The triple helix of learning, assessment and pedagogy

Electronic Portfolios

:

The triple helix of learning, assessment and pedagogy

Presentation and Workshop on

Using Electronic Portfolios: An Institutional

Approach to Documenting Student Learning

Sharon J. Hamilton: The Center for Integrating Learning

©2003 The Trustees of Indiana University

Learning, Assessment, and Pedagogy

 How do you envision the relationship among learning, pedagogical approaches to enhancing learning, and assessing learning?

 Envision and then draw a diagram that represents the relationship as you visualize it.


Implications of Model You have Drawn

 What does your visualization suggest about how students learn?

 What does your visualization suggest about models of pedagogy?

 What does your visualization suggest about the role of assessment?


Models for Learning

 Lecture

 Tutorial

 Problem-Based

Learning

 Distance Learning

 Seminar

 Case-Based Learning

 Inquiry-Based Learning

 Distributed Learning


Challenges

Assessment of student learning has often lagged behind the use of new models of teaching and learning.

The result has been a disconnect among learning, pedagogy, and assessment.

Learning Assessment


How might we address this disconnect?


The Triple Helix

PULs


One student’s perspective



“So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION.

And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”


Strategic Thinking at IUPUI









Faculty Council approves the Principles of

Undergraduate Learning (1998)

IUPUI Program Review and Assessment Committee: assessing institutional effectiveness through student work (eportfolio) and other measures;

Office for Professional Development: providing support for faculty for curricular transformation around the

Principles

National grant to develop an “Institutional” Portfolio

(iport.iupui.edu)


Strategic Thinking at IUPUI cont.







Involvement of over 100 faculty in securing campus consensus (multidisciplinary) on the PULs.

Development of Communities of Practice.

Development of the Learning Matrix to provide students the means to track their growth and achievement throughout their education .


What role does technology play in learning

 If you had to add technology to your visualization of learning, assessment, and pedagogy, how would it influence your earlier graphic?


Enterprise Oncourse Growth

Course Management Grows

90%

80%

73%

77%

79%

72%

70%

65% 65%

60%

62%

58%

50%

40%

30%

20%

10%

0%

47%

44%

38%

29%

30%

43%

32%

27%

21%

26%

28%

20%

16%

11%

7%

3%

Spr99 Fal99 Spr00 Fal00 Spr01 Fal01 Spr02 Fal02 Sp03 Fa03

Semesters

Courses facultyX2 StudentsX2


What is an ePortfolio?

Distinguished by





Individual-centric

Learner-OWNED

A collection of purposefully-organized digital artifacts that support backward and forward reflection to augment and assess growth over time.


ePortfolio Objectives

 for Learners

 Provide the tools for reflective assessment with structure and purpose

 for Instructors

 Assessment via demonstration of competencies

 Within and across courses, educational experiences

 for Institutions

 Institutional assessment for accreditation, measurement of progress, admissions

 for Society

 Career, volunteering


Four Domains of ePortfolio

Faculty and/or Course Portfolios

Scholarship of Teaching & Learning

Within and across courses, disciplines, faculty, careers, and institutions OSP 2

Mellon

$1.1M

Project

Within and across courses and schools

K-12 Portfolio Software

Personal

Portfolio

Data

Within and across courses and universities, colleges, trade schools, etc.

Higher Ed Portfolio Software

Within and across companies, personal pursuits, professional development, experiences, or additional degrees

Career Development Portfolio Software


The Friction-less ePortfolio?

Within and across courses and universities, colleges, vocational schools, etc.

Career

View

View

Grad School


Goals







Empower students

– Access all learning resources anywhere, anyplace, anytime

–

–

Work smarter and more efficiently

Discover and demonstrate logical pathways to academic success

Enable faculty

–

Partner in students’ progress

– Provide rich content w/ greater ease

Enrich learning experiences

– Through meaningful connections between work, learning across courses and co-curricular activities.


• Unbundling enables sophisticated thinking about learning

Testing

Syllabus

Schedule

In Touch

Gradebooks

Federated Searching

Ereserves

Digital Repositories

Full Text articles

Authn/Authz Security Workflow

Comm.

Tools

Storage


Learning Matrix

Learner Profile

Advising Tool

Presentation Builder

Administration Tool

Reports Tool

Other

Services

Authn/Authz Security Workflow

Comm

Tools .

