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AAEEBL Annual Conference

AAEEBL Annual World Conference 2010

ePortfolios & the Emergent Learning Ecology
This event is now over; we are already planning for next July in Boston

It was great! Next year: July 25-28, Boston:
The World ePortfolio Conference, Boston

CONFERENCE PROGRAM AVAILABLE

Summary:

To Register for the Conference	Register $699 base price $599 for AAEEBL members (1st 3 from a member institution)	Pre-Conf Workshops: an additional $200 for full-day or $150 for half-day workshops
To Select a Pre-Conf workshop	Select	AAEEBL Conference Full Program
To Register for a Pre-Conf workshop	Register	Conference Press Release
To Book a Hotel Room	Please note the conference room blocks at all four conference hotels have been filled. You may try calling the conference hotels directly to see if they have rooms available outside of the conference block and rate. In addition, here is a list of hotels in close proximity to the Seaport World Trade Center where the event will be taking place. 10-15 minute walk: Boston Harbor Hotel http://www.bhh.com/ InterContinental Boston http://www.intercontinentalboston.com/ North End/Faneuil Hall, 20-25 minute walk The Millenium Bostonian Hotel http://www.millenniumhotels.com/millenniumboston/specials/index.html Fairmont Battery Wharf http://www.fairmont.com/batterywharf Marriott Long Wharf http://www.marriott.com/hotels/travel/boslw-boston-marriott-long-wharf/ Airport: (a short ride away on the T silver line) Hilton Logan Airport http://www1.hilton.com/en_US/hi/hotel/BOSLHHH-Hilton-Boston-Logan-Airport-Massachusetts/index.do .

More on hotel reservations -- link for reserving a room is this:

https://resweb.passkey.com/Resweb.do?mode=welcome_gi_new&groupID=2582229

If you have questions regarding housing, please do not call the hotel directly. Contact the AAEEBL Housing office by one of the means listed below.

Questions Regarding Housing (Monday through Friday, 8:00 am – 5:00 pm EDT)

E-mail: housing@1105media.com

Phone: 702.938.1490

Conference Lobby; SeaportWTC	Boston MA July 19-22, 2010, Seaport Hotel and World Trade Center register for conference Select Pre-Conf workshop Go Directly to Hotel listings and prices, and reserve a room (Photos of Conference hotel) Co-located with Campus Technology, sharing the exhibit hall.	View from a room at the Seaport Hotel

Conference Lobby; SeaportWTC

Boston MA July 19-22, 2010, Seaport Hotel and World Trade Center

register for conference
Select Pre-Conf workshop
Go Directly to Hotel listings and prices, and reserve a room
(Photos of Conference hotel) Co-located with Campus Technology, sharing the exhibit hall.

View from a room at the Seaport Hotel

Jack M. Wilson, Ph. D., President, University of Massachusets	Jack M. Wilson is the 25th President of the five-campus, 60,000-student University of Massachusetts System.He has served as President since September 2,2003.During his career, he has served various institutions as Professor of Physics, Department Chair, Research Center Director, Dean, Vice President, Provost, and a private sector entrepreneur. At the University of Massachusetts, he served previously as the Vice President for Academic Affairs and as founding CEO of UMassOnline. Prior to arriving at UMass, Wilson was the J. Erik Jonsson '22 Distinguished Professor of Physics, Engineering Science, Information Technology, and Management at Rensselaer Polytechnic Institute, where he also had served as a Dean, Research Center Director, and Provost. Before being appointed at Rensselaer, he served at the University of Maryland, College Park and as an officer of the American Association of Physics Teachers, the American Institute of Physics, and the American Physical Society. As the CEO of UMassOnline, he helped to build the system-wide initiative into one of the largest externally directed online programs in the United States. President Wilson is nationally and internationally known for his leadership in the reform of higher education programs, winning the Theodore Hesburgh Award, the Boeing Award, and the Pew Charitable Trust Prize for his innovative programs. He was awarded an Outstanding Civilian Service Medal by the U.S. Army for service to the Army Education program. He is a Fellow of the American Physical Society, and has served as a national officer of the Physical Society, American Institute of Physics, and the American Association of Physics Teachers. He has also served as a member or chair of several National Academy of Science and National Research Council study committees and task forces.	Trent Batson, Ph. D., Executive Director, AAEEBL	Trent Batson, has served as both an English professor and, later, as an academic computing director in a long career involving eight different universities. Batson is the founding Executive Director of AAEEBL, which launched on May 21, 2009 via a Webcast from Stanford University. AAEEBL has 90 institutional members in 5 countries and 15 corporate affiliates. AAEEBL's goal is to assist higher education in the U. S. and abroad to adopt new teaching, learning, and assessment practices that are appropriate to and take advantage of the vast new learning resources in this century. We are also committed to increasing a focus on employabilty in the U. S., especially among community colleges but also in all of higher education as the nature of jobs has changed and the opportunities for active and real-world learning are now so numerous and supportable. This conference is unusual for a number of reasons. It is the first annual international conference focused on ePortfolios and portfolio practices in the U. S. The scale of this conference also makes it unusual. The 15 keynote and featured speakers present a lineup of talent, experience and influence unmatched at any ePortfolio conference. It's because of this group of people that this conference can be so successful. The Conference is co-hosted by The Association of American Colleges and Universities, The Making Connections National Resource Center, and NERCOMP, an EDUCAUSE regional program. The Conference is managed by Campus Technology.

