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10/5/2016
Book Tour Webinars: Candyce Reynolds October 5, 2016

10/26/2016 » 10/28/2016
ePIC 2016, 14th conference on ePortfolios, Open Badges, Personal Ledgers, Identities, Trust

11/7/2016 » 11/8/2016
Southeast Regional Conference at Virginia Tech

1/28/2017
AAC&U Eportfolio Forum

7/24/2017 » 7/27/2017
AAEEBL Annual Conference

Member Spotlight
Laura Gambino, Guttman Community CollegeCo-author of "High Impact ePortfolio Practice" Jan 2017 publication

Program for Thursday, July 28, 2011
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  Full-Day Conference Program 


8:30 – 9:15

Expanding the Learning Environment:Linking Service Learning and ePortfolio. Georgina Colalillo, Anita Ferdenzi, Arlene Kemmerer, Patricia Burke, Queensborough Community College.[Reflection]

Service learning and ePortfolio are high impact strategies that when combined canmaximize the ability to capture experiential learning and link theory content to real world situations. At Queensborough Community College, students in nursing, teacher education and basic skills utilize reflection to demonstrate learning.

8:30 – 9:15

Cancelled

Using Web 2.0 tools to capture student self reflection to promote deep learning in an online environment. Janet McCarroll, Jana Benson, St. Mary’s Primary School(New Zealand).[Longitudinal]

A presentation and discussion on the processes and structures that were used to establish Learning Stories in a School wide model.We will share samples and snapshots of Learning that were then used for Assessment and reporting requirements at a National level.Reflective conversations and Learning Stories will be available for participants to view and discuss with supporting evidence and pedagogy to support the processes that were established.

Janet and Jana are both currently working at St Mary’s Catholic Primary School in Tauranga, New Zealand.They are both using their work as an investigation and evidence to complete their Masters qualification through Curtin University in Perth, Australia.They can share the successes and challenges of reviewing and consulting with staff, parents and children and the process involved in gathering and using the data.

8:30 – 9:15

Student Showcase: Becoming Scholars of Our Own Experiences through Building ePortfolios Jiyeon Lee, Mikhail Valentin, LaGuardia Community College and Students from Making Connections colleges.[Reflection].

This session features students from multiple Making Connections campuses who will present their ePortfolios and talk about how the process of building ePortfolios changed the way they see themselves and their education. Students from 2-year, and 4-year level academic programs from across the disciplines will showcase their work side-by-side as they reflect on the transformative experiences of learning with ePortfolios. Leaders of Making Connections will moderate the session.

8:30 – 9:15

Generating and Showcasing Knowledge Through ePortfolios. Gail Ring, Barbara Ramirez, Teddi Fishman, Clemson University; Melissa Peet, University of Michigan. [Reflection].

The undergraduate ePortfolio requirement at Clemson University enables the institution to provide a high impact learning experience for students. However, one challenge is how to assess 14,000 ePortfolios each year. Currently, Clemson uses a two-pronged model involving faculty and students. In this session, Clemson University and University of Michigan faculty will share best practices for implementing innovative peer feedback models wherein ePortfolio Mentors facilitate self-discovery and reflection through the use of Generative Knowledge Interviewing, which leads students to deeper understanding of both self and content. Institutions will describe peer feedback models and strategies for supporting those models in different contexts.

8:30 – 9:15

Cancelled

Learning Outcomes, Google Sites, and Metacognition: A Mixture to Assess Learning. Ida M. Jones, California State University, Fresno.[Institutional]

Google Sites is an open source alternative for student reflective and career based ePortfolios. The ePortfolios were used for outcomes assessment for the course and institution, self-reflection, and showcase. The showcase portion was evaluated by graduate students using a rubric the graduate students developed.