Storage

Other

Services


Stand Alone Implementation JSR-168 Portal

FMS*

SIS*

HRMS

*

OSPI v2

Learning Matrix

Advising Tool Eportfolio

Presentation Builder

Learner Profile

Reports Tool

Administration Tool

Assignment Tool

Syllabus Tool

Course

Gradebook Management

System

Test and Survey tool

DBMS

Auth n Auth z

Digital Repository

Assessment

Workflow

Logging

CRM

Index/Search

Group tools

Messaging

Calendaring

DB

File

Servic es

Securit y

Storag e

LDA

P

* FMS = Financial Management System; SIS = Student Information System; HRMS = Human Resource Management System


PTE Matrix

Complete Pending Ready Locked


Core Communications & Quantitative Skills

Written Communication

Analyzing Texts

Oral Communication

Quantitative Problem Solving

Information Literacy



Core Skills > Oral Communication

1.

Course Development Project a.

Persuasive Speech b.

c.

Poster

One Page document

2.




1: Like Two Icebergs

Faculty and students see only the tip of the challenge --

Enormous complexity hidden below the surface

CMS

•Syllabus

•Assignments

•Homework

•Discussions

•…

DL

•Subscriptions

•Holdings

•Images/audio

•…

Course Management Systems Digital Library (broadly defined)


Library search window pops up, selectors for source, fields for search terms

2: Searching

Save

CMS Assignment Editor

Cancel Close Search

Library Search Wizard

Title: Monopsony and Price

Learning Objective(s):

•Understand why supplier power is detrimental to market efficiency

Due Date: 15 March 2004 10:00a

Reference Readings:

Catalog/Source:

Search Terms:

EBSCO monopsony

Assignment: Write a < 1 page

Position paper agreeing or disagreeing with the author. What about Wal-Mart?

Concept User Screen in a CMS

Search


Click to select target

DL reference

3: Select Result

Save


Cancel Close Search







Catalog/Source: EBSCO

Search Terms: monopsony

Results:

•Monopsony and the American Way

•The case for FTC intervention in pricing..

• Why monopsonies/oligosonies are ineff..

•Ill-gotten gains: Monopsonies and seller..

•<more>




Search


4: Drag-n-Drop

Save


Cancel Close Search

Title : Monopsony and Price





• “Why monopsonies/oligosonies are inefficient,” The Economist, (3) 2004.






Catalog/Source:

Search Terms:

Results:

EBSCO monopsony

•Monopsony and the American Way

•The case for FTC intervention in pricing..

•Ill-gotten gains: Monopsonies and seller..

•<more>

New Search



5: Resume Authoring

Save


Cancel Library






• “Why monopsonies/oligosonies are inefficient,” The Economist, (3) 2004.







ePort goals in relation to the PULs

 Student engagement with the PULs throughout entire undergraduate experience at IUPUI.

 Clearer, more coherent curriculum to support students' mastery of the PULs.

 Assessment of individual student, course, program, and institution with respect to the PULs.


ePort levels of competence

What all undergraduate students at IUPUI should know and be able to do in relation to the PULs within their:

 First 26 credit hours ( Introductory )

 First 56 credit hours ( Intermediate )

 Major, profession, or academic program

( Advanced )

 Co-curricular, extra-curricular, work-based learning ( Experiential )


Values and Ethics PUL Defined

The ability of students to make judgments with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the ability of students to:

1.

make informed and principled choices regarding conflicting situations in their personal and public lives and to foresee the consequences of these choices; and

2.

recognize the importance of aesthetics in their personal lives and to society.

Expectations for Introductory Level:

1. You understand the relationship between discipline-specific values, your personal values, and the choices you make in your academic or personal life;

2. You have applied the values that are important to you in making academic and personal choices about conduct and citizenship;

3. You have made academic or personal choices based on your aesthetic values;

4. You have evaluated an aesthetic experience to demonstrate how this strengthened or changed your understanding of the human condition or culture.


A Learning Outcome in one of your courses

Define your Learning Outcome: What does it mean?

Knowledge, skill, or intellectual ability : describe what knowledge, skills or intellectual abilities you want your students to gain

How it may be demonstrated: Describe how students may demonstrate that they know, understand, and can do what is expected. What assignments or other demonstration opportunities are provided?