Jack M. Wilson, Ph. D.,
President, University of Massachusets

Jack M. Wilson is the 25th President of the five-campus, 60,000-student University of Massachusetts System.He has served as President since September 2,2003.During his career, he has served various institutions as Professor of Physics, Department Chair, Research Center Director, Dean, Vice President, Provost, and a private sector entrepreneur. At the University of Massachusetts, he served previously as the Vice President for Academic Affairs and as founding CEO of UMassOnline.

Prior to arriving at UMass, Wilson was the J. Erik Jonsson '22 Distinguished Professor of Physics, Engineering Science, Information Technology, and Management at Rensselaer Polytechnic Institute, where he also had served as a Dean, Research Center Director, and Provost. Before being appointed at Rensselaer, he served at the University of Maryland, College Park and as an officer of the American Association of Physics Teachers, the American Institute of Physics, and the American Physical Society. As the CEO of UMassOnline, he helped to build the system-wide initiative into one of the largest externally directed online programs in the United States.

President Wilson is nationally and internationally known for his leadership in the reform of higher education programs, winning the Theodore Hesburgh Award, the Boeing Award, and the Pew Charitable Trust Prize for his innovative programs. He was awarded an Outstanding Civilian Service Medal by the U.S. Army for service to the Army Education program.

He is a Fellow of the American Physical Society, and has served as a national officer of the Physical Society, American Institute of Physics, and the American Association of Physics Teachers. He has also served as a member or chair of several National Academy of Science and National Research Council study committees and task forces.

Trent Batson, Ph. D.,
Executive Director, AAEEBL

Trent Batson, has served as both an English professor and, later, as an academic computing director in a long career involving eight different universities. Batson is the founding Executive Director of AAEEBL, which launched on May 21, 2009 via a Webcast from Stanford University. AAEEBL has 90 institutional members in 5 countries and 15 corporate affiliates.

AAEEBL's goal is to assist higher education in the U. S. and abroad to adopt new teaching, learning, and assessment practices that are appropriate to and take advantage of the vast new learning resources in this century. We are also committed to increasing a focus on employabilty in the U. S., especially among community colleges but also in all of higher education as the nature of jobs has changed and the opportunities for active and real-world learning are now so numerous and supportable.

This conference is unusual for a number of reasons. It is the first annual international conference focused on ePortfolios and portfolio practices in the U. S. The scale of this conference also makes it unusual. The 15 keynote and featured speakers present a lineup of talent, experience and influence unmatched at any ePortfolio conference. It's because of this group of people that this conference can be so successful. The Conference is co-hosted by The Association of American Colleges and Universities, The Making Connections National Resource Center, and NERCOMP, an EDUCAUSE regional program. The Conference is managed by Campus Technology.

