All posts by Lucas Wright

About Lucas Wright

I work as a learning technology specialist in the Centre for Teaching, Learning and Technology at the University of British Columbia

ePortfolio Effectiveness: A(n Ill-Fated) Search for Empirical Support

In ePortfolio Effectiveness: A(n Ill-Fated) Search for Empirical Support, the Bryan & Chittum (2013), the authors review the research on ePortfolios, in particular they seek to find empirical evidence of learning effectiveness. They conclude that although  ePortfolio research has been moving from descriptive articles about implementation towards more focus on learning effectiveness, the literature focuses on student and faculty perceptions of ePortfolios rather than providing evidence of impact on learning.

ePortfolio Effectiveness: A(n Ill-Fated) Search for Empirical Support

Portfolio Director Position Available, Warren Wilson College, North Carolina

Portfolio Director, Warren Wilson College

Warren Wilson College, a national liberal arts college with integrated work and service programs, seeks a faculty director for our emergent ePortfolio program. This is a faculty position reporting through the office of Academic Affairs with full College benefits and offered on an annual, renewable contract. For candidates with the appropriate qualifications and discipline there is a potential for an extended contract (our faculty are unranked and are not part of a tenure system).

Warren Wilson College is a tier one nationally ranked, independent liberal arts college located on a 1,135-acre campus in the Blue Ridge Mountains near Asheville, North Carolina, with a unique program of rigorous liberal arts academics, challenging work experience, and deliberate community engagement through service learning.

We are building a four-year portfolio to collect learning throughout the educational program of academics, work, and service we call the ?Triad.? With structured reflection to facilitate the integration of the learning students achieve in their courses, on their work crews, and in their community engagement, this ePortfolio will ask students to intentionally connect the unique components of the Warren Wilson Triad Education as well as to shape a comprehensive sense of self upon graduation. A recently-adopted general education curriculum supports a portfolio structure with a set of scaffolded courses from first-year seminar through capstone; our service program adopted a staged Community Engagement Commitment (PEGS); and our work program is currently investigating a developmental model for work-learning. Students write an inaugural First-Year Letter reflecting on their Triad experiences in their arrival semester and apply for graduation with a public Senior Letter. We have the
pieces
and the framework to build a meaningful portfolio. We need the leadership and expertise to make it happen.

We seek a dynamic leader and resilient systems-thinker able to advocate and execute our Triad learning ePortfolio program. We welcome applicants with diverse educational backgrounds and skill sets to lead development, implementation, and support of this multi-faceted initiative.

Minimum Qualifications:

  • Advanced degree in relevant field
  • Higher education experience in related area (e.g., teaching, faculty development, service-learning, student development, assessment)
  • Demonstrated facility with educational technology
  • Demonstrated excellence in teaching or project leadership
  • Demonstrated ability to work in collaboration with diverse stakeholders

Preferred:

  • Experience with ePortfolio theory and practice
  • Terminal degree in relevant field
  • Record of related research and publication

RESPONSIBILITIES:
Successful candidates will be able to demonstrate their accomplishments in ways that show them able to lead our campus in the following activities (both start-up and ongoing):

  • Share ePortfolio theory and build a model that defines a relationship to learning, teaching, and assessment
  • Solicit community input about content and form of the portfolio
  • Research and evaluate technologies and oversee trials with different stakeholders
  • Establish implementation timeline
  • Promote and educate the campus community about theory, models, and use of the portfolio
  • Create network for training across the community (possibly including a student work crew)
  • Organize and facilitate an ePortfolio Committee composed of representatives from across the Triad to gather feedback, aid in implementation, and set ongoing goals
  • Design and support new projects and incentives to connect ePortfolio with the Triad and student life
  • Continually assess the ePortfolio and share findings with the campus
  • Pursue ePortfolio or related professional research, and undertake service to the life of the College
  • Optionally, teach undergraduate courses, depending on area of specialty and needs of the College

Warren Wilson College provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status or status as a covered veteran in accordance with applicable state and local laws governing nondiscrimination in employment.

Please send cover letter, CV, and contact information for three professional references by email to 2013eportfoliosearch@warren-wilson.edu. Submitted documents must be titled as follows: LastNameFirstInitial-Item (for example, DoeJ-cv, DoeJ-cover). Electronic submissions are required. Review of applications will begin November 15, 2013 and continue until the position is filled.

First Portfolio CoP Meeting of the Year: Assessing ePortfolios

Description

What approaches and strategies are effective for assessing ePortfolios? Join us for a discussion about ePortfolio assessment in different teaching and learning contexts. As part of this meeting Bernie Garrett will discuss assessment approaches and strategies within the School of Nursing and Andrea Webb will discuss how ePortfolios are assessed within the Faculty Certificate Program at the University of British Columbia.

