Embedding Portfolios into Courses and Programs

TechDem Student Portfolio SIG

These slides represent a series of meetings, discussions and academic contributions

Ideas for Future SIGs - please add here!

How about we divide the session into

• 1st third what’s new (focused on beginners/seeking to implement) – ask new members to introduce themselves and what their priority is – likely to be preparing for next semester (the new site looks fantastic)
• 2nd third what’s happening (focused on those in the middle of implementing perhaps for the first time) – problem solving, encouragement, sharing
• Last third - what’s next (refinement, extension)

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More ideas……

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Create@UniSQ - NEW Look and Additional Function

Sneak preview of our NEW Create@UniSQ site

• Better organisation
• Updated resources
• Self-serve option

Student Portfolio rubrics

Criteria:

• Artefacts
• Reflections
• Navigation
• ‘Brand of me’ & employability

What else?

Using ChatGPT to generate a rubric?

• Go to https://chat.openai.com/auth/login and create an account

Resources

• ePortfolio assessment rubric
• Using portfolios in assessment

Using ChatGPT to create a rubric

Criteria 1: Visual Appeal and Organization

• The portfolio is visually appealing and easy to navigate
• The layout is consistent and easy to understand
• The use of color, typography, and imagery is effective and appropriate for the intended audience
• The portfolio is organized in a logical and intuitive manner

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Criteria 2: Content Quality and Relevance

• The portfolio contains high-quality and relevant content, such as work samples and achievements
• The content is presented in a clear and concise manner, using appropriate language and terminology
• The portfolio includes a summary or introduction that effectively communicates the individual's skills, experiences, and goals
• The portfolio showcases the individual's strengths and unique value proposition

Here's a rubric with four criteria for a professional online portfolio designed for employability purposes

Criteria 3: Technical Proficiency and Accessibility

• The portfolio is technically proficient, with no broken links, errors, or glitches
• The portfolio is accessible and can be viewed on a variety of devices and browsers
• The portfolio includes alternative text for images and other elements, for accessibility purposes
• The portfolio is optimized for search engines, to improve visibility and discoverability

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Criteria 4: Professionalism and Branding

• The portfolio reflects the individual's professionalism and personal branding
• The portfolio is free from errors, typos, and other issues that might detract from its quality
• The portfolio includes relevant contact information and social media links, to facilitate networking and connection
• The portfolio is consistent with the individual's resume, cover letter, and other job search materials, to create a cohesive and compelling brand image.

Stages of portfolio development

Using ChatGPT to create a rubric

Criteria 1: Collect

• The portfolio demonstrates that the student has collected a range of relevant materials, such as work samples, project summaries, and other artifacts.
• The portfolio shows evidence of the student's learning and development throughout their academic program or career.
• The portfolio includes materials that demonstrate the student's achievements and strengths.
• The portfolio includes a variety of materials that showcase the student's abilities and potential.

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Criteria 2: Select

• The portfolio shows that the student has carefully selected and curated the materials included in their portfolio.
• The portfolio includes materials that are relevant and appropriate for the intended audience.
• The portfolio showcases the student's best work and highlights their strengths and achievements.
• The portfolio includes materials that demonstrate the student's ability to meet specific goals or objectives.

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Here's a rubric to assess a student in higher education who has created a professional online portfolio using the criteria "collect, select, reflect, connect"

Criteria 3: Reflect

• The portfolio demonstrates that the student has reflected on their learning and development, and can articulate what they have learned and how it relates to their career goals.
• The portfolio includes reflective writing that explains the context and purpose of the materials included, and what the student has learned from them.
• The portfolio shows evidence of the student's critical thinking and problem-solving skills.
• The portfolio includes reflections that show the student's growth and development over time.

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Criteria 4: Connect

• The portfolio demonstrates that the student can connect their academic and career experiences to broader social and professional contexts.
• The portfolio includes materials that show the student's engagement with their field of study or profession, such as internships, volunteer work, or extracurricular activities.
• The portfolio includes reflections that show the student's understanding of the connections between their academic program and their future career.
• The portfolio demonstrates the student's ability to communicate and collaborate with others in their field.

Taking a course or a program approach to student portfolios

What is your school or discipline doing in this space?

What are the enablers and barriers?

How is the purpose of portfolios communicated to students?

What do you need to ensure a program approach works?

Please share - discuss

https://manoa.hawaii.edu/assessment/resources/using-portfolios-in-program-assessment/#two

Your ideas and contributions - March 16, 2023 - Relevance of Rubric and ChatGPT - Table 1

• Careers: Could investigate for future rubrics as courses are rewritten. Are there other AI tools that are better? Is ChatGPT the place to start?
• Jo: We are still in the experimentation (as opposed to implementation) stage. Still many issues to consider, such as accuracy and bias.
• Copyright: Many large issues with this. We do not yet have the architecture to guide our use. Need to consider current (and evolving) risk procedures. (Who signs of on the use - and how do we know when this has occurred?)
• Balance this against the stage of engagement - which is currently in the experimentation stage. What are its affordances?
• Answer: Build a space which is experimental which additionally has sound risk management.

Nice rubric on on critical reflection when using in portfolios https://brocku.ca/pedagogical-innovation/wp-content/uploads/sites/53/Critical-Reflection-Rubric.pdf

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Can ChatGPT be one voice in a Delphi approach to generating knowledge?! It seems like a reasonable voice if it is not controlling the inclusion of other voices, and ChatGPT could support exploration, including in curriculum design and rubrics.

