyinvestedintheePortfoliodesign.Assignment12:DraftReflectiveIntroductionsAnyeffectiveePortfoliohassomesortofreflective,evidence-basedintroductionthatorientsreaderstotheargument,purpose,andstructureoftheePortfolio.Askingstudentstodrafttheirreflectiveintroductionsearlyenoughtoreceivepeerfeedbackand/oryourfeedbackandreviseisthebestwaytoensurethoughtful,successfulintroductions.Earlydraftsoftheseintroductionscanalsohelpstudentsidentifyproblemswiththeireportfolios’organization/navigation,holesintheiroverallargumentthattheywanttoaddress,orinformationtheywanttobesuretoaddtotheirotherreflectivematerial.Forahandoutyoucanprovidetoyourstudentstohelpthempre-write,seeSupplement6:“ReflectiveIntroductionEssayPre-Writing,”andforahandoutyoucanprovidetothemabouteffectivereflectionthroughout,seeSupplement4:“WhatisReflectioninanePortfolio?”Assignment13:DraftOtherReflectiveMaterialsThelengthandscopeoftheePortfoliosyouassignwilldetermine,tosomeextent,thefrequencyandscopeofreflectivematerialintheePortfoliobesidestheintroduction.Forexample,somepeoplechoosetoincludeareflectiveparagraphwitheachartifact,somechoosetoincludeslightlylongerreflectionswitheachsection(butnotwitheachartifact),andsomechoosetodoacombinationofboth--say,areflectiveintroductiontoeachsectionthatanalyticallyintroducesthepiecesincludedthere,withbriefcontextualinformationaheadofeachpiece.Askingstudentstofocusontheirreflectivematerialsatthisstagewillhelpthemmakeconsciousdecisionsabouthowtoguidetheirreadersthroughtheirwork.AsnotedinAssignment5,“InProcessArtifactReflections,”havingdraftsofthesealreadycompletedastheyworkcanprovidestudentswithagoodhead-startonthismaterial.Assignment14:IntegrateVisuals&HyperlinksSomestudentsneedalittlehelpthinkingabouthowanonlineePortfoliodiffersfromacollectionofpaper-boundprojects.Specifically,theyneedhelpmakingdecisionsaboutwhatkindsofvisualelementstoinclude(images,colorpalettes,paragraphlength,etc.)andhowtomakethebestuseofhyperlinks--bothtoexternalpagesandtopageswithintheirePortfolio.

What’simportantistoremindstudentstothinkabouthowtheyexperiencereadingonline.Howlongdotheywanttheparagraphsonlinetobewhenthey’rereadinganarticle?Wheredotheyappreciatehyperlinks?Whatkindsofimagesdotheywanttosee?Howdotheirownpreferencesforreadingonlineintersectwiththoseoftheirintendedaudience’slikelypreferences?Havingstudentsgathermultimodalevidenceorturntextualdraftsintomultimodal/onlineversionsaftertheirinitialdraftisfinishedisonewaytohelpthemthinkaboutwhatchangestheywanttomakewhenthemediaandaudienceconsiderationsshiftfromprivate,paper-basedtopublic,onlineforums.Thiswillhelpthemmakethemostdeliberate,purposefulchoices.Forahandoutyoucanprovideyourstudentsabouthowandwhytocaptionimages,seeSupplement7:“ImageCaptioning.”Assignment15:PresentWorkIn-ProgressPresentingtheirin-progressworkfarbeforetheyhaveacompleteePortfolioisanexcellentwaytoinvitestudentstostepbackandthinkcarefullyaboutwhatthey’retryingtoachieveandhowthey’redoingitsofar.Iftheycanarticulateforsomeoneelsewhatthey’retryingtodowiththeirePortfoliosandhowthey’retryingtodoit,theygetasenseofhowon-tracktheyare.Also,presentationofwork-in-progresscaneasilybecombinedwithworkshoppingorotherquickfeedbackbybringinginyoureyesand/ortheeyesofstudentswhoareworkingonthesamekindofproject.Thishastheaddedbenefitofcreatingaccountabilityandkeepingstudentsontrack.BecauseePortfolioshavealotofmovingparts,it’sbesttolookatdiscretepiecesofin-progressworkearlyon,tohelpyourstudentsfocusonhowthepartsadduptothewhole.Youmightrequirethemtosharetheworkofonepage,orevenofonesection,butnomorethanthatintheearlystages.Thiswillallowthemtogetfeedbackon,andtroubleshoot,elementsthataren’tquiteworkingyet.Itwillalsoallowthemtobecertainthey’remeetingalloftheePortfolio’srequirementsastheywork.