Keynote Speakers:

Randy Bass	Randy Bass, Assistant Provost and Executive Director, Center for New Designs in Learning and Scholarship, Georgetown University, is our Tuesday morning keynote speaker. ePortfolios and the Challenge of Reconnecting the Curriculum to a Life of Practice One of the effects of the “learning paradigm” on higher education is to mark the end of the “course” as a bounded experience. Portfolios that span the college career (and beyond) are intended to embody the ways that learning moves in and out of the classroom, between theory and experience, and over time. What is the impact of the ePortfolio movement on the formal curriculum? How do our aspirations for intentional narratives and identities of learning through ePortfolios fit into larger shifts taking place in college classrooms and the transformation of curricula? Or are we content to keep pretending that the formal curriculum is the heart of the undergraduate experience and use learning-centered strategies like ePortfolios to build scaffolding around it? Are ePortfolios a sign that we’ve given up on curricular reform as a path to better learning? Are there bridge-walks between the formal curriculum and ePortfolios that might leverage change—new ways of thinking about learning environments, meta-cogntion, and preparing students for a “life of practice”? Randy Bass is Assistant Provost for Teaching and Learning Initiatives at Georgetown University, and Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), a campus-wide center, supporting faculty work in new learning and research environments. He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org). From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is Associate Professor of English and the author and editor of numerous books, articles, and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002), and with Bret Eynon, co-editor of “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99).
Helen Barrett Kathleen Yancey	Helen Barret, known world-wide as the "grandmother of ePortfolios," is our Wednesday keynote speaker: http://www.electronicportfolios.org Blurring the Boundaries between ePortfolio Development and Social Networking Electronic Portfolios have been with us for almost two decades, used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievement for accountability or employment. Social networks have emerged over the last five years, used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. The boundaries between these two processes are gradually blurring. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many higher education institutions? Or are we beginning to see lifelong interactive portfolios emerging as mash-ups in the Web 2.0 cloud? In 2005, Dr. Helen Barrett retired from the faculty of the College of Education at the University of Alaska Anchorage and is now living in the Seattle area. She has been researching strategies and technologies for electronic portfolios since 1991, publishing a website (http://electronicportfolios.org), chapters in several books on Electronic Portfolios, and numerous articles. She was on loan to the International Society for Technology in Education between 2001 and early 2005, providing training and technical assistance on electronic portfolios for teacher education programs throughout the U.S. under a federal PT3 grant. In 2005, Dr. Barrett became the Research Project Director for The REFLECT Initiative, a two-year research project, underwritten by TaskStream, to assess the impact of electronic portfolios on student learning, motivation and engagement in secondary schools. In the fall of 2007, she received a courtesy appointment as a Research Associate with the Center for Advanced Technology in Education (CATE), part of the College of Education at the University of Oregon, where she will be researching emerging strategies for electronic portfolios and digital storytelling to support lifelong and life wide learning. She is currently working on several book projects on electronic portfolios. She is also an Apple Distinguished Educator and a George Lucas Educational Foundation Faculty Associate. At the European ePortfolio Conference in Maastricht, October 2007, Dr. Barrett received the first EIFEL Lifetime Achievement Award for her contribution to ePortfolio research and development. On Thursday, our culminating keynote will be delivered by Kathleen Yancey, the the Kellogg W. Hunt Professor of English at Florida State University, who directs the graduate program in Rhetoric and Composition Studies. Kathleen Yancey, Florida State University, Co-Director, Inter/National Center for Electronic Portfolio Research. Texts, Contexts, and Frameworks: New Designs and New Vocabulary for Electronic Portfolios It’s a truism that when we move from a single test or measure of performance to a portfolio of any kind, we add context to the mix. Early on, in the days of print portfolios, much of that context centered on processes and practices. How did the portfolio composer create the texts inside the portfolio, and what did he or she learn in those processes? That question about learning, of course, led to what was called reflection, which many take to be the centerpiece of the portfolio regardless of whether the portfolio is print or e. Fast forward to electronic portfolios, where the texts are multiple and can (but don’t always) take multiple formats—from print to screen, from inside a course to around the networked world--and where the contexts can be (but aren’t always) multiple—from school and work to the public sphere and life itself. Electronic portfolios thus are often a rich set of texts with a rich set of contexts, which raises another question. What structures might we use to articulate the relationships between texts and contexts? We have several possible answers. One kind of structure is a set of outcomes created by faculty and institutions. Another kind of structure is a framework associated with disciplinary expertise. Yet another kind of structure is what we might call a vernacular framework created out of life experience. And still another kind of structure is located in the medium of eportfolios: the interface. In this presentation, then, we’ll consider the affordances of each of these structures; the advantages and disadvantages of each; and ways we might encourage structures that articulate with each other as well as how such articulation could foster a new kind of learning. Kathleen Blake Yancey, the Kellogg W. Hunt Professor of English at Florida State University, directs the graduate program in Rhetoric and Composition Studies. A consultant on AAC&U’s VALUE project, she also serves on the National Board for the Miami University Howe Center for Writing. With Barbara Cambridge and Darren Cambridge, she co-directs the International Coalition on Electronic Portfolio Research <ncepr.org>, which has brought together 50 institutions worldwide to document the learning that takes place inside and around electronic portfolios. Yancey is also the author, editor or co-editor of ten scholarly books and over 65 chapters and refereed articles. Much of her work focuses on reflection, portfolios, assessment, and the implications of new media and Web 2.0 in classrooms, in the academy, and in the ways we all make knowledge. Her books include Portfolios in the Writing Classroom (1992), Assessing Writing across the Curriculum (1997), Reflection in the Writing Classroom (1998), and Electronic Portfolios (2001). In the spring of 2009, her co-edited Electronic Portfolios 2.0 was released; it documents the electronic portfolio projects being developed on many US and Canadian campuses both in general education programs and in various disciplinary contexts. If there is a theme in her work, it’s the teaching and learning that is fostered through the reflective activities we see in both print and digital portfolios. [See Featured Speakers photos and bios below this next bit of text]

