portfolio presentation teaching and learning

Salisbury University Student Portfolios: Career and Academic Assessment Paul Scovell Department of Communication Arts Teaching and Learning Conference https://pbs.twimg.com/media/BZ_qJp4IEAEDYip.jpg:large Salisbury University Why Use the ePortfolio? Pedagogical change in higher education, with greater emphasis on student-centered active learning Enhances users’ technological capacity as they become more proficient users of software and other tools Demands for accountability in higher education Transition between employment and education – “an education passport” that allows students to showcase or demonstrate their learning and transfer it to their professional career (i.e integrative learning) Flexibility (i.e can be used for various purposes such as enriched learning, career development, and assessment, to name a few) Debra A Buchanan Teaching and Learning Conference Salisbury University Using Portfolios Effectively Establishing purpose – – Growth portfolio Best-work portfolio Involving students in selecting portfolio materials Reviewing with students Setting criteria for evaluation Scoring and judging Teaching and Learning Conference Salisbury University A Portfolio is made up of… Selective and purposeful collections of student work Records of learning, growth, and change Meaningful documentation of students’ abilities Information about what student have learned or are able to A learning history Students’ reflections their own work Teaching and Learning Conference Salisbury University What is an academic portfolio? Collection of materials that describe your academic work Different than a CV—includes some reflection and evaluation Not just papers and presentations “…a purposeful collection of work that exhibits the student's efforts, progress, and achievements …and evidence of student self-reflection.” Teaching and Learning Conference Salisbury University Selecting items Try to include a variety of materials, preferably in their original form – Print, Internet and broadcast – Research, strategic thinking/planning – Variety of publics targeted, positions held Choose only the best – One great news release is better than one great one plus two okay ones Teaching and Learning Conference Salisbury University Steps to Developing Portfolios • Collection: the gathering of items or artifacts based on the portfolio’s purpose, audience, and future use The student collects all work/artifacts • Selection: the development of criteria for choosing items/artifacts to include in the portfolio based on established learning objectives • Reflection: Explain how the particular work/artifact illustrates mastery of specific curriculum requirements or learning goals Mantra: Collect – Select - Reflect Debra A Buchanan Teaching and Learning Conference Salisbury University Reflection: Three Questions What? – Student summarizes the artifact that documents the experience So What? – Student reflects on what he or she has learned Now What? – Student addresses the implications for future learning needed and sets forth refinements or adaptations Van Wagenen and Hibbard (1998) Teaching and Learning Conference Salisbury University What is a Career Portfolio? A collection of documents and other artifacts that people use to validate claims they make about themselves - Satterthwaite & D’Orsi, The Career Portfolio Workbook Teaching and Learning Conference Salisbury University Goals of an Academic Portfolio Demonstrate breadth of learning, teaching, and research Range of achievements Collecting and connecting your various accomplishments; a creative representation of your work and of you Evaluate achievement of intended outcomes Opportunity to showcase your accomplishments Your best work Reflect, assess own educational experience Representative pieces; written reflections To make connections between where you were, where you are, and where you want to be Share one’s expertise Legacy of best practices Teaching and Learning Conference Salisbury University A Document that Evolves Over Time The portfolio is a living collection of documents and materials which change over time – New items are added, others are dropped Teaching and Learning Conference USC Salisbury University Process for Constructing ePortfolios Decide on areas of assessment and select assessment measures – Rubric • Content and Requirements of E-portfolio • Presentation of E-portfolio Choose development tools – Word processor, scanner, digital camera, etc Prepare to organize the portfolio – File management, storage devices, etc Teaching and Learning Conference Salisbury University Process for Constructing ePortfolios Collect/Select portfolio content – Students collect the material Create and connect the portfolio – Include: • Title Slide: Name, Year • Table of Contents with hyperlinks to content areas • Content Areas: Bio, Career, Internship, Reflection Prepare the portfolio for use – Transfer to portable storage device, create shortcuts, etc Present and evaluate the portfolio Teaching and Learning Conference Salisbury University Artifacts to be Considered for Inclusion in an ePortfolio Writing samples – can be typed on word processor or scanned, e-journals, reflections Resume Audio/Video samples - recording the student/mentors speaking aloud Photo samples – scanned or digital Work and Skill samples – scanned or computer generated PowerPoint/Presentation samples - hyperlinked Teaching and Learning Conference Salisbury University Students can use ePortfolio to: Display papers and assignments for more than just the instructor to see Talk about the thought and work that went into the submissions Gather an overview of educational experiences Share work with future employers Social media resume – Links to blog, Web site, Twitter account, podcasts or other online activities Teaching and Learning Conference Salisbury University Use ePortfolios to: Create an online educational journal for reflection Create an online site