Emily Springfield 2004 espring/ePort/ Educational Portfolios: an Overview.
-
Upload
bertha-hodges -
Category
Documents
-
view
217 -
download
0
Transcript of Emily Springfield 2004 espring/ePort/ Educational Portfolios: an Overview.
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Educational Portfolios: an
Overview
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Session Outline
• Portfolio creators• Student portfolio uses• Portfolio scopes• Portfolio parts• Portfolio formats• Pitfalls to avoid• Break• Workshop
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Portfolio Creators
• Creators:– Students
• Details on subsequent slides
– Faculty• For tenure review• Benchmark course portfolios (current state of learning)• Inquiry course portfolios (track change across sections)
– Institutions• Accreditation• Recruiting
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Student Portfolio Scopes
• Within one class• Within one major / across core courses• Across an entire program or school
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Student Portfolio Uses
• Functions:– Career portfolios demonstrate skills and
supplement resume and cover letter– Assessment portfolios help determine if
students have mastered information– Developmental portfolios help students
make connections and articulate the intangible
• Forms:– Paper, Web, CD-ROM, video, combination
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Career Portfolios
• Often viewed as “Electronic Resumes”• Demonstrates skills, samples of work,
pictures, etc.• Allows employers to view the level of
detail they want to see• Motivating power: High: similar to a
resume
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Career Portfolio: Dangers
• Resume and cover letter must stand on their own– Employers may not take time to look at
them– Technology may be a barrier
• Too much “flash” and not enough “substance”
• Mid-level computer skills might not be good enough
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Career Portfolio: Example
Lisa Abate (Student of Indiana University's Instructional Systems Technology program, which requires a final professional portfolio)
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Assessment Portfolios
• Determine if students have mastered information, skills, concepts
• Used to assess writing, studio or applied art, teaching materials, etc.
• Require collections of “artifacts”--papers, photos, drawings, lesson plans, etc.
• Mid-term and final assessment of learning• Motivating power: Mid: similar to an exam
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Assessment Portfolios: Dangers
• Poorly expressed or nonexistent goals for the Portfolio
• Collecting too much information• End of course may be too late• May be redundant or inefficient, esp. for
objectively-evaluated materials. – Do you really need a Portfolio to do the job?
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Assessment Portfolios: Example
Mark Kenefick (Student of Indiana University's Instructional Systems Technology program, which requires a final professional portfolio)
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Developmental Portfolios
• Help students make connections and articulate the intangible
• Enhance experiential learning through reflection
• Help students make informed, intentional decisions
• MAKE STUDENTS THINK!• Motivating power: Low: similar to a
journal
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Developmental Portfolios: Dangers
• Collection without reflections• Runs risk of becoming “just another
requirement”• Must be completed thoughtfully to be
beneficial • Web format does not guarantee
connections• Students and faculty both need to
understand why they are participating
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Developmental Portfolios: Example
Kate Jenks (Student of Kalamazoo College, which requires an ongoing developmental portfolio)
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Portfolio “Types”
• Misnomer – most portfolios serve more than one purpose
• Need to address each purpose individually and consciously
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Portfolio Parts
Comparing pfolios from several disciplines, most have the following features:
• Requirements (set by the college)• Benchmarks (set by state or a board)• Artifacts (collected student work)• Reflections or annotations (by student)• Comments (from professor or advisor)• “Resume” view (for employers)
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Portfolio Formats
Is the Technology Worth the Benefit?
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
“Paper” Portfolios
• Media Used– Word files – either printed or submitted electronically– Three-ring binder– Printed photos, clip art, brochures, etc.
• Advantages– Easiest to make – little or no software training
needed– Highest resolution – good for visual artists– Students focus more on content
• Disadvantages– Usually only one copy exists; hard to share– Mistakes can be hard to fix
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Web Portfolios
• Media Used– Dreamweaver, SiteMaker, Contribute
• Advantages– Easy accessibility and storage– Cross-linking capabilities; audio/video– Improvement of computer skills
• Disadvantages– Software learning curve– Too much focus on format instead of content– Software, training, and storage costs– Bandwidth problems
“Web pages” can be delivered online, or
on disc or CD. Best for career portfolios .
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
CD/DVD Portfolios
• Media Used– Web design: Dreamweaver, Contribute, SiteMaker– Presentation: PowerPoint, Authorware, Flash– Audio/video: RealProducer, QuickTime
• Advantages– Similar to web portfolios– No bandwidth problems
• Disadvantages– Similar to web portfolios– Can’t be updated – you have to burn a new disk– Highest hardware costs (CD or DVD burners)
PowerPoint is usuallythe easiest “rich” format
for students to use.
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Video Portfolios
• Media Used– VHS or digital video camera– Audio/video editing and production software: Visual
Communicator, Audition, RealProducer, QuickTime
• Advantages– Captures performances that do not translate to
words
• Disadvantages– Not well indexed; little reflection; steep learning
curve.– Better to do clips embedded in other portfolio type.
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Proprietary Formats
• Media Used– Dozens of programs exist that claim “out of the box”
portfolio creation
• Advantages– Could eliminate formatting issues
• Disadvantages– Haven’t yet found one that really speaks to different
portfolio uses– Expense
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
How to Choose?
If the primary purpose of your portfolio is…
Your best format choices are…
Career presentation CD or Web, with images and video as appropriate
Assessment “Paper,” PowerPoint, or Web
Reflection “Paper”
Unless students have a high degree of technical skills (or are supposed to develop them), use the following guidelines:
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Pitfalls to Avoid
• Portfolio goals not clear to faculty and/or students.
• Portfolios that try to do too much.• Portfolios that try to work in
isolation. • Portfolios that over-use technology.
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Short Break
Emily Springfield 2004 http://www-personal.umich.edu/~espring/ePort/
Workshop
• Fill out Portfolio Program Creation Worksheet
• Swap with someone and critique/clarify