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E-Portfolios in Assessment:Emerging Learning-Centred Pedagogy
Collect… Select… Reflect… Connect
Gail MorongDonna DesBiensTRU
ETUGJune 6, 2013
Presentation Outline
• Portfolio definitions• Pedagogy• Benefits and challenges• Emerging Trends• Research Lessons/Tips• Future Research Directions• Discussion
What’s a portfolio?
•A collection of items or artifacts that represent an individual in some way
Many kinds, both traditional and digital: •Showcase •Teaching •Educational
Showcase Portfolio
Teaching portfolio
What is an educational portfolio?
“ an educational portfolio contains work that a learner has collected, reflected upon, selected, and presented to show growth and change over time”
(Barrett, 2007)
What is an educational portfolio?
“Purposeful selection of artifacts together with reflections that represent some aspect of the owner’s learning.”
(Chen, Stanford University,2009)
Traditional educational portfolios•Paper based, 3 ring binder
•May include CD / DVD file (Prior Learning Association Canada, 2008)
Traditional Portfolios at TRU
TRU Traditional PLAR Portfolio
e-Portfolio Research Beginning
What is an e-Portfolio?
“e-Portfolios are personalized, online collections of your work, chosen by you to represent to diverse audiences your knowledge, skills and interests.”
(UBC Portfolio Community of Practice, accessed 2013)
E-Portfolios may include
•Presentations, papers, projects
•Multimedia images, videos
•Reflections on learning / work
•Selective collaboration and feedback
•Customization for different audiences
Many e-portfolio systems
TRU – Mahara & WordPress
Mahara e-portfolio features
Levels of educational e-portfolios
•Course (Individual or Group)
•Program
•Campus-wide
Individual e-Portfolio in WordPress
Digital Storytelling Project (iPad)
TRU Education and Skills Training Program
TRU Student Group e-portfolio
Program Level
Campus-level Portfolio
TRU Centre for Student Engagement & Learning InnovationRecognizes intercultural and international experiences in any credit program
Contemporary Technology
Traditional E-PortfolioCollect ArchiveSelect Link/ThinkReflect Tell a storyProject CollaborateCelebrate Publish
(Barrett, 2007)
Learning shift
Educational uses of e-portfolios
•Job search•Learning assessment•Course evaluation•Plan educational programs•Track development within a program•Document ‘KSA’ and learning•Monitor and evaluate performance
(Barrett, 2007; Lorenzo & Ittleson , ELI, 2005)
Major Uses of Student e-Portfolios
• Career preparation• Showcase accomplishments• Capture the learning process• Document specific learning outcomes• Learning representation, reflection and
revision
(Barrett, 2007; Lorenzo & Ittleson, ELI, 2005)
Critical Parts of Learning Portfolios
Document, reflect, and collaborate:
•Individual learning artifacts
•Overall story of learning
(Barrett, 2007; Zubizaretta, 2004, cited in Barrett)
So…what are the benefits of using e-portfolios for learning?
Potential Benefits
•Engage students in active learning
•Help students become critical thinkers
•Help develop writing and communication skills
•Help develop information and digital literacy
•Promote deep learning
•Integrate learning across multiple contexts
•Enable life-long learning
(Lorenzo & Ittleson , ELI, 2005; Tosh et al., 2005)
Learning Potential
Shared Challenges •Multiple purposes & stakeholders
•Ownership issues
•Assessment issues – what, how, why?
•Multiple new technologies
•Workload – time and effort
•Training and support access
•Interoperability – silos vs. collaborative COP
•Storage capacity(Goodine, 2010; EIfEL team blog, 2009; Barrett 2007)
Assessment Purposes Tension
2 main purposes:
•Assessment of learning
•Assessment for learning(Barrett 2007)
Assessment of learning
•Document achievement of standards, e.g. learning outcomes, competencies
•Assume meaning is constant across users, contexts and purposes
•Measure prescribed learning
(Barrett, 2007)
Past to Present
Assessment for learning
•Invite digital stories of deep learning
•Provide structure for systematic critical reflection on learning process over time
•Improve /negotiate learning
Present to Future
(Barrett, 2007)
Things to think about
•Can tension be resolved?
•What learning outcomes do you want to
assess?
•What kind of assessment is appropriate?
Supporting Multiple Needs
3 interconnected systems:
•Archive of student work
•Authoring environment for creative
learning
•Institutional assessment management
system
(Barrett, 2007)
Challenges for Students
•Buy-in
•Motivation
•Assessment
•Technology(Tosh et al., 2005)
Buy-in / Motivation Concerns
•Weak induction and instructions
•Didn’t understand reasons for collecting
info
•Need to know ‘What’s in it for me?’