Assignment15a:(IndividualArtifactPagesorSections)Youcanhavethemshareapageorsectioninformalpresentationstyle(oneatatimeinfrontofthewholeclass),orinaposter-sessionstyle,wherestudents’computershavethepages/sectionsthey’resharingpulledup,andstudentsrotatearoundtheroom.Inorderforstudentstogetthemostoutofpresentingtheirwork,itwouldbeidealtohavethempresentnomorethanonepageorsectionatatime,andaskthemtoexplainwhatthepage/sectionistryingtodoforwhataudience,aswellaswhatspecificchoicestheymadeaboutthewritinganddesignofthatpage/sectiontoachievethattheirpurposes.Forahandoutyoucanprovideyourstudentstofacilitatethiskindofpresentationandworkshop,seeSupplement8:“ePortfolioIn-ProgressPresentation--PageorSection.”Assignment15b:PresentWork-in-Progress(LandingPageandNavigation)Anotherwaytohelpstudentstakeastepbackandlookattheirworkoverallistohavethempresenttheirlandingpageandnavigationtogether.Again,thismaybedoneinformalpresentationstyleorinapostersessionstyle,butit’simportanttoaskstudentstoarticulatethewhat,how,andwhyoftheirspecificchoiceswhentheypresenttheirwork.Forahandoutyoucanprovideyourstudentstofacilitatethiskindofpresentationandworkshop,seeSupplement9:“ePortfolioIn-ProgressPresentation--LandingPageIntro,Navigation,andDesign.”

Assignment15c:PresentWork-in-Progress(VisualRhetoric)Agreatwaytohelpthemfocusonthehowtheirdesignworkstocreateacohesiveargumentistoaskthemtowalkanaudiencethroughthespecificdesignchoicesthey’vemade(intermsofcolor,layout,images/videos/audio,hyperlinks,etc.)tospecificallyappealtotheirchosenaudience,andhowandwhytheyfindthosechoicesappropriate.Forahandoutyoucanprovideyourstudentstofacilitatethiskindofpresentationandworkshop,seeSupplement10:“ePortfolioIn-ProgressPresentation--VisualDesign.”

Stage3:Revising/PublishingEachoftheseassignmentsprovidesafulldescriptionofhowandwhenyoumightconsiderusingthem,andeachstrategybelowincludesachartwithsuggestedassignmentsequencesforthatstrategy.Assignment16:PeerReviews/ConferencesPeerreviewsandorconferenceswithyouareagreatwaytofacilitaterevision.Dependingonthetimeyouhaveinaunit,course,orprogram,youmightrequireoneorbothofthesethingsfordiscretepartsorcompletedraftsoftheePortfolios.Oneintuitiveandtime-efficientwaytobringinpeerrevisionandyourownfeedbackwouldbetousestudentpresentationsofin-processworkasanopportunitytorespond.Youmightdothisformally(inwritingpreparedafterthepresentations;inone-on-oneorsmall-groupconferences)orinformally(onthespot,eitherinwritingonarubricorverbally.Foradviceonpreparingforandrunningpeerreviewworkshops,pleaseseetheSweetlandTeachingResource“UsingPeerReviewtoImproveStudentWriting.”Assignment17:PeerReview/ConferenceNotesOnewaytohelpyourstudentsgetthemostoutofpeerreviewandinstructorfeedback--aswellastopreparematerialsthatcouldbeusedasreflectiveframingintheePortfolio--istoinvitestudentstowritereflectionsinwhichtheyspecificallyrespondtothefeedbacktheyreceiveinthepeerreviewand/orinstructorconferences.Theycanusethesereflectionstoidentifythefollowing:

• Advicetheyreceivedfromtheirpeersthattheyplantotake,andwhy• Advicetheyreceivedfromtheirpeersthattheydecidedagainsttaking,andwhy• Advicetheyreceivedfromyou(ifapplicable)thattheyaregoingtofollow,andwhy• Advicetheyreceivedfromyou(ifapplicable)thattheydecidednottofollow,andwhy

