ePort at IUPUI
Presentation to the Enrollment
Management Committee
November 19, 2004
Sharon J. Hamilton
What this presentation will address
What is ePort?
 How does it help students?
 How much work will it be for faculty?
 How much work will it be for students?
 How do we know it’s worthwhile?
 How does it operate?
 What is the timeline?

What is ePort
ePort is a tool for students to collect,
organize, and reflect on their work.
 ePort is built into the Oncourse
environment for ease of access and
resource building.
 The primary goal of ePort is to document
and enhance student learning at IUPUI.

Current definition of ePort

A collection of purposefully organized
artifacts that support retrospective and
prospective reflection and which
document, augment, and assess student
learning over time.
ePort 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 learning across courses and co-curricular
activities and meaningful connections in the community
and work.
How does it help students?
It provides a continuously accessible
repository for all completed student work.
 It enables students to construct
customized resumes and presentations
of their learning achievements.
 It enables students to document and
deepen their learning over time.

How will students be introduced and
supported?
Orientation
 First year learning communities/TLCs
 Gateway courses
 Courses required for programs and
professional schools
 Department curricular decisions
 Capstones
 Transfers

How will it influence faculty
workload?

First year learning communities & TLCs.





Introduce ePort;
Explicitly reference PUL(s) in assignments;
Help with reflection;
Require completion of one cell.
Faculty teaching first year courses.



Explicitly reference PUL(s) in assignments;
Encourage students to upload completed
assignments;
Require completion of one cell if appropriate
Faculty workload continued

Faculty teaching integrator courses:




Faculty teaching capstones:


Explicitly reference PUL(s) in assignments;
Encourage students to upload completed assignments;
Require completion of one cell if appropriate
Consider including ePort completion with reference to the major as
part of the capstone experience (likely a departmental decision)
All other faculty:



Explicitly reference PUL(s) in assignments;
Encourage students to upload completed assignments;
Consider completion of one cell as part of course work (but only if
appropriate for your course)
How will it influence student
workload?

First year




Learning about ePort as part of Oncourse and as
major tool for documenting learning related to the
PULs;
Learning the basics: how to upload and organize
documents, and how to write a reflection;
Completion of introductory level
Department and program level

This will be dependent upon faculty decisions in
each department and will likely evolve with time to
meet the needs of each major.
Who decides about ePort use
Your students: All students will have
access to the ePort in the fall of 2005.
First year students will have ePort use
incorporated into their learning
communities.
 Your department: Each department will
make its own decisions about ePort in
relation to department learning goals.,

Who provides support?

For students?





Online tutorials
UITS classes
HELP in Oncourse
274-HELP
For faculty?



Online tutorials
OPD: workshops; sessions; grant programs
274-HELP
Reflection in ePort
Our definition: Reflecting involves
connecting evidence of learning to
expectations for learning to discover and
describe intellectual change.
 Elements of reflection:

Evidence
 Connections
 Intellectual growth

What motivation is there for students
to write and submit reflections?
Required for course
 Required for entry to chosen program
 Interest in feedback about learning
 Desire to improve understanding
 Possibility of using reviews in their
resumes and presentations

Criteria
Time/level/Linear
(Reports)
Aggregate
Multi-dimensional Assessment Model
Multi-dimensional Assessment Model
assess
interact interact
assess
assess
interact
assess
reflect
Criteria
Artifact
reflect
reflect
Aggregate
Crs grade Crs grade Crs grade Crs grade
reflect
Artifact Artifact Artifact
Communication
Skills
Intro Intermed Adv.
Exper
Critical
Thinking
Intro Intermed Adv.
Exper
Integration &
Application of
Knowledge
Intro Intermed Adv.
Exper
Understanding
Society &Culture
Intro Intermed Adv.
Exper
Values &
Ethics
Intro Intermed Adv.
Exper
• All reflections for each criterion on a
specific level
Etc ….
Time/level/Linear
(Reports)
interact
Stand Alone Implementation
User
Interface
JSR-168 Portal
Educational
Services
Workspace
OSP v2
Management Core
Access
Repository
Admin
Profile
FMS*
Services Core
Presentation
Scaffolding
Transaction
Reports
HRMS
*
L
S
Common
Services(OKI)
SIS*
Authn
DBMS
DB
Authz
Digital Repository
ETC
Assessment
Workflow
Securit
y
Logging
Index/Search
Messaging
Gl Actions
Group tools
Calendaring
Storag
e
Director
y
* FMS = Financial Management System; SIS = Student Information System; HRMS = Human Resource Management System
ePort Timeline

Fall 04 - limited beta to IUPUI TLC
community
 Spring 05 - limited release to select IU
groups
 Summer/Fall 05 - Full release of existing
software

For more information, please visit
http://eport.iu.edu