Introduction to ePortfolios Quest 3

Instructors' workshop

John Robertson,

University of Wisconsin Oshkosh

January 2013

ePortfolios for USP

• A program level collection of student work related to Signature Questions and Essential Learning Outcomes
• Intended to develop reflection on progression through program
• Pivotal USP courses draw together student work in the portfolios and help students articulate progress so far
• Full and Lite approaches to using ePortfolios with your course

USP ePortfolio: Full & Lite approaches

In a lite approach to using ePortfolios, from each course students:

• upload a key assignment to their D2L ePortfolio
• create a reflection on that work
• understand how their course relates to the program

In a full approach to using ePortfolios, the course:

• also uses an ePortfolio approach within the course as well as at the program level.

USP and Assignments

Each USP course uploads a key piece of work to the student's ePortfolio. This assignment:

• is a significant graded/ assessed piece of work
• helps students demonstrate fulfillment of the course's learning outcomes.
• reflects how the course aligns with the institutional learning outcomes.
• reflects how the course aligns with USP signature questions.

Quest 3 ePortfolio

Signature Questions

• Intercultural knowledge and competence
• Sustainability and its applications
• Civic Learning

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The ePortfolio process can lend itself to supporting the type of learning and personal development envisioned in Quest 3

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USP ePortfolio: Pedagogy

An ePortfolio approach to teaching and learning seeks to:

• develop a body of work
• help recognize progression over time
• selectively present work for assignments
• support reflection
• feedback on progression
• relate individual pieces of work to a bigger picture

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USP and Reflection

Reflection invites students to engage with the process of their learning and their growth through the course. Some of the central questions students should consider are:

• How has my learning been influenced through this course? as a person, as a scholar in my discipline, as a learner
• How does what I have done relate to what I have done in the past and what I want to do next?
• What did I feel went well and what would I want to improve?

ePortfolio example

eP example 2

Support and Professional Development

Enhancing student learning: reflection and the ePortfolio process

• Twice weekly Spring semester OSW-style workshops on reflection and on the ePortfolio process

D2L & D2L ePortfolio

• Next week three half day drop-in sessions in the idealab Mon 2-4, Tue 9-12, Wed 2-4
• Throughout the semester every other week two one hour drop-in labs.

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Further details

ePortfolios and intercultural knowledge

Connection between outcome, assignment, and artifact.

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Tangible digital artifacts to support learning and reflection

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Artifacts that fit into a degree?

Ethical, legal, respectful

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How does what students are creating interact with community?

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Feedback as part of the eP process