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A Portrait of the Portfolio as a Young Movement: A Surprising Development Trent Batson, Executive Director, The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org)


Meaning of the Title 

Portrait: U.S. and global – patterns of use; trends; why electronic portfolios are important to us Portfolios: a portable instrumented learning space supporting practices grounded in learning theory, native to the social Web, and ideally suited to the higher education enterprise as a guide and instrument for transformation. Young Movement: to fully benefit from portfolios or from current knowledge technology requires deep changes in the entire higher education enterprise. Surprising: a potential path is on your campus


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Web-based, usually hosted by company Student uploads artifacts (text, photos, graphics, video, audio, links . . . ) Student work remains after semester; access continues. Teacher can see student work and comment on it. Student can read comments and reply; often not only the student work but student reflections on the work. Can produce a presentation on the Web Can be used for outcomes assessment It’s a digital repository designed for portfolio practices.


Those accessing AAEEBL Website are from:                

1,559 visits from 42 countries in April US Canada Chile Guatemala Costa Rica The UK Russia Spain Portugal France South Africa Egypt Saudi Arabia Ghana Pakistan

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Poland Netherlands Sweden Germany Poland Belarus Hungary Italy Zimbabwe India China Japan Malaysia Phillippines Australia New Zealand Singapore


In the U. S.:


Usage Patterns 

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K-12: tracking, reporting to parents, graduation requirement, collaboration, creativity, reflection. Entire states, Texas, RI, Minnesota, Pennsylvania Community College: employment and transfer, individual expression: wider range Undergraduate in general: tracking progress toward learning goals; accreditation; IR reports; learning; richer resume; program review; general education programs; educational transformation; life-long. Graduate programs: professional portfolios, reflection In general: learning and assessment, not enough focus on employability


Problems 

Technology

Misuse

Suited to academia-to-be

Requires trust

Expecting too much of technology


Promises

The Flowering of Active Learning


Active Learning  

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Current consensus: learning starts with experience. Current practice: start with conception. Truncating natural process by which learning occurs With the scale of higher education and the (seemingly) primitive atom-based technologies, not much choice. New scheme: 1. 2. 3. 4. 5.

Informational learning: preparation for action Transformational learning: experiential Forming perceptions – in portfolio Collecting evidence With teacher: forming discipline-specific conceptions


Transformational Situated Learning 

Combine learning research of last 40 years with eportfolio practice and you have 21st Century Learning George Kuh: High-Impact Learning Practices:   

First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities

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Writing-Intensive Courses Collaborative Assignments and projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects http://www.aacu.org/leap/hi p.cfm


Learning Takes Place Here, Too Field work in botany, dendrology, archeology, ornithology, entomology, and many others.


What George Kuh Didn’t Include 

Social development

Athletics

Clubs

Issue-based conversations

Identity formation

Should he have?


• Sort evidence • Tag or … • Comments • Choose who sees

Presentation

• Art • All file types • Upload anywhere • Comment on artifact

Organizing Evidence

Collecting evidence

Portfolio Process

• Select artifacts • Create Web page with links to artifacts • OR: use links in resume; evidence if needed


Portfolio Values Ownership

Sees Change

Reflective and Integrative

Not passive

Continuity

Key skills of college grad

Has Stake

Assessment

Interdisciplinary


Campus Implementations  

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Schools and departments of education English, Art, Architecture, Music – “home” of portfolios General education programs Professions, especially the health professions Rarely, full-campus orientation around evidence-based learning Also, rarely, entire state systems (California, Pennsylvania, Minnesota)


Technical and Human Issues 

Significant rollouts on campus face issues that single adoptions in a course don’t.    

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Integrate with campus course-management system Determining what data the campus needs Training students to use Re-designing courses Faculty development Mining data hosted off-campus Sustaining portfolios for graduates? Determining if user requirements are being met Staying ready to migrate to an alternate technology Supporting portfolio “auxiliary tools”


Academic Issues 

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Losing the standardization the academic enterprise had, based on behaviorism. Making testing obsolete How to assess portfolios? How to alter mindsets of faculty and students? And of parents and of the culture? Addressing new critical skills: managing evidence over time Faculty using portfolios for their own professional review Trusting students to do more learning on their own.


Help with these Issues: The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org)


About AAEEBL 

Emerged from an established global community of practice Affiliated with all major eportfolio projects or organizations (and others): AAC&U, Campus Technology, MERLOT, EPAC (at Stanford), Centre for Recording Achievement, EIfEL/ePIC, Australian Flexible Learning Framework, The Inter/National Coalition for Electronic Portfolio Research. Goal: build from COP to profession Larger goal: assist higher education in its transformation to the new knowledge ecology.


More about AAEEBL  

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Nearly 100 institutional members in 5 countries 15 corporate sponsors Board of Directors Scholarship: IJeP at Virginia Tech 4 annual conferences: 

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Annual Conference, Boston, with Campus Technology AAEEBL Western US conference, Salt Lake City AAEEBL Southeast US conference,Virginia Tech AAEEBL Northeast US conference, Providence

The AAEEBL Learner FIPSE grants Annual AAEEBL survey


What’s on the horizon? What’s the future for electronic portfolios in higher education?


Trends and guesses        

Electronic portfolio technology – an array, not a platform Technologies to manage learning process for students will become ubiquitous The Social Web and services will quickly become part of the process Employers will demand portfolio links in resumes Portfolios will be employed for workforce development by states Portfolios will help states recognize prior learning Campus life will become only richer Portfolio standards will not be universally recognized for years


Please join us -

AAEEBL/Campus Technology Conference, July 25-28, 2011 Boston, Seaport Hotel and World Trade Center

http://campustechnology.com/Home.aspx http://www.aaeebl.org And, join AAEEBL at www.aaeebl.org trentbatson@mac.com T H A N K S !!

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