Using Learning ePortfolios to Reconceive the 21st Learning ePortfolios to Reconceive the 21st Century Transcript ... Students’ intellectual experience of higher education is fragmented due to:

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<ul><li><p>1 </p><p>Using Learning ePortfolios to Reconceive </p><p>the 21st Century Transcript </p><p>Thomas Black &amp; Helen L. Chen, Ph.D. </p><p>Stanford University </p><p>AACRAO, April 10, 2013 </p><p>POLL: At your institution </p><p>A. All or most programs/students are using </p><p>ePortfolios </p><p>B. Some programs/students are using </p><p>ePortfolios </p><p>C. We do not currently use ePortfolios </p><p>D. Whats an ePortfolio? </p></li><li><p>2 </p><p>Todays Topics </p><p> Understanding ePortfolios </p><p> A changing educational landscape </p><p> Implications of ePortfolios for transcripts, the </p><p>academic record, and their stakeholders </p><p> How the transcript and academic record might </p><p>evolve AND why they need to </p><p>Understanding ePortfolios </p></li><li><p>3 </p><p> 2006 Board of Trustees Leland Stanford Junior University </p><p>ePortfolios Defined </p><p>Portfolio: A purposeful selection of artifacts together with reflections that represent some aspect of the owners learning </p><p>ePortfolio Purposes: (Lorenzo &amp; Ittelson, 2005) </p><p> Evaluation within a course </p><p> Finding a job </p><p> Educational Planning </p><p> Documenting knowledge, skills, abilities, and </p><p>learning </p></li><li><p>4 </p><p>A Changing Educational Landscape </p><p>The Problem </p><p>Students intellectual experience of higher education is </p><p>fragmented due to: </p><p> Lack of curricular coherence </p><p> Increasing demands of an information-rich environment </p><p> Growing importance of out-of-class learning </p><p>experiences </p></li><li><p>5 </p><p>Pressures to increase accountability </p><p>Higher Education, </p><p>broadly defined </p></li><li><p>6 </p><p>Multiple curricula within higher </p><p>education as they are </p><p>Delivered </p><p>Lived </p><p>Lived &amp; </p></li><li><p>7 </p><p>Implications of ePortfolios for the Transcript &amp; Academic Record </p><p>AACRAOs Academic Record and Transcript Guide </p><p>Academic Transcript: extract of the student's </p><p>record which reflects his or her academic </p><p>performance at the institution. </p><p>Academic Record: reflects the unabridged </p><p>academic history of the student at the </p><p>institution; a chronological listing of the </p><p>student's total quantitative and qualitative </p><p>learning experiences and achievements </p></li><li><p>8 </p></li><li><p>9 </p><p>Studying abroad gives you the </p><p>chance not only to see and travel </p><p>in a foreign country, but to </p><p>actually learn about how the </p><p>people there have values that are </p><p>different to those that your </p><p>country holds. </p><p> </p></li><li><p>10 </p><p>Stakeholders for the Transcript and </p><p>Academic Record </p><p> Students and alumni </p><p> Faculty and administrators, institutional research </p><p> 2 year and 4 year institutions, e.g., transfer, </p><p>graduate and professional schools </p><p> Employers and internship providers </p><p> Faculty, staff, and programs within the institution, </p><p>e.g., study abroad, advising, on campus jobs </p><p> Organizations outside the institution, e.g., </p><p>scholarships, fellowship committees </p></li><li><p>11 </p><p>Credit Hour Degree Learning? </p><p>Amy Latinen, Cracking the Credit Hour, September 2012, New American </p><p>Foundation and Education Sector </p><p>22 Association of American Colleges &amp; Universities, </p><p></p></li><li><p>12 </p><p>ePortfolios and/or degrees? </p><p>degrees are a proxy for skill attainment, but they </p><p>are far from a perfect one, as seen in the amount of </p><p>retraining that employers do as well as the current </p><p>unemployment figures. Real outcomes and real </p><p>mastery as often shown in work portfolios for </p><p>example are more important. </p><p>-- Charles Kolb, president of the Committee for Economic Development (2011, Change Magazine) </p><p>Delivering &amp; contextualizing the transcript within an ePortfolio </p></li><li><p>13 </p><p>Select a location for adding new items new Stanford icon </p><p>Login to SUNet </p></li><li><p>14 </p><p>Choose document type </p><p>Choose transcript type </p></li><li><p>15 </p><p>Confirm request has been sent </p><p>Transcript processing </p><p>Shows Processing </p><p>until we get the pdf </p><p>from Stanford server. </p></li><li><p>16 </p><p>Transcript has been added </p><p>Automatically switches </p><p>to pdf when when </p><p>complete. </p><p>User controls who sees their data </p><p>Privacy settings: User </p><p>has total control of who </p><p>sees their transcript. </p><p>Setting privacy and </p><p>clicking Done publishes </p><p>portfolio. </p></li><li><p>17 </p><p>Published Portfolio Detailed View of Transcript </p><p>Leveraging the value of the transcript </p></li><li><p>18 </p><p>PeopleSoft </p><p>XML </p><p>Transcript </p><p>File </p><p>PESC XML Transcript File </p></li><li><p>19 </p><p>PESC XML Transcript File </p><p>PeopleSoft XML Transcript File </p></li><li><p>20 </p><p>PESC XML Transcript File </p><p>PESC XML Transcript File </p></li><li><p>21 </p><p>Sort by Term, Course, Title, Units, &amp; Grades </p><p>Evolving the Transcript &amp; Academic Record </p></li><li><p>22 </p><p>Unofficial </p><p>Transcript </p><p>Official </p><p>Transcript </p><p>Co-</p><p>Curricular </p><p>Transcript </p><p>ePortfolio </p><p>Target </p><p>Audience </p><p>Internal audiences External </p><p>audiences </p><p>Internal &amp; </p><p>External </p><p>audiences </p><p>Internal/ External </p><p>audiences </p><p>Includes Students academic </p><p>work to date </p><p>Students </p><p>academic work </p><p>to date, </p><p>courses, units, </p><p>and grades. </p><p>Out of class </p><p>experiences </p><p>Multimedia artifacts </p><p>&amp; reflections </p><p>representing </p><p>students view of </p><p>his/her education </p><p>Created </p><p>by </p><p>Registrars Office Registrars </p><p>Office with </p><p>official seal or </p><p>digitally signed </p><p>Student </p><p>Affairs </p><p>offices </p><p>Student </p><p>Uses Academic standing, </p><p>university business, </p><p>degree clearance, </p><p>advising </p><p>Admissions, </p><p>employment, other off-</p><p>campus purposes </p><p>Personal growth &amp; </p><p>development; </p><p>showcase for </p><p>employment </p></li><li><p>23 </p><p>Americas Call for Higher Education Redesign, 2/5/2013 </p><p>Quality Collaboratives </p><p>Quality is key[I]ts not </p><p>enough to make sure </p><p>that many more </p><p>Americans earn </p><p>degrees or credentials: </p><p>those degrees must </p><p>have demonstrable </p><p>value. </p><p>-- Jamie Merisotis, president, </p><p>Lumina Foundation (2012) </p><p> </p></li><li><p>24 </p><p>Questions for Consideration </p><p> What purposes and needs are the academic record </p><p>intended to address and for whom? </p><p> How should the academic record evolve to meet: </p><p> the changing needs of its stakeholders; and </p><p> new trends in higher education? </p><p> How do we ensure that the integrity of the </p><p>institutions records and degrees have value to its </p><p>stakeholders and demonstrate quality? </p><p>Thank you! </p><p>Thomas Black, Registrar </p><p> </p><p>Helen L. Chen, Ph.D., </p><p>Director of ePortfolio Initiatives </p><p> </p><p>Office of the Registrar </p><p>Stanford University </p></li></ul>


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