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the r•smart group Electronic Portfolios for Integrative Learning Darren Cambridge George Mason University Integrations 2005 - AGLS/AIS Annual Meeting October 5, 2005

Electronic Portfolios for Integrative Learning

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Page 1: Electronic Portfolios for Integrative Learning

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Electronic Portfolios for Integrative Learning

Darren CambridgeGeorge Mason University

Integrations 2005 - AGLS/AIS Annual MeetingOctober 5, 2005

Page 2: Electronic Portfolios for Integrative Learning

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Integrative Portfolios in Practice

• What is integrative learning? • Survey of portfolio practice

– What needs do they meet? – How are they being used? – What are cultural characteristics of institutions that use them well?

• Portfolios exemplifying dimensions of integrative learning

• What are tensions between different uses, and how can they be resolved?– Open Source Portfolio

• How can their use be extended beyond higher education?– eFolio Minnesota research

Page 3: Electronic Portfolios for Integrative Learning

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Individual and Institutional Needs

• Self-authorship to deal with rapid change– Integration– Reflection

• Self-representation for community participation

• Accountability for student learning outcomes

• A richer picture of how students make sense and take ownership of their learning careers

• New ways to help students plan learning and present evidence of learning

Page 4: Electronic Portfolios for Integrative Learning

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Portfolio Applications

• Course-level assessment

• Facilitating reflective and integrative learning

• Scholarship of teaching and learning

• Job search• Communication with family and community

• Advising• Assessment of programmatic and institution-wide learning outcomes

• Evidence for accreditation and public accountability

• Data for institutional research

Page 5: Electronic Portfolios for Integrative Learning

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Building Portfolio Culture: Best Practices

• Going public• Culture of evidence

• Learning through assessment

• Multiple contexts and purposes

• Evaluation and planning

• Individual ownership and control

• Technology follows pedagogy and community

• Formal role in curriculum and rewards structure

Page 6: Electronic Portfolios for Integrative Learning

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Some Portfolio Leaders

• Alverno College• LaGuardia Community College• Clemson University• IUPUI• Minnesota State Colleges and Universities

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What is integrative learning?

Page 8: Electronic Portfolios for Integrative Learning

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Integrative Learning in Practice

• Integration through competencies

• Integration across disciplines

• Integration across roles• Integration across cultures

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Integration through competencies

• David Glick’s New Century College graduation portfolio– http://www.somedave.com/school/portfolio/index.php

• New Century College graduation portfolio assignment– http://www.ncc.gmu.edu/portguide.html

Page 10: Electronic Portfolios for Integrative Learning

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Integration Across Disciplines

• Bret Werner’s integrative studies major portfolio– http://www.stolaf.edu/depts/cis/wp/wernerb/

• St. Olaf College Center for Integrative Studies– http://www.stolaf.edu/depts/cis/

Page 11: Electronic Portfolios for Integrative Learning

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Integration Across Roles

• Tracy Wright’s portfolio – http://tracywright.efoliomn2.com/

• eFolio Minnesota– http://www.efoliomn.com/

• eFolio Minnesota for Lifelong and Lifewide Learning– http://efoliomn.com/index.asp?Type=B_PR&SEC={4FFD14BC-BE50-4B27-BB57-314A464DFFF5}

Page 12: Electronic Portfolios for Integrative Learning

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“You choose the pieces that you feel most accurately and positively reflect your human being, and so I selected things that I felt demonstrated my values and shed a positive light on me in a public way.”

- Tracy Wright

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“I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are, versus just me as a professional educator and nurse, so I think that that was important for me to be able to display that … I am a real person, I have a family, I have kids and I think that that brings me closer to what maybe students are experiencing, I am not someone who's isolated to the world of professional nursing education, I also have conflicting, or competing maybe, obligations within my life that I need to balance, just as students do and other professionals do, and I think that that's a good thing, to show students and people that are reading my sites, I have other obligations in my life and I manage to hopefully balance them all and be able to perform to the best of my ability in all those domains.” - Tracy Wright

Page 14: Electronic Portfolios for Integrative Learning

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Integration Across Cultures

• Manju Poudel’s portfolio– http://www.eportfolio.lagcc.cuny.edu/esamples/Manju.poudel/Spring_2005/index.html

• ePortfolio @ LaGuardia– http://www.eportfolio.lagcc.cuny.edu/

Page 15: Electronic Portfolios for Integrative Learning

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Tensions in ePortfolio Use

• Purpose: accountability vs. improvement

• Epistomology: objectivist vs. intuitionist (Gray 2002)

• Locus of control: individual vs. institution

• Metaphor: test vs. story (Barrett 2004)

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Page 17: Electronic Portfolios for Integrative Learning

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One Size Doesn’t Fit All

• Using portfolios designed to promote learning for high stakes assessment poses numerous legal and psychometric problems (Wilkerson & Lang 2003)

• Portfolio formats and workflows designed for large scale assessment rarely promote learning directly

Page 18: Electronic Portfolios for Integrative Learning

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Electronic Portfolios can be

Multiple• Working portfolio - all the material collected or made available for use in portfolios and all the associations made within that collection; the larger archive from which portfolio elements are selected

• Presentation portfolio (view) - designed for and shared with particular audiences or collection of audiences for a particular rhetorical purpose

• Remixing: Power of time, energy, and information invested can be multiplied

Page 19: Electronic Portfolios for Integrative Learning

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Electronic Portfolios can be

Connected• Discourse around shared ePortfolios can build community

• Institutional portfolios can integrate multiple sources of evidence, including individual portfolios

• Multiple technologies can be integrated to support ePortfolio development and use

Page 20: Electronic Portfolios for Integrative Learning

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OSP 2 Functionality

Activity Tool

Collect and Organize

Collection

Analyze Query

Guide Scaffolding (Matrix)

Design Design

Communicate Worksites

Page 21: Electronic Portfolios for Integrative Learning

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OSP 2: Multiplicity

•Collection – Artifacts - files, reflections, comments …

– Relationships - reflection on, attests to, evidence of, etc.