Assignment18:RevisionPlansYoucouldeffectivelyuseAssignment19asaspringboardtothisassignment.Arevisionplanisawrittenlistofsubstantivetasks(notediting!)thewriterneedstocompleteinordertocreatethestrongestessaypossible.Itincorporatesallfeedbackthewriterhasreceivedandarticulateshowandwhythewriterwillmakeuseoftheadvice.Thiscanbedoneinclassoroutsideofclass.Forahandouttoprovidetoyourstudents,pleaseseethesupplement“HowtoWriteaRevisionPlan”inour“SequencingandScaffoldingAssignments”TeachingResource. Assignment19:RevisionLabsIfyouhavethetimeavailable,revisionlabsprovidestudentstimeforattentiontospecificrevisiontasksthey’veidentified.Forinstance,youmighthavealabdedicatedto

revisingorrefiningePortfolionavigation,orrevisingthelandingpage/reflectiveintroduction,orrevisingotherreflectivematerial.It’sagoodideatobuildinsomeaccountabilityformakingprogressduringthelab,forinstancebyaskingthemtosubmittheirrevisionsbeforeleaving,oraskingthemtowriteareflectiononwhattheyaccomplishedandwhattheystillneedtodo.Assignment20:FinalePortfolioswithPost-WritesYoumightconsiderhavingstudentssubmitapost-writewiththeirfinalePortfoliothathelpsthemarticulatewhatrevisionsthey’vemadealongthewaytothisversion.Atypicalpost-writeasksstudentstorespondtothefollowingquestions(eitherinparagraphformordirectlyonahandout,onequestionatatime):

• Changesthey’vemadetotheirfinaldraft• Whyandhowtheymadethosechanges• Whatthosechangesdemonstrateabouttheirthinking/writingdevelopment

Forfurtherpost-writeideas,seetheSweetlandTeachingResource“Metacognition:CultivatingReflection.”Assignment21:PublishDependingonthelevelofpublicityorprivacyyouwantyourstudents’ePortfoliostohave,consideraskingthemtopublishtheirePortfoliosoncethey’recomplete.AswementionedintheBasicElementsofDesigningePortfolios,thelevelofpublicitytheychooseisuptoyou(ideallyuptoyouandthem),butdokeepinmindthatthemoretheyunderstandthatpeopleoutsidetheclassroomcanfindtheirwork,themoreconscioustheyareofaudience,andperhapsthemoreseriouslythey’lltaketheePortfolio.Assignment22:ShowcaseWhetherornotyoudecidetoaskyourstudentstomaketheirePortfoliosfullypubliconline,it’sagreatideatoarrangesomesortofshowcasesothatyourstudentscansharetheirfinishedwork,eitheramongthemselvesorforalargerinvitedpublic.Thisinstillsasenseofpurposeandurgencytotheirwork,allowingthemtomakedecisionsabouthowtopresenttheirePortfoliostotheirinvitedaudiences.Whilewehavelistedtheseassignmentsinalinearway,andwerepresenttheminthesequencingsuggestionsbelowasfallingintosomewhatdiscretestages,inactualpracticethey’remosteffectivewhenweusethemrecursively.Movingbackandforthamongstagesprovidesstudentsachancetorepeatstepsandmakerevisionsalongthewaytothefinalproduct,whichresearchshowsleadstodeeperlearning.Below,we’veofferedsomepossiblecombinationsfordiscrete,in-classassignmentsthatyoumightuseifyou’reintegratingportfoliosintoanassignmentorunit,program,ordepartment.Again,thesearesomepossibilities,andweencourageyoutouseyourexpertiseandyourneedstocomeupwithvariationsoptimalforyourspecificsituations.

Strategies for Using ePortfolios at the Assignment or Unit Level Ifyouliketheideaofprovidingopportunitiesforthekindsofself-reflectiveandpresentationalwritingePortfolioscultivate,butyou’renervousabouttheideaofdedicatinganentirecoursetotheprocess,youmightwanttobuildanePortfoliointoanassignmentormakeonetheculminationofaunit’swork.