Reflection

 What do we mean by reflection?

 What role does reflection play in learning?

 What kinds of reflection do you expect from your students?

 What kinds of reflective thinking to you receive from your students?

 How might we improve reflection?


Definition and elements of reflection in ePort

 Reflection involves connecting evidence of learning expectations for learning to discvoer and describe intellectual growth.

 Elements:

–

–

–

Evidence (of learning)

Connection (of evidence to expectations for learning)

Intellectual growth (increased understanding of some larger principle or aspect of learning)


Introductory Reflection Template

 Example: Critical Thinking

 Expectation 1: Show that you can use knowledge and understanding to generate and explore new questions from multiple perspectives

:

– What evidence have you selected to demonstrate this expectation?

– How does this evidence show that you have used your knowledge and understanding to generate and explore new questions from multiple perspectives?


Critical Thinking Reflection Template cont.

Expectation 2: Solve challenging problems

 What evidence have to selected to demonstrate that you can solve challenging problems?

 How does this evidence show that you are able to solve challenging problems?


Critical Thinking Reflection Template cont.

Intellectual Growth:

 How has your understanding of critical thinking changed through your experiences at IUPUI?

 How has the evidence you have provided influenced this change in your understanding of critical thinking?


Multi-dimensional Assessment Model

Time/level/Linear


Multi-dimensional Assessment Model interact assess interact assess interact assess interact assess

Crs grade Crs grade Crs grade Crs grade reflect reflect reflect reflect

Artifact Artifact Artifact Artifact

Communication

Skills

Critical

Thinking

Integration &

Application of

Knowledge

Understanding

Society &Culture

Values &

Ethics

Intro Intermed

Intro Intermed Adv.

Intro Intermed Adv.

Intro Intermed Adv.

Intro Intermed

Adv.

Adv.

Exper

Exper

Exper

Exper

Exper

Etc ….

Time/level/Linear

•

All reflections for each criterion on a specific level


Readiness Roadmap for Electronic

Student Portfolios

 Why a roadmap?

–

–

–

–

To ensure campus has the technological infrastructure to support an ePort

To determine goals for ePort

To involve faculty at the earliest levels

To flesh out potential problems

 Who should work on the roadmap?

–

–

–

Many faculty in multiple disciplines

Technological support and design staff

Students where feasible


Beginning work on your campus roadmap

 Working in campus teams, begin to consider the conceptual and technological aspects of the roadmap.

 First, map out the questions that you would like your campus participants to answer.

 Second, identify who might be involved in answering those questions.

 Third, begin the work of answering them.


ePort Readiness RoadMap: IUPUI

Developed by Sharon Hamilton and Jay Fern

What?

CONCEPTUAL

What is an ePort?

Why?

Why develop an ePort?

Goals and

Objectives?

Outcomes?

What are your goals for ePort?

What are your expected outcomes?

Policies

What policies need to be developed?

Support

What supports are needed and who will provide them?

Constituencies

Who should be involved/considered in the conceptual development?

TECHNICAL

What technology do you require?

CURRICULAR IMPLEMENTATION

What are the implications of ePort for curriculum and pedagogy?

What processes are in place or required to implement ePort?


Documenting Student Learning for Accreditation

Hamilton-Kahn Accreditation Roadmap for Documenting Student Learning

Current Status Desired Status

(and why desired?)

Roadmap of how to get there

(3 things to do between now and your next accreditation visit)

What evidence of student learning does your campus provide?

What role does technology play in providing this evidence?

What aggregations of evidence are available at the individual level?

What aggregations of evidence are available at the course level?

What aggregations of evidence are available at the department level?

What aggregations of evidence are available at the school, college, or programmatic level?

What aggregations of evidence are available at the campus level?

How does your campus use this evidence?

Timeline


In Search of a Better Model…

…for how we pay and what we get. Software is not free.

Creating

Software

Sustaining

Software

Commercial

Coordination

Closed IP

Licensing

Fees

Stakeholder

Coordination

Open IP

Community

Source

Projects

Bundled IP & Support Unbundled IP & Support

Maintenance

Fees

Partnering

Organizations

+ Commercial

Support

Options

Objective…sustainable economics and innovation for satisfied users



The triple helix of learning, assessment and pedagogy

Electronic Portfolios

: