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ePortfolios – An Integrating
Framework
Brown Bag Session
July 7, 2005
Bob Sproule
School of Accountancy
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Why were we interested in ePortfolios -1?
• AFM students take courses with other undergraduates,
have some specialized courses
• AFM students have strong professional drive and focus
on accomplishment of professional syllabus
– (ie, “I need my 51 credit hours….”)
• Need for an integrating technology for an otherwise
disjointed undergraduate program
– Students often claim to not have studied pre-req content in
advanced courses
• Need to distinguish our high quality students from others
in recruiting activities
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Why were we interested in ePortfolios -2?
• Have distinctive program elements
– (working on both “soft” and “hard” skills) both
within and between courses
• Where do these program elements fit?
– What organizing framework would apply?
• Funding was available from the University
of Waterloo Learning Initiatives Fund
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What we did
• Learning about ePortfolios
– Got support from Carnegie Foundation
– use of KEEP toolkit for ePortfolios
– Got advice from others
• Start small
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So we started small…..
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Choice of Courses
• AFM 131 (Introduction to Business)- 820 students
– (offered university wide – approximately 137 AFM students –
balance were from other programs)
• AFM 481 (Advanced Cost Accounting) – 130 students
– These two courses were at the 1st year and 4th year of the
program.
• Wanted to see differences between student acceptance
• But the real reason…..
• We were teaching these courses during the fall 2004 term
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Choice of Competency for fall, 2004
• We chose team skills for the following reasons:
–
–
–
–
–
common between first and fourth year courses
common pedagogy for team work skills
Largely assumed in both courses prior to this exercise
Vital skill for profession
Necessary for efficiencies in teaching (large class
sizes necessitate student teams)
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Pieces of the Puzzle:
Team Work Competencies
Collaborative
Skills
Collective
Intelligence
Individual
Learning
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Components of Team Work Competency
• Preflection
– Personal assessment of previously learned team
skills
– Includes Individual Skills Worksheet
•
•
•
•
Team Contract
Peer Feedback Form
Team Mid-Point Reflection
Team Summary Form
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Example of Preflection
These are the situations when I have worked with teams in the past.
As part of numerous clubs and organizations, I have worked with a variety of people. As
President of our DECA School Chapter, I was responsible for spearheading our annual Krispy
Kreme Fundraising Sale. As Newspaper Editor, it was my job to organize, direct, and oversee all
activities within the committee, making sure that deadlines were met and articles were submitted
and proofread. As President of the Music Council, I helped organize our first Christmas Dinner in
2003 and also assisted in planning a trip to Chicago. Furthermore, as an executive member for the
Mayor’s Youth Advisory Committee (MYAC) of Mississauga, I was part of a dynamic group of
young adults that organized city-wide events, including the annual Mississauga Youth Week.
I have also fundraised, along with three of my peers, for the Canadian Cystic Fibrosis
Foundation by selling Nestle chocolate bars around the school. Our efforts raised $600, and all
funds directly went to the Foundation.
Lastly, as a Senior Concert and Jazz Band member, it was my responsibility to work with
my colleagues, attending weekly practices and fostering a great social environment as well. Along
with our conductors, the band performed and placed in various festivals and competitions
throughout the year.
These are the positives I have taken from my past experiences with teams.
It is definitely important to establish good communication between team members. The
Krispy Kreme Fundraising Sale was truly a remarkable experience for all DECA members.
Organization among the members was apparent, and we successfully sold out 1200 doughnuts. I
also learned that it is important to delegate the duties between members, and that commitment is
crucial in the success of any endeavour.
Fundraising for the Canadian Cystic Fibrosis Foundation also made me realize that it is
important to look for projects that satisfy goals beyond my own. In other words, working in a team
to benefit the community-at-large is a good source of motivation to accomplish a task. It is equally
important, then, to keep this motivation going, all the while having fun and doing something that
everyone enjoys.
These are the negatives I have taken from my past experiences with teams.
Of course, not every project works out. There are always obstacles along the way, such as
differences of opinion, changes in schedules, and a lack of communication. For example, our band
trip to Chicago was cancelled due to a lack of interest and commitment. On several occasions,
band members failed to attend rehearsals without valid excuses. This led to a loss of motivation
and spirit among the students, causing indifference and division.
Moreover, I have learned that there will be times when there are external factors that will hinder a
team from accomplishing its goals and objectives. Our DECA School Chapter planned a fashion
show for the Spring, but due to administrative policies, we were forced to abandon the idea.
Despite our efforts to initiate another project, it became increasingly apparent that others chose
not to get involved. Hence, I learned that,
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TEAM CONTRACT
Goal(s) of the team:
I.
The shared goals of the team are…
a. Ensuring that all team members work together as a team so that all team members
can develop valuable life skills
b. Ensuring all team members expand their knowledge of investing
c. Finishing in the Top 10 of the Investment Challenge with a portfolio value of at least
$120,000 (20% Capital Gain).
d. Developing long lasting friendships amongst all team members above and beyond the
AFM 131 course and our tasks as a team.
Code of conduct:
II.
a. All team members shall have the freedom to voice their opinion provided it is done so
in an appropriate and considerate manner.
b. Team members must come to meetings prepared at the scheduled meeting time,
unless a valid explanation of your absence can be provided beforehand to another
team member that plans on attending the meeting.
c. If a team member agrees to take on a task, the task should be completed by the
agreed upon deadline. If the team member can foresee not being able to complete the
task by the specified deadline, he/she should seek immediate help from other team
members.
d. Should any decisions be made, there must be a consensus and agreement from at
least 3 of the 4 team members in order for the decision to be considered accepted and
agreed upon by the team.
e. The deadline for discussion postings will be Thursday night at 12:00 am.
f. Any assignments being submitted as a team must be completed at least 24 hours in
advance of the prescribed due date to ensure all team members have a chance to
review the assignment and make suggestions.
III.
Roles:
1. Robert Hoare, CEO (Chief Executive Officer) is responsible for leading team discussions
and resolving any conflicts that may arise amongst team members. The CEO is also
the representative of the team for any in-class presentations or discussions.
2. Sonia Shantikumar, CIO (Chief Information Officer) is responsible for ensuring all
tasks or assignments are completed and ensuring that all team members receive draft
copies of any team assignments at least 24 hours before the prescribed due date to
review the assignment. The CIO is also responsible for taking notes and minutes
during team meetings.
3. Sarah Tyrer, COO (Chief Operating Officer) is responsible for scheduling group
meetings and contacting group members to ensure that all members are aware of
meeting times and places. The COO is also responsible for communications with the TA
regarding assignment submission and marks.
4. David Lin, CFO (Chief Financial Officer) is responsible for trading transactions in the
Investment Challenge provided that the transaction has been approved by at least
three of the four team members. This position has been created to control chaos,
confusion, and duplication of transactions in the game. All team members will have
equal input in transactions and involvement in the game.
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PEER FEEDBACK FORM
Evaluator:____ Chi Lun Kitty Leung _____
Team: ___82____
I.
Receiver:__Margarita de Guzman
Margarita is willing to sacrifice her spare time onto assignments and discussions.
For example, she has helped putting all of our thoughts together for our team
contract and also the assignment 2. Besides, she always volunteer to do work and
will complete them as soon as possible in order for the rest of the team to edit it.
This form is used to give performance feedback to each team member, so you will need
to complete as many forms as there are other team members. The assessment is grouped
into two main categories: content / task accomplishment and process / leadership.
For example, she volunteered to do the first assignment that we have and then she
sent it to us to go through and give comments about the assignment. She will also
give comments and feedback for other team members or help edit our work.
Besides, Margarita is a responsible member of the team; she will definitely finish
every task that the team has assigned her to do. She has a positive attitude toward
every team member and she has done a great job throughout.
Be sure your assignment of scores differentiates between the level of performance and
behavior of individual team members. For example, differences in the listening ability
should be reflected in different ratings. Rate the items using the following scale:
1 = Almost never 2 = Seldom 3 = Sometimes 4 = Often 5 = Almost always
Having the role of CEO of the team, Margarita has done a really great job. She
organizes teamwork effectively and she will also try to convince teammates to
have their work done in advance by setting up specific team deadlines. This
helps leading our team to achieve success and become more effective.
Contribution to Content / Task Accomplishment
1
2
3
4
Shows initiative by doing research and analysis, takes on
tasks
5
x
I am pleased to have Margarita as my teammate this year!
Prepares for and attends scheduled meetings
x
Makes positive contributions to meetings and helps team
achieve objectives
x
Reliably fulfills assignments and work is of high quality
x
Contributes ideas to team’s analysis and to my learning of
course concepts
x
Contribution to Process / Leadership
1
Keeps team focused on priorities
Please provide specific example(s), supporting your Content / Task
Accomplishment ratings.