This session will also be an opportunity to connect with other members of the UBC involved in ePortfolio projects and to plan out sessions, and resources for the upcoming year.

Date/Time: November , 10:30-12:00 pm
Location: IKBLC Fraser River Room

Register

Resources

Information about the SoTL, Faculty Certificate Program at UBC

Garrett, Bernie, Jackson, Catherine & Maura MacPhee ‘Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program, Nurse Education Today, Volume 33, Issue 10 , Pages 1207-1213, October 2013

Key ePortfolio Implementation Resource

I was compiling some resources for a colleague and decided to share them on the blog. Here is a list of some of the key ePortfolio resources to guide and support you through ePortfolio implementation. Please add your own key resources to the post comments if you would like to share a resource that has assisted you.

Resources from the Portfolio CoP Meeting: November 2012

On November 29th, the Portfolio CoP had the opportunity to hear Dr. Bernie Garrett Present on the evaluation of the PEP Portfolio in nursing. His presentation ‘The Evaluation of an Electronic Portfolio for the Assessment of Clinical Competence in a Baccalaureate Nursing Program’ was followed up by an engaging discussion around ePortfolios. We also brainstormed possible meetings events for the 2013 winter term.

Possible Events for the Winter term
  • Reflection frameworks
  • Portfolios in job hunting–Portability
  • Assessment Rubrics and Form and feedback for reflection
  • Comparing ePortfolio products
  • Portfolio assessment
Session Resources

Bibliography from Presentation: 
Anderson, D., Gardner, G., Ramsbotham, J., & Tones, M. (2009). E-portfolios: Developing nurse practitioner competence and capability. Australian Journal of Advanced Nursing, 26(4), 70. 

Bogossian, F., & Kellett, S. (2010). Barriers to electronic portfolio access in the clinical setting. Nurse Education Today, 30(8), 768. 

Butler, P. (2006). A review of the literature on portfolios and electronic portfolios. Retrieved 09/14, 2011, from ttp://eduforge.org/docman/view.php/176/1111/ eportfolio%20Project%20Research%20Report.pdf. 

Chabeli, M. (2002). Portfolio assessment and evaluation: implications and guidelines for clinical nursing education. Curationis, 25(3), 4. 

Garrett, B. M., & Jackson, C. (2006). A mobile clinical e-portfolio for nursing and medical students

Resources Mentioned During the Session
Upcoming Events

Upcoming Portfolio CoP Events

Evaluating ePortfolio Projects, November Portfolio Community of Practice Meeting

Time/Date: November 22nd, 1:30-3:00pm
Location: Irving K. Barber Learning Centre, 2.22/23
Speaker: Dr Bernie Garrett, Associate Professor, UBC School of Nursing

This session will focus on how we evaluate ePortfolio projects in our teaching context. This will include a presentation by Dr Bernie Garrett on his recent paper ‘Evaluation of an ePortfolio for the Assessment of Clinical Competence’ In A Nursing Program. Join us for this session and discuss approaches to evaluating ePortfolio projects, questions to ask and consider what success looks like. The Portfolio CoP is open to the anyone with an interest in portfolios, ePortfolios, or portfolio assessment in general.

Registration
http://www.events.ctlt.ubc.ca/events/view/2025

 

Enhancing your Teaching Portfolio

Time/Date: January 11th, 2:00-4:00pm
Location: Irving K. Barber Learning Centre, Fraser River Room 2.27

This session brings together junior faculty community of practice and the portfolio community of practice to focus on tips and ideas for construction of effective teaching portfolios. Teaching portfolios are being increasingly used by faculty members as a way to chart and reflect on their practice as well as for tenure, promotion and hiring in the context of higher education. If you are in the process of developing or starting to think about developing a teaching portfolio this session will get you started articulating and providing evidence for your teaching approaches and beliefs. Learn about resources available to support you.

Registration

http://www.events.ctlt.ubc.ca/events/view/1735

Portfolio CoP Meeting Minutes, October 3rd, 2012

Portfolio Community of Practice (CoP) Meeting
October 3, 2012 1:30 – 3:00pm
Fraser River Room 2.27

Minutes

1. Introductions & updates
2. Digital identity discussion with Cindy Underhill

Cindy Underhill,  Learning Strategist at CTLT, shared with us an introduction to digital identity, loosely defined as anything that you or others publish about you online. Like a tattoo, a digital identity can be beautiful but is also permanent and can be hard to remove. In the discussion that followed the group explored some of the following issues:

