The two most interesting sessions I attended yesterday concerned the implementation of electronic portfolios. In the first instance, a portfolio piece was added to a year long senior group project for a class of engineers. The instructor described this project as very intense and stressful. Students work in teams through the entire life-cycle of a product beginning with the customer request to the assessment of the product delivered at the end.
Traditionally, at the end of the process students were asked to write a report describing their role in the project and detailing their experiences. Last year the project report was replaced with an e-portfolio.
The engineering students did not care for this. On their evaluations they stated that the addition of an electronic portfolio added an extra layer of complexity that took time away from what they were supposed to be doing--namely, the senior project. Additionally, the portfolios were submitted as a class assignment, and as such, were not available to them afterward. Nor were the portfolios public. Only the instructor leading the class saw them.
Conversely, in the school of health and nutrition an instructor took a different approach. She applied for and received a grant to explore the potential of portfolios. Then she worked with a group of students to explore the possibilities. The idea was not to implement a portfolio for a single class but, rather, to use it throughout the students academic career. The end product was to be a showcase that the students could use to potentially land a job or get into grad school. The team explored everything from designing templates, to copyright, to privacy, to the best way to demonstrate that they new their field.
The students worked with faculty in their department to develop an assessment matrix that is used by the students as a development guide and by faculty to assess the student's progression through the program. Additionally they partnered with other areas. For example, they worked with the Learning Systems team to develop the template and a web-design person to learn about placing content in an accessible and pleasing way.
The result was an open portfolio that they built throughout their college career (and beyond). Each student is given a unique URL making it easy for their portfolio to be found and the portfolios are portable. The students can move their portfolio to another blog provider if they wish. The college is working with the alumni association to get additional funding so that students could keep their blog space at the university forever.
The students are now part of a larger research grant exploring whether or not electronic portfolios give them a competitive advantage in the marketplace.
The value of having an electronic portfolio seems obvious. What was fascinating here was how they went about implementing them. One implementation was reactionary and resulted in a product that was ineffective. The other was visionary and ended up being something greater in the end.
Traditionally, at the end of the process students were asked to write a report describing their role in the project and detailing their experiences. Last year the project report was replaced with an e-portfolio.
The engineering students did not care for this. On their evaluations they stated that the addition of an electronic portfolio added an extra layer of complexity that took time away from what they were supposed to be doing--namely, the senior project. Additionally, the portfolios were submitted as a class assignment, and as such, were not available to them afterward. Nor were the portfolios public. Only the instructor leading the class saw them.
Conversely, in the school of health and nutrition an instructor took a different approach. She applied for and received a grant to explore the potential of portfolios. Then she worked with a group of students to explore the possibilities. The idea was not to implement a portfolio for a single class but, rather, to use it throughout the students academic career. The end product was to be a showcase that the students could use to potentially land a job or get into grad school. The team explored everything from designing templates, to copyright, to privacy, to the best way to demonstrate that they new their field.
The students worked with faculty in their department to develop an assessment matrix that is used by the students as a development guide and by faculty to assess the student's progression through the program. Additionally they partnered with other areas. For example, they worked with the Learning Systems team to develop the template and a web-design person to learn about placing content in an accessible and pleasing way.
The result was an open portfolio that they built throughout their college career (and beyond). Each student is given a unique URL making it easy for their portfolio to be found and the portfolios are portable. The students can move their portfolio to another blog provider if they wish. The college is working with the alumni association to get additional funding so that students could keep their blog space at the university forever.
The students are now part of a larger research grant exploring whether or not electronic portfolios give them a competitive advantage in the marketplace.
The value of having an electronic portfolio seems obvious. What was fascinating here was how they went about implementing them. One implementation was reactionary and resulted in a product that was ineffective. The other was visionary and ended up being something greater in the end.
Jeff, the second approach is what we are really driving towards. I am interested in reflection across a career (and hopefully a lifetime), not for a single course. I'd really like to learn more about the project and perhaps see some of the outcomes.
Jeff, Thanks for taking the time to blog about this session. I am interested in learning/seeing more on the health an nutrition faculty/student portfolio project, if content available.