Your ideas and contributions - March 16, 2023

Add here….

Resources

Resources

Student Portfolio SIG webpage - https://create.usq.edu.au/edtech/special-interest-groups-sigs/sig-studentportfolios/

Student Portfolio SIG Padlet - https://universityofsouthernq.padlet.org/techdemcop/ePortfolioSIG

TechDem Conversations - https://create.usq.edu.au/edtech/category/eportfolios-sig/

Teacher Guide - https://create.usq.edu.au/support/teachers/

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SIG Meetings 2022…..

2022

2706 portfolios updated

Top Users

• Nursing - 1792
• Post-grad Education - 257
• CIS courses - 145
• Visual Arts - 120

WordPress Portfolios

Key questions

• What type of portfolio do you want your students to develop?
• Is the portfolio optional or mandatory?
• How do you introduce the portfolio within the context of the course?
• How do you manage portfolios?
• What assessment (if any) are you aligning with the portfolio?
• How is that assessment received?
• How is that assessment marked?
• Are portfolios private or public?

What type of portfolio for your students?

1. Showcase or presentation (Employability)
• These sorts of portfolios can assist with self-marketing, online branding, or building a positive digital footprint, and highlight a student’s CV or resume to suit a particular purpose such as attracting potential employers.
2. Process or learning
• Also called a development portfolio, a reflection portfolio, or a formative portfolio with a purpose to capture the learning process
3. Assessment
• Used to document what a student has learned, or demonstrate that they have mastered elements of the curriculum. Assessment portfolios are commonly part of certification programs or even part of requirements for earning a degree
4. Hybrid
5. Other?

What does your digital portfolio show? By George Couros

Reading #1

Marinho, P., Fernandes, P., & Pimentel, F. (2021). The digital portfolio as an assessment strategy for learning in higher education. Distance Education, 42(2), 253-267.

• a focus on the construction of digital portfolios as an assessment and learning strategy
• a first-year course in an undergraduate program in pedagogy in a public university in Brazil in a blended learning environment: online, distance, and face-to-face (b-learning)
• allows for greater flexibility and fluidity than in its traditional paper form, as it enhances greater interactivity and reflection on the practices and knowledge produced for students.

Data analysis

• Articulation of theory and practice - the portfolio enabled them to achieve a greater level of understanding of praxis, the combination of theory and practice.
• Effects of the use of the portfolio on the (re)construction of students’ learning - use of the portfolio as a mobilizing device for their ability to deepen knowledge and to reflect on what they learn and how they learn

Conclusion

• students and teacher involved in the development of portfolios found that the digital portfolio served as an enabling device for assessment that generates learning - where an efficient feedback process involving both teacher and students was the driving epicenter of reflection and action in students’ construction of knowledge.
• promotes new learning and reflection on what students learn and how they learn
• enables systematic collaborative actions between students and teacher and among peers, enhancing the (re)construction and production of knowledge in interactive and rhizomatic networks that materialize from a variety of observations and conceptualizations, without a hierarchical subordination of knowledge between teacher and student

Reading #2

Walland, E., & Shaw, S. (2022). E-portfolios in teaching, learning and assessment: tensions in theory and praxis. Technology, Pedagogy and Education, 1-17

• Given that students are learning in a hypertextual, digitalised and multimedia world, there is an ever-pressing need for assessment to be more authentic, engaging, and to develop transversal skills
• Identified several tensions relating to e-portfolio theory and praxis which were organised according to three main themes:
• the theory and research underpinning e-portfolios;
• the uses and purposes of e-portfolios; and,
• the challenges and opportunities related to e-portfolio implementation.
• For each of these themes and associated tensions the authors make recommendations to address the challenges
• A key element of the definition of e-portfolios (and of portfolios in general) is the distinction between portfolio as process and as product.

Conclusion

• Technology such as e-portfolios may offer opportunities for transformative practices in teaching, learning and assessment in higher education.
• They need to be carefully evaluated, designed and implemented to achieve valid, fair and reliable outcomes
• Each tension needs to be considered and strategies put in place to mitigate the potential challenges that arise

Contribute your practice!

Instructions for Contributions

Add a new slide…or 2…or more

Add a clear heading and author (including School, course etc)

Share text, images such as screenshots of your StudyDesk, links to online files/resources

The focus is on sharing how your are embedding Portfolios including approaches to assessment

• What are the key objectives for using student portfolios?
• What is the assessment?
• How do you introduce this to students?
• What supporting resources do you use?

ePortfolio in EDM8004 (School of Education) by Rod and Lisa

• Education students required to demonstrate performance against Australian Professional Standards for Teachers (APSTs)
• 7 Standards (36 focus areas)
• A2 ePortfolio: students demonstrate performance against 7 standards (14 FA) using STARR framework
• AUTHENTIC assessment
• Other ‘professional’ sites use ePortfolios https://edufolios.org/ as samples

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How it’s ‘taught’

Scaffolded task

• explicit instruction video on STARR framework
• Students critique a sample task
• Students upload a draft on study desk for peer feedback
• Students use artefacts (from previous assessments and professional experience) to illustrate their repertoires of practice
• Students create their portfolio in word and then copy and paste into CampusPress
• Practical demonstration provided by Julie week before A2 due
• Word version submitted via Turnitin (with link to ePortfolio site)

Student Feedback has been extremely positive with students appreciating the relevance of the assessment.

Rubric

Ability to demonstrate competence against standards

Use of STARR framework

Self reflection

Professional literacies

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