  • Some students are embarrassed by sharing online when they are novices in their professional field
  • Many students, after initial resistance, have come to be proud of their e-portfolio
  • Students’ primary concern around portfolios is censorship – they don’t want to get in trouble for what they write
  • Students may want to share their ‘reflections’ with only one faculty member, for example
  • Students may want a completely private space for individual reflective work.
  • A WordPress platform allows students control over who has access to view which parts of the portfolioStudents are looking for clarity on the purpose of the portfolio to buy-in on the ‘why’
  • There is the idea that “students don’t care about privacy” – but in fact a Piu study showed that students do care, what they want is control over what’s public and what’s private.
  • Faculty primary concern is around confidentiality
    • Confidentiality of patient information, for e.g.
    • Sharing of ‘private’ opinions, eg on ratemyprofessor.com
    • Faculty may want to be reassured that their comments on portfolios are kept confidential, for example.
  • Digital identity is gaining increased attention in the last few years in the field of nursing
  • Students often ‘prune’ their digital identity to fit their new professional identity
  • There is no one-size-fits all approach – some individuals combine professional & personal identity online, some keep the two very separate
  • There are often standards of ethics for individual professions
  • Some units take the approach that part of a professional responsibility is to be sure that what you post online is ready to be published – thus no editing is permitting for posts
  • The idea is to encourage students to think carefully before they post publicly
  • In the first year of a program, there may be resistance primarily as a result of the technology
  • Adding a course in first semester addressing reflection helps prepare students for the reflective process
  • Important to emphasize the ‘process’ of making a portfolio – recognizing learning, selecting items to include, and changing the portfolio over time
  • The process is as important as the portfolio ‘product
  • It can be hard for some to see that both process and product are useful
  • Many students are so proud of their portfolio at the end of the program that they do download the file and take it with them
  • Some have reported that their portfolio made the difference in getting them a job – having an e-portfolio put them a step ahead in terms of self-presentation and technological skills.

3. Planning for the upcoming year & blog-to-email

The group came up with several ideas for meetings in the coming year (through general discussion)

  1. Discussion: processes for early visioning / planning of a program-wide portfolio initiative
  2. Presentation & brainstorm session: Having folks who are considering launching a portfolio program present their current ideas & gain the insight/wisdom of the group
  3. Presentation & discussion: update on the latest e-tools in portfolio development
  4. Presentation & discussion: recent evaluation of the portfolio program in nursing
  5. Discussion: how to motivate faculty to adopt eportolios
  6. Discussion: how to ensure ‘safety’ in portfolios
  7. Presentation or Discussion: how to focus on and assess the process, rather than just the product, of an eportfolio.

**The group agreed that the best way to choose the next meeting topic(s) would be by an online survey, so as to include those who were not present at this meeting.

The Portfolio CoP Blog is at:
www.blogs.ubc.ca/portfolios

Upcoming Portfolio Webinar

ePortfolios To Improve Teaching, Learning, And Assessment

Thursday, October 4, 3:00-4:30pm EDT
online webinar
Host: Innovative Educators
http://www.innovativeeducators.org/product_p/167.htm

NOTE: Payment is not required prior to event date. The recording is included and is accessible for one full year.

OVERVIEW
Electronic portfolios, or ePortfolios, are not a new idea. They have long been used to share work and professional history. Recently however, educational institutions have picked up the technology as an effective and engaging way to assess students. ePortfolios are also being used to engage students more deeply in learning by encouraging reflection.

In this webinar participants will learn about the varied uses of ePortfolios and suggested practices in the classroom. Resources to support use of ePortfolios to improve teaching, learning, and assessment will also be made available.

OBJECTIVES
– Describe a variety of purposes for electronic portfolios
– Explain the process of “folio” thinking
– Articulate why reflection is important to deep learning
– Understand how to use ePortfolios for assessment purposes
– Access resources that will help them begin to use ePortfolios to improve teaching and learning

WHO SHOULD ATTEND?
– Faculty
– Deans of Instruction
– Graduate teaching assistants
– Program coordinators
– Administrators

WHO IS THE SPEAKER?
Debra Runshe is an Instructional Development Specialist at Indiana University. She assists staff and faculty in addressing complex teaching and learning issues relating to teaching methods, assessment, and the use of instructional technology. Her dedication to quality teaching has led to her involvement in many national endeavors. As a member of the Carnegie Foundation’s CASTL Program: Scholarly Inquiry about Active Pedagogies cluster group, she explored active learning pedagogies in universities across the nation and presented the findings nationally. She has been involved in several grant projects funded by: Fund for the Improvement of Post Secondary Education (FIPSE), National Science Foundation (NSF), and Department of Education (DOE). Presently, as a member of Cohort VI of the Inter/National Coalition for Electronic Portfolio Research she is exploring the use and best practices in portfolio learning. She is also participating in the FIPSE project: “Connect to Learning: ePortfolio, Engagement, and Student Success,” a nationwide educational innovation project focused on exploring and strengthening best practices in ePortfolio pedagogy.