Randy Bass

Randy Bass, Assistant Provost and Executive Director, Center for New Designs in Learning and Scholarship, Georgetown University, is our Tuesday morning keynote speaker.

ePortfolios and the Challenge of Reconnecting the Curriculum to a Life of Practice

One of the effects of the “learning paradigm” on higher education is to mark the end of the “course” as a bounded experience. Portfolios that span the college career (and beyond) are intended to embody the ways that learning moves in and out of the classroom, between theory and experience, and over time. What is the impact of the ePortfolio movement on the formal curriculum? How do our aspirations for intentional narratives and identities of learning through ePortfolios fit into larger shifts taking place in college classrooms and the transformation of curricula? Or are we content to keep pretending that the formal curriculum is the heart of the undergraduate experience and use learning-centered strategies like ePortfolios to build scaffolding around it? Are ePortfolios a sign that we’ve given up on curricular reform as a path to better learning? Are there bridge-walks between the formal curriculum and ePortfolios that might leverage change—new ways of thinking about learning environments, meta-cogntion, and preparing students for a “life of practice”?

Randy Bass is Assistant Provost for Teaching and Learning Initiatives at Georgetown University, and Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), a campus-wide center, supporting faculty work in new learning and research environments.

He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).

From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is Associate Professor of English and the author and editor of numerous books, articles, and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002), and with Bret Eynon, co-editor of “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99).

Helen Barrett

Kathleen Blake-Yancey

Kathleen Yancey

Helen Barret, known world-wide as the "grandmother of ePortfolios," is our Wednesday keynote speaker: http://www.electronicportfolios.org
Blurring the Boundaries between ePortfolio Development and Social Networking

Electronic Portfolios have been with us for almost two decades, used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievement for accountability or employment. Social networks have emerged over the last five years, used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. The boundaries between these two processes are gradually blurring. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many higher education institutions? Or are we beginning to see lifelong interactive portfolios emerging as mash-ups in the Web 2.0 cloud?