8:30 – 9:15

Baby Steps, Missteps, Back Steps and Leaps of Faith: Parallel and Divergent Paths with ePortfolios within One Institution. Nan Travers, Marnie Evans, Cathy Leaker, Mara Kaufman, Stephen Simon, Empire State College SUNY. [Longitudinal]

This presentation examines different approaches that eportfolios have taken at SUNY Empire State College and the different needs that have driven these approaches. Currently, six eportfolio projects are underway across the college, each at different stages and with different purposes. In addition, a college-wide team has been exploring possible uses of eportfolios at the college in terms of teaching and learning, students’ development of their degree plans and prior learning assessment requests, career development and institutional assessment. The presentation will discuss and engage a discussion on how eportfolios can embrace parallel and divergent paths as they are implemented across a college.

8:30 – 9:15

What's your angle? Ellen Marie Murphy, Plymouth State University.[Institutional]

What makes for a successful role-out of an ePortfolio system?What can hinder the role-out?Plymouth State University is in it's second year of using the Mahara ePortfolio system, with great success.The rollout was a grassroots effort and the focus was less institutionalized than it was a creative endeavor.It's all about buy-in.In this session, I will share our approach and hopefully encourage a dialogue among attendants.

8:30 – 9:15

"Conversations With…”This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: Terrel Rhodes, Wende Garrison, AAC&U; Gary Brown, Portland State University.AAC&U and the VALUE Rubrics.

9:30 – 10:15

E-Portfolio in the Travel, Tourism and Hospitality Management Capstone Course. James L. Giordano, LaGuardia Community College. [Institutional]

This presentation will highlight a guided re-evaluation of the capstone, over the course of a year (via LaGuardia’s Center for Teaching and Learning’s Capstone Seminar), as the strategic collection point of critical assignments for the College’s general education/core competencies and key programmatic competencies for students approaching graduation.

9:30 – 10:15

A Learning Theory to Frame Institutional Transformation. Trent Batson, AAEEBL. [Institutional]

Technologists offer solutions; learning theorists offer models for how humans learn best.This session will lead you through a description of a possible new learning model for higher education enabled by eportfolios (the "solution”) and informed by a consensus of current learning theory (the model).

9:30 – 10:15

E-Portfolios for Outcomes Assessment, Student and Faculty, at Miami Dade College Melinda Prague, Miami Dade College,Katie Kalmus, LiveText

Miami Dade College's College of Education has used e-Portfolios to measure student learning and growth for over 8 years. Students have described their portfolio development as one of the major learning events at the College. Included in their portfolios are "Digital Stories," which help introduce faculty to the students, as do the other learning artifacts, reflections and resources that students make available for review. Additionally, faculty members develop and use e-Portfolios to help instruct at the course-level at MDC. During this session, the process of implementing and assessing e-Portfolios in LiveText, as well as both the student and instructional course portfolio models will be presented.

9:30 – 10:15

Improving Reflection for Effective ePortfolios: First-Generation Students and the Liberal Arts. Karen Ramsay Johnson, Susan Kahn, IUPUI.[Reflection]

The presenters team-teach a Senior Capstone Seminar for English majors in which students develop ePortfolios that include reflection on liberal learning, career, citizenship, and identity in a global economy and society.In this workshop, participants will learn about approaches to prompting meaningful, integrative reflective writing, and assessing reflection, especially for first-generation students.Presenters will share examples of student reflection, student webfolios, reflective prompts, and an assessment rubric.

9:30 – 10:15

Demonstrating Integrative learning and Developing Digital Identities: ePortfolio Research from LaGuardia Community College and the University of Michigan.Liz Clark, LaGuardia Community College; Melissa Peet, University of Michigan. [Longitudinal]

One of the many promises of ePortfolios is that they can be used to help students connect and synthesize learning across different contexts and to craft digital identities.However, to date, there is very little empirical evidence to support these claims.In this session, faculty from two very different institutions - LaGuardia Community College and the University of Michigan - will share their different conceptualizations of integrative learning and how they use quantitative and qualitative research methods to demonstrate how students are connecting learning across different contexts,adapting existing knowledge to new situations, and developing coherent digital identities.