Assessment Concerns
•Sensitive to grading of personal reflections
•Didn’t understand what was wanted
•Tension between trying to give what was wanted and meaningful learning
•Grade weight / workload imbalance
Technology Concerns
•Time required to learn system
•Difficult to customize
•Public vs. private access – when public, concern for appearance trumped content and learning
Challenges for Faculty
•What is purpose?
•How to assess
•Tech overload
•Time shortage
•Training & support
Pause for thought
•How many of you have made an e-portfolio or used them in student assessment?
•What are some of your experiences?
•What technology did you use?
AAEEBL e-Portfolio Survey 2012
Ass’n for Authentic Experiential and Evidence-Based
Learning
• 243 responses from 13 countries representing 97
institutions
Who responded?
• US (80%)• UK (20) • Canada (9) • Australia (8)
Emerging Trends• Program vs. course-based
•Collaborative assessment
•More learner/learning-centred beliefs - Student responsibility for learning - Student choices in what, how & how to represent - Cross-disciplinary evaluation teams - Assess multiple examples of student work
(Brown, Chen & Gordon, IJeP, 2012)
Lessons from ResearchFirst step: Define your purpose
Lessons from Research
Engage learning
•Explain and demo how students can benefit
•Show examples – good, messy, your own•Align with course & program
•Give feedback, support and time to reflect
•Connect classroom, community & work learning
Lessons from Research
Guide assessment
•Scaffold skills in how to reflect
•Clear assessment criteria
•Self-assessment to develop reflection and self-management skills
•Peer review to develop thinking, communication, and collaboration skills
CHALLENGE: How do I mark that?
Lessons from Research
Faculty
•Build an evidence-based learning culture
•Validate learning evidence
•Collaborate on what works and why
Lessons from Research
Tech
•Focus on learning vs. ‘look & feel’
•Use flexible, user-friendly systems
•Enable multimedia file use
•Ensure selective permissions/multiple views
•Separate authoring and official record systems
•Need active technology coordinator & equipment
(Johnson, 2012; Barrett, 2007; Tosh et al., 2005)
Future research
•What is valid evidence that e-portfolios support successful learning & assessment?
•What is evidence of deep learning in e-portfolios?
•How does learning-centred practice impact student critical reflection and agency?
•Explore systems that differentiate student-owned e-portfolios from official records
E-Portfolio Research
Faculty buy-in/uptake in your institution?
TRU-OL:•Mahara and WordPress are supported
•Pockets in Communications, Education, English and Nursing
•PLIRC research
More Discussion Questions
•How do different portfolio systems support and influence learning?
• What do we know about how students from different cultural backgrounds response to e-portfolios?
•How long should e-portfolios be kept on server?
•How well do current practices meet challenges?
Key References• Barrett, H.C. 2007. Researching electronic portfolios and learner engagement: The
REFLECT Initiative. Journal of Adolescent & Adult Literacy (JAAL) 50:6 March 2007. doi: 10.1598/JAAL.50.8.2
• Brown, G., Chen, H. & Gordon, A. 2012. The Annual AAEEBL Survey at Two: Looking Back and Looking Ahead. International Journal of ePortfolio, Vol 2 Number 2, 129-138. Accessed at: http://www.theijep.com
• Chen, H. 2009. ePortfolios: emerging definitions. Accessed at: http://www.youtube.com/watch?v=KKd5pDuGDJA
• EIfEL team blog. 2009. Learning Futures: 10 ePortfolio challenges. Accessed at: http://www.learningfutures.eu/2009/09/10-eportfolio-challenges.html
• Goodine, M. 2010. Eportfolios: In Search of a Silver Bullet. Accessed at: https://portfolios.kwantlen.ca/view/view.php?id=515
Key References• Johnson, H.L. 2012. Making Learning Visible with ePortfolios: Coupling the Right
Pedagogy with the Right Technology. International Journal of ePortfolio, Vol 2, Number 2, 139-148.
• Lorenzo, G. & Ittleson, J. 2005. (D. Oblinger, Ed.). An Overview of E-Portfolios, EDUCAUSE Learning Initiative (ELI). Accessed at:. http://www.educause.edu/library/resources/overview-e-portfolios
• Tosh, D., Light, T., Fleming, K. & Haywood, J. 2005. Engagement with Electronic Portfolios: Challenges from the Student Perspective. Canadian Journal of Learning and Technology, V31(3) Fall, 2005.
• UBC website. E-Portfolios @UBC – Archive of Projects. Accessed at: http://blogs.ubc.ca/projectportfolio/