In 2005, Dr. Helen Barrett retired from the faculty of the College of Education at the University of Alaska Anchorage and is now living in the Seattle area. She has been researching strategies and technologies for electronic portfolios since 1991, publishing a website (http://electronicportfolios.org), chapters in several books on Electronic Portfolios, and numerous articles. She was on loan to the International Society for Technology in Education between 2001 and early 2005, providing training and technical assistance on electronic portfolios for teacher education programs throughout the U.S. under a federal PT3 grant. In 2005, Dr. Barrett became the Research Project Director for The REFLECT Initiative, a two-year research project, underwritten by TaskStream, to assess the impact of electronic portfolios on student learning, motivation and engagement in secondary schools. In the fall of 2007, she received a courtesy appointment as a Research Associate with the Center for Advanced Technology in Education (CATE), part of the College of Education at the University of Oregon, where she will be researching emerging strategies for electronic portfolios and digital storytelling to support lifelong and life wide learning. She is currently working on several book projects on electronic portfolios. She is also an Apple Distinguished Educator and a George Lucas Educational Foundation Faculty Associate. At the European ePortfolio Conference in Maastricht, October 2007, Dr. Barrett received the first EIFEL Lifetime Achievement Award for her contribution to ePortfolio research and development.

On Thursday, our culminating keynote will be delivered by Kathleen Yancey, the the Kellogg W. Hunt Professor of English at Florida State University, who directs the graduate program in Rhetoric and Composition Studies.

Kathleen Yancey, Florida State University, Co-Director, Inter/National Center for Electronic Portfolio Research. Texts, Contexts, and Frameworks: New Designs and New Vocabulary for Electronic Portfolios

It’s a truism that when we move from a single test or measure of performance to a portfolio of any kind, we add context to the mix. Early on, in the days of print portfolios, much of that context centered on processes and practices. How did the portfolio composer create the texts inside the portfolio, and what did he or she learn in those processes? That question about learning, of course, led to what was called reflection, which many take to be the centerpiece of the portfolio regardless of whether the portfolio is print or e.

Fast forward to electronic portfolios, where the texts are multiple and can (but don’t always) take multiple formats—from print to screen, from inside a course to around the networked world--and where the contexts can be (but aren’t always) multiple—from school and work to the public sphere and life itself.

Electronic portfolios thus are often a rich set of texts with a rich set of contexts, which raises another question. What structures might we use to articulate the relationships between texts and contexts? We have several possible answers. One kind of structure is a set of outcomes created by faculty and institutions. Another kind of structure is a framework associated with disciplinary expertise. Yet another kind of structure is what we might call a vernacular framework created out of life experience. And still another kind of structure is located in the medium of eportfolios: the interface.

In this presentation, then, we’ll consider the affordances of each of these structures; the advantages and disadvantages of each; and ways we might encourage structures that articulate with each other as well as how such articulation could foster a new kind of learning.

Kathleen Blake Yancey, the Kellogg W. Hunt Professor of English at Florida State University, directs the graduate program in Rhetoric and Composition Studies. A consultant on AAC&U’s VALUE project, she also serves on the National Board for the Miami University Howe Center for Writing. With Barbara Cambridge and Darren Cambridge, she co-directs the International Coalition on Electronic Portfolio Research <ncepr.org>, which has brought together 50 institutions worldwide to document the learning that takes place inside and around electronic portfolios.
Yancey is also the author, editor or co-editor of ten scholarly books and over 65 chapters and refereed articles. Much of her work focuses on reflection, portfolios, assessment, and the implications of new media and Web 2.0 in classrooms, in the academy, and in the ways we all make knowledge. Her books include Portfolios in the Writing Classroom (1992), Assessing Writing across the Curriculum (1997), Reflection in the Writing Classroom (1998), and Electronic Portfolios (2001). In the spring of 2009, her co-edited Electronic Portfolios 2.0 was released; it documents the electronic portfolio projects being developed on many US and Canadian campuses both in general education programs and in various disciplinary contexts.
If there is a theme in her work, it’s the teaching and learning that is fostered through the reflective activities we see in both print and digital portfolios.

[See Featured Speakers photos and bios below this next bit of text]

The Association for Authentic and Evidence-Based Learning (AAEEBL) is hosting the very first international conference for the world ePortfolio community to be held on behalf of this community and to be in the United States. Many of the world’s prominent ePortfolio leaders, researchers, practitioners, implementers, and vendors will be under one roof for the first time. This is a watershed event.

We expect between 600 and 800 attendees to this four-day conference at the Seaport Hotel and Seaport World Trade Center, co-located with Campus Technology.