9:30 – 10:15

Part 1 of 2-hour Workshop Developing and Implementing an ePortfolio Scholarly Research Agenda. C. Edward Watson, Peter Doolittle, Virginia Tech and The International Journal of ePortfolio.

This workshop is designed to assist those who desire to begin or broaden an ePortfolio research agenda. We will begin with a discussion of the breadth of relevant research practices available to ePortfolio researchers and activities designed to help participants arrive at appropriate, measureable, and achievable research questions. All stages of the research process will be discussed with particular emphasis on study design and methodology. Presentation will be coupled with worksheet and interactive activities to ensure that participants leave this session with an action plan and direction regarding how to move forward with an ePortfolio scholarly research agenda.

9:30 - 10:15
Degrees of Publicity. Wayne Hall, University of Cincinnati.[Reflection]

Students in teacher-preparation programs have high levels of external motivation to construct ePortfolios. Relying on evidence gathered from an advanced composition course, this session analyzes the various choices – and the patterns underlying those choices – made by junior and senior students in teacher-preparation programs at a large research university. Through a case-study exploration of student choices among various portfolio options (both digital and hard-copy), this session reviews the decisions they actually made, their reflections upon those choices, the extent to which they opted to make their work public, and the ways in which such choices evolve.

9:30 – 10:15

"Conversations With…” This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one:Technology Horizons. Phil Long, University of Queensland and MIT.

10:30 – 11:15

Using ePortfolio to Improve Retention of Hispanic Students at a Predominantly Black College. Janice Zumma, Rupam Saran, Rosalina Diaz, Medgar Evers College CUNY.[Reflection].

This presentation provides a description and analysis of how technology was used to improve the retention of at-risk Hispanic students at a predominantly Black institution.The primary means of improving retention was to enhance teaching and learning through participation in an ePortfolio project. In Fall 2010, the Education Department and the Association for Latino Studies Student Club (ALAS) participated in an ePortfolio pilot project focused on improving student engagement, fostering integrative learning, and encouraging personal development through reflective writing. Preliminary findings indicate that Hispanic students’ connectedness to the college increased after participation in this project.

10:30 – 11:15

Learner-Centered ePortfolios:A Formative and Summative Assessment Tool. Shelley Schuurman,Julie Guevara, Grand Valley State University.[Institutional]

This presentationwill showcase the Capstone ePortfolio Projectimplemented in the final phase of the GVSU School of Social Work’s Comprehensive Assessment Model which was developed in response to the recent change in Social Work Education Policy and Accreditation Standards.The presenterwill demonstrate how both assessmentforlearning(formative) and assessmentoflearning (summative) take place as students provide evidence of mastery of competeny-based objectives while simultaneously reflecting on professional identity development. Particpants will learn how integration of the ePortfolio throughout the curriculum supports self-directed learning, how peer assessment is incorporated and how faculty assess student mastery.

10:30 – 11:15

The Course Portfolio and Opportunities for SoTL, Patricia Sokolski, Marina Dedlovskaya, Michele Piso, LaGuardia Community College.[Institutional]

Our panel will discuss the articulation among and rationale for three SoTL opportunities, the Carnegie Seminar; In Transit, LaGuardia’s SoTL journal; and the Faculty Workshop on Scholarship and Publication (FWSP). Within the context of paired Critical Thinking and Introduction to Algebra courses, faculty will highlight the challenges and benefits (and mistakes!) of developing, documenting, and researching a collaborative line of inquiry supported by the seminar, published in the journal, and currently under revision in the FWSP.

In this panel, we present as an example of our SoTL collaboration an electronic course portfolio, developed in the seminar as a meta-approach to our original research, which includes extensive reflection on components of course objectives, design, and student outcomes.