2
3
4
x
5
Supports / coaches / encourages team members
x
Listens carefully to contributions of others
x
Manages conflict effectively
x
Demonstrates effective leadership on the team
x
II.
Please provide specific example(s), supporting your Process / Leadership ratings.
Margarita always sends us e-mail telling us how are we doing and keeping track
of our work. She will also encourages us in keeping up our work or improving
when we got a not-so-good mark. She will listen to us carefully and will give us
feedbacks or correct us where necessary. She has demonstrated leadership
effectively by scheduling and planning things where necessary and supporting
other team members. And the most important thing is that she treats every team
member fairly and with respect.
Margarita will also encourages us to improve when needed. One example is
through sending e-mail to every team members and tells them how we’re doing.
For the first two or three discussion, our group isn’t doing that well. Margarita
then sends us e-mail telling us our problem (should be more focus and depth) and
figure out a method (splitting the discussion into four parts and everyone of us
has to post four times in order to answer each question thoroughly) that we can
improve.
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Example of team midpoint reflection
How have the assignments gone?
•
I believe the assignments have gone very well. Everyone has participated
and contributed equally. For the first assignment we wrote up our team
contract. We set our goals and we have worked hard to achieve those
goals. Each member of the group has put in effort and has shown up to
every meeting and we are very productive. We have learned to feed off
each other’s opinions. A member of the group is designated to hand in the
assignment and all of our assignments have been handed in on time.
•
I am very happy with the group I am in. Everyone is responsible for doing
their own part of the work and there have been no conflicts. We work
really well together and now that we have gotten to known each other
more, I believe that the second half of the course can only be better
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Example of midpoint reflection
What specific personal behaviour do I wish to improve most, and how will I accomplish this?
•
The behaviour I will like to improve on the most is my impatience. I get very impatient
when things are not done in the way and manner that I want. I often disregard the
opinions of the other team members because they are not according to my principles.
For example, during a meeting, we wanted to buy shares from companies and I
suggested that we should buy some shares from companies that I thought were
making huge profits such as Google. One of my team mates said that we should think
properly before buying it and that we could not jump into buying shares like that. I
was really getting impatient because I felt she was wasting so much time. I told her
there was nothing to think about; so we made the purchase and at the end of the next
day we made huge loss. I felt so bad because if we had thought about it before
making that purchase, we would not have had such a huge loss. I realized that
impatience has caused so many errors for me, not only in my academics, but in my
personal life as well. I have decided to improve on this behaviour by trying to be calm
and listen properly when others talk. Also, I plan to think before I talk because I
realized that I usual act on impulse rather taking my time to think through. I should
also try to be rational when it comes to the effects of the team such as giving others
the chance to speak.
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Student ePortfolios
•
•
•
•
•
Margarita de Guzman
Brooke Hancock
David Lin
Sylvia Przychodzki
Kamen Sun
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What have we learned -1?
• Fourth year students were resistant to the use of
ePortfolios
– Demonstrated by lower teaching rating and comments on
evaluations
– are jaded on the subject of teamwork –resistance to discussion
(“we’ve been doing this for years……..”)
– Relatively high level of anxiety because of uncertainty at 4th year
level and grade expectations
– Concern about experimentation
• Don’t mention the idea of experimentation on them for the good of
future students
– Lack of focus on professional accomplishments
– Already placed in appropriate work venues
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What have we learned -2?
• More detail and enthusiasm at 1st year level
– Good students more aware of benefits to distinguish themselves
in employment opportunities
– Incoming students see opportunity for distinguishing themselves
in employment
– Need structure for reflections
– Need examples from which to draw
– Need direction about content
• Tremendous volume of work in marking individual
ePortfolios (very expensive)
– Immense task in providing quality feedback.
• ePortfolios have applications beyond our program
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What do we do next? -1
• Working with incoming students:
– Reduction in scale (only 250 this year)
– Working with AFM students only, not service
teaching
– Increase in feedback to students
– Will continue to work on Teamwork, but
provide larger base
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What do we do next? - 2
• Working with continuing (second year) students:
– Continue to entice students to participate fully,
working with second year instructors
– Development of “catchy cdrs” for co-op opportunities
– Development of the academic base, along with the
personal skill developments
– Experiment with use of ePortfolios in lieu of work
reports for co-ops