Strategy1a:Single-AssignmentePortfoliosIftheePortfolioisfortheworkofasingleassignment,you’llneedtothinkaboutwhatartifactstheycancreate/savealongthewaytotheePortfolio.Forinstance,youmightconsideraskingthemtoincludesomeorallofthefollowingkindsofartifacts:

● Pre-writing○ Thisisobviouslyusefuliftheassignmentthey’recreatingtheePortfolioforisan

essayorotherconventionalwritingproject.However,assignmentsinanydisciplinecanbenefitfromthinkingahead.Forexample,iftheassignmentistosolveamathoreconomicsproblem,theymightpre-writeaboutwhattheoriesthey’llneedtounderstandtosolveit,whatformulasthey’llneedtomaster,wheretheyanticipatebumpsintheroad,etc.

● DraftsorportionsofthefinalproductAgain,thiscanworkinmanycasesbesidestraditionalwritingassignments--foracomplicatedequation,acasestudy,etc.

● Peerreviewnotes○ Foradviceoneffectivepeerreview,pleaseseetheSweetlandTeachingResource,

“UsingPeerReviewtoImproveStudentWriting…”● Notesfromconferenceswithyouoryourcourse/researchassistant

○ In-processreflection○ Buildreflectioninaroundanypiecesthatmightbeusedinstudents’eportfoliosto

helpthemworkonreflective/contextualizingtextearlyintheprocesssothattheyhavesomethingtoreviselaterfortheirformal,publicreflections.

○ Perhapstheyreflectonthepeerreviewprocess,onmeetingsoremailexchangeswithyouorsomeoneelse,perhapsonaproblemtheyencounteredastheyworkedontheprojectandarationaleforhowtheyapproachedit,etc.Theopportunitiesareendless,andtheymayvarywidelyfromdisciplinetodiscipline--it’sallaboutwhatkindoflearningyouwantthemtodo.

● Revisionplansornotesforproblem-solving● Post-projectreflections

Suggested/SampleSequenceforaSingle-AssignmentePortfolio

“Pre-Writing/Planning” “Writing/Designing” “Revising/Publishing”

1.ePortfolioPre-Write 10.Buildpages(whilelearningtheplatform,#3)

16.PeerReviews/Conferences

4.Reverse-EngineerModels:whole-class

11.Createnavigation 17.PeerReview/ConferenceNotes

7.DraftIn-ProcessArtifactReflections

12.DraftReflectiveIntros 18.RevisionPlanning

14.Integratevisuals&hyperlinks

20.Finalw/Post-Writes

15b.PresentWork-in-Progress(landingpage&navigation)

21.Publish

Thissequencehasthebenefitofpotentiallyusingtheleastin-classtime,sinceonlyAssignment2requiresfull-class,in-personparticipation.Also,anePortfoliobuilttorepresentasingleassignmentnecessarilydemandsfarlessinthewayofselectionandrevision.YoucouldevenstillworkinAssignments16and17ifyoutakethemonline,ratherthaninclass.

Strategy1b:UnitePortfoliosThereareseveralbenefitstoePortfoliosincludingawholeunitinacourse,whichallincreasethedeep-learningandtransferpotential.Whenstudentshaveanopportunitytoincludemorethanonefinishedproject:

● theyhavemoretimetoreflectontheirprocesses.● theyhavemoreopportunitiesforproblem-solvingandrevision.● theyhavemorechancestogetin-processfeedbackfrompeersandfromyoutodeepen

theirthinking.● theyhavemoretimetofindandmakeconnectionstotheirworkoutsideyourclass(in

othercourses,intheircommunities,etc.).● theyhavemoredisparateartifactsamongwhichtodiscoverandcreateacohesive

argumentabouttheirdevelopment.

Suggested/SampleSequenceforaUnitePortfolio



12.DraftReflectiveIntros 16&17PeerReviews/Conferences&Notes

5.Reverse-EngineerModels:individualsorsmallgroups

13.DraftOtherReflectiveMaterials

18.RevisionPlanning

6.CollectArtifacts 14.Integratevisuals&hyperlinks

21.Publish



22.Showcase

Thissequencehasthebenefitofmoreexplicitpracticeindraftingandrevision,butcombiningseveraltasksintooneallowsyoutokeeptheinstructiontimecondensedandhavesomeassignmentsachievemorethanonegoal.

Strategies for Using ePortfolios at the Course Level Becauseoftheirfocusonbothproductandprocess,andbecauseoftheopportunitiestheycreateforlong-termlearning,knowledgetransfer,andself-efficacy,ePortfolioscanbeparticularlyhelpfultostudentsinnotonlyinwritingclasses,butalsoincontent-basedcourses.

Strategy2a:UsingePortfoliosforWritingClassesePortfoliosareusedinavarietyofwritingclasses,fromdevelopmental(atUM,thesearecalled“TransitiontoCollegeWriting,”buttheytakeavarietyofnamesatotherinstitutions)toadvanced.WhileyoumightbeinclinedtothinkePortfoliosshouldbeapproacheddifferentlyindevelopmentalwritingcoursesthaninmoreadvancedwritingcourses,experiencehasshownusthisisnotthecase.Instead,werecommendslowingdownthepaceinadevelopmentalwritingcourse,requiringfewerartifacts,andincreasingthefrequencyandtypesoffeedback.Infact,workingalloftheseassignmentsintoyourcoursewouldbeideal.However,youcouldstilldofewerformalassignments,leavingtheotherstocoverprimarilyinformallyinclass,andgetgoodresults.Forexample:

Suggested/SampleSequenceforaDevelopmentalWritingClass


1.ePortfolioPre-Write 10&11combined.Buildpages&createnavigation

17.PeerReview/ConferenceNotes

2.AnalyzeAudience


3.Select/LearnPlatforms

14.Integratevisuals&hyperlinks

19.RevisionLabs

4&5combined.Reverse-EngineerModels:whole-class&smallgroups

15a.PresentWork-in-Progress(individualartifactpages)


6.CollectArtifacts 15b.PresentWork-in-Progress(landingpage&navigation)

21.Publish


15c.PresentWork-in-Progress(visualrhetoric)

22.Showcase

8.Findconnections/articulateargument

Thissequenceallowsyoutocloselymonitorstudents’developmentofthebigpicturepiecesoftheirworkformally,andyoucanalsospendtimeinclassand/orinconferencesasneededworkingonthemoredetailedmaterialinformally.Whiletherearealotofgreatassignmentoptions,it’snotnecessarytodoeverysingleassignmentformally;onceyougetasenseofhowyourstudentsaredoingwiththework,you’rebestequippedtoknowwheretoslowdown,wheretospendmoreexplicitattention,etc.Forinstance,youmightchoosetohavethempresenttheirlandingpageandnavigationinclass,andthenassignthemout-of-classgroupwork/peerreviewwheretheypresentandrespondtotheotherelements.

Suggested/SampleSequenceforanAdvancedWritingClass


2.AnalyzeAudience

10/11.Buildpages&Createnavigation








21.Publish



22.Showcase



9.PitchePortfolioPlan

Thissequencealsoallowsforawidebreadthofpractice,andyoucanmakedecisions(basedonyourstudents’experiences/competencies)abouthowmuchtodedicatetoformal,in-classuseoftheseassignmentsversusinformaland/orout-of-classuse.Themoreadvancedyourstudentsare,generallythemoreassignmentscanberelegatedtoout-of-classwork(i.e.onlineorinsmallgroupsmeetingindependently).

Strategy2b:UsingePortfoliosforContent-BasedCoursesForcontent-basedcourses,youcaneasilyusetheePortfolioasawaytoincreasemasteryofcontentwhilealsobuildingwritingskills.Forsomeideasonhowtointegratewritingintoacontent-basedcourseingeneral,seetheSweetlandTeachingResource,“IntegratingLow-StakesWritingintoLargeClassrooms.”Incontent-basedcourses,theePortfolioassignmentsyouuselikelywillnotlookdifferentfromtheassignmentsinawriting-specificcourse--thedifferencewillbeinthetopicsthestudents’artifacts(projects)addressandinwhatgenres,aswellasintheoverallpurposeandaudienceoftheePortfolio.Forinstance,ifyou’reusingePortfoliosinananthropologycourse,yourstudents’artifactsmightincluderecordingsandtranscriptionsofinterviews,fieldnotes,etc.,inadditiontotraditionalacademicanthropology

papers.TheaudienceforsuchanePortfoliomightwellbeagrant-offeringinstitutionoraleadresearcherwithwhomastudentmightwanttowork. Suggested/SampleSequenceforaContent-BasedCourse