10:30 – 11:15

The Pathways Portfolio: Integrating ePortfolios into First-Year Experiences at Virginia Tech.Marc Zaldivar, Mary Ann Lewis, Teggin Summers, Virginia Tech.[Institutional]

As part of Virginia Tech’s SACS accreditation, our Quality Enhancement Plan focuses on first-year experiences.In Fall 2010, several pilot programs began a restructuring of the first-year curriculum incorporating several key components: more focus on student learning outcomes, and more formal plans for assessment. In order to accomplish this, one of the important features is the incorporation of an ePortfolio framework that is meant to enhance both the assessment of the program’s learning outcomes and the engagement of students with active learning principles. This presentation will detail the goals of the ePortfolio component.

10:30 - 11:15

 [Part 2 of a 2-hour Workshop] Developing and Implementing an ePortfolio Scholarly Research Agenda. C. Edward Watson, Peter Doolittle, Virginia Tech and The International Journal of ePortfolio.

This workshop is designed to assist those who desire to begin or broaden an ePortfolio research agenda. We will begin with a discussion of the breadth of relevant research practices available to ePortfolio researchers and activities designed to help participants arrive at appropriate, measureable, and achievable research questions. All stages of the research process will be discussed with particular emphasis on study design and methodology. Presentation will be coupled with worksheet and interactive activities to ensure that participants leave this session with an action plan and direction regarding how to move forward with an ePortfolio scholarly research agenda.

10:30 - 11:15
Integrating Teaching, Learning and Assessment: A Programmatic ePortfolio Process. Karen Stein, Kathleen Langan Pusecker, University of Delaware. [Institutional]
Participants will explore an ePortfolio planning process that encourages faculty to practice pedagogies that engage students in meaningful, reflective and integrative learning that links curricular and co-curricular experiences. The resulting ePortfolio challenges students to make integrative connections among their educational experiences from entry to graduation and supports the collection of evidence for formative as well as summative purposes at both the programmatic and institutional levels.
10:30 - 11:15
Thresholds of Innovation: Disciplines, Pedagogies, and ePortfolios at Bronx Community College. Howard Wach, Jordi Getman-Eraso, Bronx Community College. [Reflection]
"Threshold Concepts” in academic disciplines produce a fundamental intellectual change. Internalizing such concepts enables the learner to practice disciplinary "ways of knowing.” But mastery of threshold concepts has been described as a "messy journey back, forth and across conceptual terrain.” It closely tracks ePortfolio practice in multiple ways. For faculty, disciplinary "threshold concepts” reveal critical learning objectives, while ePortfolio pedagogies bridging academic knowledge and personal experience also cross a conceptual threshold. Finally, the student integrating theoretically discrete knowledge and experience enters yet another set of threshold spaces. Our presentation will discuss these varieties of ePortfolio thresholds.
10:30 - 11:15
Electronic Portfolio (EP) Development: Determining Student Motivation and Satisfaction Perception. Cindy Stevens, Wentworth Institute of Technology. [Institutional]
From the first-year through the senior year, Bachelor of Science in Management (BSM) students at Wentworth Institute of Technology are required to compile an electronic career portfolio (ECP) of their work in consultation with their academic advisor. Since 2007 we have been struggling with helping students develop professional looking e-Portfolios. Over the years we switched from static build web sites, to LinkedIn, and now we are using Wordpress.org. Student e-Portfolios look much more professional since we made this switch and this presenter discusses the results of a survey given to graduating seniors investigating student satisfaction and motivation levels. The survey results indicate that students were more motivated using Wordpress.org, learned new skills during development, and a majority were able to reflect back over the last four years witnessing their college career progress to date.

11:30 – 12:30

Keynote Plenary --Technology for Emerging Humans.Phillip Long, University of Queensland, Australia and MIT.

It is easy to notice the change in our technologies from era to era and now from decade to decade. What is not so easy is to notice our own human changes in response to changes in our technologies. Yet, over the long run, we can notice our changes: our evolution has been possible only because of our technologies; we have changed over the millennia in parallel with changes in technology. What changes in humans are underway at this moment? And, what technologies are most influencing those changes? What technologies most extend the reach and capabilities of humans at this precise moment?

12:30 – 12:40

Conference Closing.


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