that can be turned in as an online Assignment Demonstrate mastery of course Outcomes Share best work from multiple courses Showcase professional-quality work for prospective employees Teaching and Learning Conference Salisbury University Software Tools for ePortfolios Digital Measures Canvas Google apps/Docs Html – Expression Web Blogs, WordPress Wiki (Wikipedia.com) PowerPoint Keynote (Apple software) E-Portfolios may consist of templates or self created Web pages Teaching and Learning Conference 25 Salisbury University Canvas ePortfolios A place where the student can display and discuss the significant submissions and experiences that are happing during the learning process Can be public or private Teaching and Learning Conference Salisbury University Sample Student Portfolio Rubric Based on Pierette Pheeney, in The Science Teacher, October 1998 Points Required items Concepts Reflection/Critique Overall Presentation 90‐100 All required items  are included, with  a significant  number of  additions Items clearly demonstrate that the  desired learning outcomes for the  term have been achieved. The  student has gained a significant  understanding of the concepts and  applications Reflections illustrate  the ability to  effectively critique  work, and to suggest  constructive practical  alternatives Items are clearly  introduced, well  organized, and  creatively displayed,  showing connection  between items 75‐89 All required items  Items clearly demonstrate most of the Reflections illustrate  Items are introduced  the ability to critique  and well organized,  are included, with  desired learning outcomes for the  a few additions term. The student has gained a  work, and to suggest  showing connection  general understanding of the  constructive practical  between items concepts and applications alternatives 60‐75 All required items  Items demonstrate some of the  are included desired learning outcomes for the  term. The student has gained some  understanding of the concepts and  attempts to apply them 40‐59 A significant  number of  required items are  missing No work submitted Reflections illustrate  Items are introduced  an attempt to critique  and somewhat  work, and to suggest  organized, showing  some connection  alternatives between items Reflections illustrate a  Items are not  Items do not demonstrate basic  learning outcomes for the term. The  minimal ability to  introduced and lack  student has limited understanding of  critique work organization the concepts Teaching and Learning Conference Name: Grade: (5%) Comments and Suggestions: Portfolio Evaluation Form Improvement  needed Excellent meets intended purpose     is complete and meets all requirements     is well organized     includes a variety of pieces     demonstrates concerted effort     illustrates appropriate level of quality     shows imagination and creativity     goes beyond minimum expectations     The portfolio: Salisbury University Student Examples http://carlyvaseleck.weebly.com/cmat -344-portfolio.html https://seelio.com/victoriasottek http://students.salisbury.edu/~kb789 87/cmat335/personalsite.html seelio.com/victoriasottek LaGuardia Community College Portfolios at Penn State Teaching and Learning Conference Salisbury University References https://inside.fammed.wisc.edu/systemfiles/academicportfolio.ppt Arizona State University West: http://www.west.asu.edu/chs/comm/portfolio.htm Ball State University: http://www.bsu.edu/commstudies/article/0,,16720 ,00.html Berry College: http://www.berry.edu/academics/humanities/communication/portfolios.asp Satterthwaite, F., & D’Orsi, G (2003) The career portfolio workbook New York: McGraw-Hill University of Southern Indiana: http://www.usi.edu/libarts/comm/intern.asp Association of American Colleges and Universities, Valid Assessment of Learning in Undergraduate Education (VALUE) Project, 2009 Brown, Mary Daniels Electronic Portfolios in the K-12 Classroom Education Technology Center, 2002 http://www.educationworld.com/a_tech/tech/tech111.shtml Clark, J Elizabeth E-portfolios at 2.0 – Surveying the Field AAC&U, Peer Review, Winter 2009 Gathercoal, Paul, et al Web-Based Electronic Portfolios, EDUCAUSE Quarterly, No 2, 2002, pp.29-37 White, Mary, et al The E-Portfolio: An Assessment Tool for Institutional Effectiveness A presentation during Assessment Spotlight, Jackson State University, October 27, 2009 Buchanan, D Using the ePortfolio as an Student Learning Karlen, J M and Sanchirico, S M Adult learning and e-Portfolios Teaching and Learning Conference Salisbury University Portfolio Sites Seelio https://crevado.com/ http://www.portfoliobox.net/ http://carbonmade.com/ http://www.behance.net/ http://shownd.com/ http://www.coroflot.com/people http://www.jobrary.com/ http://foliohd.com/ http://www.figdig.com/ http://www.flickr.com/explore/ http://dribbble.com/ https://www.allyou.net/en/ Teaching and Learning Conference Salisbury University Resources http://dunked.com/ http://www.viewbook.com/ http://www.portfoliobox.net/ http://www.krop.com/creativedatabase/ 20 Tools to Showcase Your Portfolio https://seelio.com/ drscavanaugh.org/workshops/assessment/sample.htm https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html http://guides.instructure.com/m/4152/l/40313-what-is-aneportfolio#!prettyPhoto Portfolio Rubric Authentic Assessment Toolbox Teaching and Learning Conference ... Buchanan, D Using the ePortfolio as an Student Learning Karlen, J M and Sanchirico, S M Adult learning and e-Portfolios Teaching and Learning Conference Salisbury University Portfolio Sites Seelio... Scoring and judging Teaching and Learning Conference Salisbury University A Portfolio is made up of… Selective and purposeful collections of student work Records of learning, growth, and change... implications for future learning needed and sets forth refinements or adaptations Van Wagenen and Hibbard (1998) Teaching and Learning Conference Salisbury University What is a Career Portfolio? A collection