•Design– Visual design– Hypertext

•Scaffolding – Matrixes and rubrics – Wizards and checklists – Analytical tools: search and query

Page 22: Electronic Portfolios for Integrative Learning

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OSP 2: Connectedness

• Common Interest Groups (CIG)– Anyone can create CIGs, guidance, and designs

– Collaboration tools through Sakai

• Libraries and templates– Anything can be shared with any CIG

• Interoperability – Easier integration with other systems through open

standards

– Import and export using IMS ePortfolio

Page 23: Electronic Portfolios for Integrative Learning
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Page 30: Electronic Portfolios for Integrative Learning

the r•smart groupTime/level/Linear

Criteri

aObjects

Multi-dimensional Assessment Model

Aggregate

(Reports)

Page 31: Electronic Portfolios for Integrative Learning

the r•smart groupTime/level/Linear

Criteri

aObjects

Multi-dimensional Analysis Model

Aggregate

(Reports)

Page 32: Electronic Portfolios for Integrative Learning

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Objects

CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

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Time/level/Linear

Criteri

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Multi-dimensional Analysis Model

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CommunicationSkills

CriticalThinking

Integration &Application of

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UnderstandingSociety &Culture

Values &Ethics

Etc ….

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more

Time/level/Linear

Objects

Criteri

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Aggregate

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Multi-dimensional Analysis Model

Page 34: Electronic Portfolios for Integrative Learning

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CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

Intro

Intro

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Intro

Intermed

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Time/level/Linear

Objects

Aggregate of all criterion one (Communication Skill) artifacts

Criteri

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Aggregate

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Multi-dimensional Analysis Model

Page 35: Electronic Portfolios for Integrative Learning

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CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

Intro

Intro

Intro

Intro

Intermed

Intermed

Intermed

Intermed

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Adv.

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Exper

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Objects

Aggregate of all criterion two (Critical Thinking) artifacts

Criteri

a

Aggregate

(Reports)

Multi-dimensional Analysis Model

Page 36: Electronic Portfolios for Integrative Learning

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CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

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Intro

Intro

Intro

Intermed

Intermed

Intermed

Intermed

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assess

interact

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assess

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Time/level/Linear

Objects

Aggregate of all criterion one (communication skill) reflections associated with an artifact

Criteri

a

Aggregate

(Reports)

Multi-dimensional Analysis Model

Page 37: Electronic Portfolios for Integrative Learning

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CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

Intro

Intro

Intro

Intro

Intermed

Intermed

Intermed

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Adv.

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assess

interact

Crs grade

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interact

Time/level/Linear

Objects

Aggregate of all criterion one (communication skill) Course Grades associated with an artifact

Criteri

a

Aggregate

(Reports)

Multi-dimensional Analysis Model

Page 38: Electronic Portfolios for Integrative Learning

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CommunicationSkills

CriticalThinking

Integration &Application of

Knowledge

UnderstandingSociety &Culture

Values &Ethics

Etc ….

Intro

Intro

Intro

Intro

Intro

Intermed

Intermed

Intermed

Intermed

Intermed

Adv.

Adv.

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Exper

Exper

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•All reflections for each criterion on a specific level

Time/level/Linear

Objects

Criteri

a

Aggregate

(Reports)

Multi-dimensional Analysis Model

Page 39: Electronic Portfolios for Integrative Learning

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Learning from eFolio Minnesota

• A project of the Minnesota State Colleges and Universities system (MnSCU)

• Launched Fall 2003• Available to all residents of Minnesota

• 30,000 active users as of April 2005 with linear growth

• Portfolios for lifelong and lifewide learning

Page 40: Electronic Portfolios for Integrative Learning

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Research Results

• Age not a factor• High level of use across all six categories of use

• Educational planning central• Frequent role shifts • Little perceived impact of institutional support

Page 41: Electronic Portfolios for Integrative Learning

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Factors Influencing Level of Impact

• Audience– Real

• Evidence of reading and response

– Imagined• Clear intended audience • Being “out there”

• Ownership– Integrity

• Integration of personal and professional

– Currency

Page 42: Electronic Portfolios for Integrative Learning

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Ways Institutional Support Matters

• Audience:– Technology’s impact of findability, connectivity

– Collaborative contexts of portfolio authorship

• Ownership– Introduction that embraces lifelong and lifewide learning

– Technology that supports user adaptation

Page 43: Electronic Portfolios for Integrative Learning

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Policy and Pedagogy Implications

• Minimize barriers to entry • Introduce in way that addresses a wide range of uses

• Provide support for collaborative development

• Cultivate real audiences with real stakes

• Allow sufficient space to see what people actually care about doing

Page 44: Electronic Portfolios for Integrative Learning

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Places to Learn More

• EPAC International – http://epacinternational.org

• National Coalition for Electronic Portfolio Research– http://ncepr.org/ncepr/drupal