2.AnalyzeAudience

10/11.Buildpages&Createnavigation








21.Publish



22.Showcase



9.PitchePortfolioPlan

Strategy 3: Using ePortfolios at the Program or Department Level Teachingandotherprofessionalprograms(suchasnursinganddentalhygiene)havebeenusingePortfoliosmostregularlyforawhilenow.However,ePortfoliosofferasmuchvaluetoprogramsacrossthecurriculum,fromthenaturalsciencestothehumanitiestothefinearts.Program-ordepartment-levelePortfoliosofferthreedistinctbenefitsthatdifferfromtheiruseattheassignment,unit,orcourse-level:

● ePortfoliosintegratedintothecurriculumofaprogramordepartmentallowstudentsthemosttimetodeveloptheirsymphonicselvesandtomakemeaningfulconnectionsacrosstheirworkoverasignificantspanoftime

● Long-termdevelopmentofePortfoliosinvitestudentstheopportunitytotailortheirePortfoliosforreal-worldaudiencesandmoveforwardintheirchosendisciplinesorprofessions

● ProgramordepartmentalePortfoliosallowfacultyandadministrationtheopportunityforlongitudinalstudyofstudentworkandlearning

IntegratingePortfoliosintoaprogramordepartmentcurriculumalsomeansthatyoucanmaketimeforstudentstogainpractice(evenrepeatedpractice)ateverysingletypeofassignmentwelistinthisresource,andthiscantakeplaceoverthecourseofmorethanonesemester,andunderthetutelageofmorethanoneinstructor.ThreewaysyoumightconsiderintegratingePortfoliosintoyourprogramordepartmentare:

Strategy3a:ProgramAssessmentePortfoliosCapstoneportfoliosareanexcellentandwidelyusedstrategyforprogrammaticordepartmentalassessmentofstudents’readinessforgraduationorcertification.(OnelocalexampleistheSweetlandCenterforWriting’sMinorinWritingprogram,whichusesbothgatewayandcapstoneePortfoliostoframestudents’experienceintheprogram.)ToimplementanePortfoliothisway,youwillwanttoenlistprogramordepartmentrepresentativestocarefullyevaluatehowbestthedesiredoutcomesforyourcourseofstudywouldberepresentedinacollectionofstudents’work.ThiswillhelpyougeneratealistofrequiredelementsfortheePortfolioandintegrateitsteachingintotheexistingcurriculum--whetheryoubuilditintoanexistingcapstonecourseoryouaddanewcoursespecificallyforthedevelopmentoftheePortfolio.Strategy3b:ProfessionalorGraduateSchool-orientedePortfoliosIfyourprogramordepartmentwouldliketointegrateePortfoliosintothecurriculumwithoutmakingthemassessment-oriented,youmightconsiderrequiringstudentsexitingyourprogramordepartmenttobuildeitheraprofessionalePortfolio(iftheyplantoentertheworkforceimmediately)oranePortfolioaimedatgainingthemadmissiontograduateorprofessionalschools.SuchanePortfoliomightbeintegratedintoanexistingcourse,oryoumightdevelopanewcoursespecificallyfortheePortfolio.

Further Reading: Arola,KristinL.,JenniferSheppard,andCherylE.Ball.Writer/Designer:AGuidetoMakingMulti-ModalProjects.NewYork:Bedford/St.Martin’s,2014.Cambridge,Darren,BarbaraCambridge,andKathleenYancey.ElectronicPortfolios2.0:EmergentResearchonImplementationandImpact.Sterling,VA:Stylus,2009.Kilbane,ClareR.andNatalieB.Milman.TheDigitalTeachingPortfolioHandbook:AHow-ToGuideforEducators.Boston:Pearson,2003.Yancey,KathleenBlake.Ecologies,Eportfolios,Circulation(Yancey,inpress)---.“ElectronicPortfoliosaDecadeintotheTwenty-firstCentury:WhatWeKnow,WhatWeNeedtoKnow.”PeerReview.11.1Winter2009:pg.28,5pgs

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Teaching with Eportfolios - College of LSA with ePortfolios ... , or even the line between education and extra-curricular ... higher-impact learning experiences than simply thinking