Co-hosted by the Association for American Colleges and Universities, LaGuardia Community College's Making Connections National Resource Center, and The Northeast Regional Computing Program (NERCOMP, an EDUCAUSE regional), this is the place to be: a true watershed event as the world ePortfolio movement gains momentum.

Two conferences, AAEEBL 2010 and Campus Technology 2010, will fill the Hotel and Trade Center and share an exhibit hall where the hundreds of vendors in attendance will set up their booths. In total, we expect about 1,500 attendees, all with interests in educational technology. It will be a jubilee.

The call for proposals is below; proposals can be submitted at https://eventbrainz.com/event/aaeebl2010 but only until May 1; Conference registration is at register .

Monday Workshops: Half day, either morning or afternoon, 3 1/2 hours
Monday Workshops: Full day, 7 hours, lunch and break provided
Tues - Thurs Sessions:

Presentation: 50 minutes
Panel: 50 minutes
Workshop: 1 or 2 hours
Carousel: 5 minutes per speaker
Vendor: with academic partner; presentation, panel, or workshop
Featured speakers: pre-selected; 50 minutes
Poster: on Tuesday and Wednesday in Exhibit Hall near refreshments; 1 hour.

The first three registrants from an AAEEBL member institution will each receive a $100 discount on registration! To join AAEEBL, click here.

Conference Keynote and Featured Speakers will include:

Welcome address by President Jack Wilson, University of Massachusetts system and founder of Studio Physics.

Keynote: Randy Bass, Georgetown University, Assistant Provost and Director, Visible Knowledge Project and the Center for New Designs in Learning and Scholarship.
Keynote: Helen Barrett, International ePortfolio Consultant and Speaker, electronicportfolios.org
Keynote: Kathleen Yancey, Florida State University, Co-Director, Inter/National Center for ePortfolio Research

And . . .

Helen Chen Marij Veugelers Phil Long Darren Cambridge Gary Brown Terry Rhodes Peggy Maki Allison Miller Rob Ward Serge Ravet Melissa Peet	Implementing e-portfolios: An international perspective on challenges and successes In this featured talk, Helen L Chen (Stanford, USA) and Marij Veugelers (SURF, NL-Europe) will provide an overview of the various factors that can influence the implementation of eportfolios in higher education, including for example, fostering buy-in from students, faculty, employers and building and sustaining communities of practice among various stakeholders. We will draw from case studies of eportfolio projects from the Netherlands, United Kingdom, Australia and the USA in addition to introducing the relevant presentations in the implementation track. We also hope to collectively identify shared research questions and interests for future collaboration and exploration. Please join us! Marij Veugelers is Project Manager Portfolio Implementation for the IT in Education Department at the Universiteit van Amsterdam (since 2000) and responsible for educational implementation at the University schools. The UvA chose the Open Source Portfolio system as the first university in Europe to do so. She was also project manager of the Digital University (consortium of 10 universities) Portfolio Implementation Instruments Project. The results are a toolkit for managers on the web with several new instruments. She organized the first expert exchange meeting Portfolio UK-NL in April 2004 and the follow up meetings in 2006. Since September 2004. she is community manager of the Dutch Special Interest Group NL Portfolio of the SURF-Foundation for the Higher Education section in the Netherlands : http://www.surfspace.nl/portfolio In the last few years she has published and presented several times in the NL and abroad about portfolio implementation aspects (ALT 2004, EUNIS 2004, Eportfolio 2004,2006,2007,2008, 2009, AAHE-CRA London 2005 ,2006, EDUCAUSE 2005, Sakai 2006,2007, and the Australian Eportfolio conference 2008 and 2009; an article is published in the Handbook of Research on ePortfolios USA and in Online and Distance Learning: Concepts, Methodologies, Tools and Applications USA and also in the The Potential of E-Portfolios in HE (StudienverlagVienna 2010). Marij’s background is educational consultant, career/student counsellor and biologist. Using structured data for search/retrieval/presentation of digital objects: Are RDFa and microformats just another ontological straightjacket? Phil Long Abstract: How does one build a portfolio of digital objects that is useful beyond the confines of a particular course, program or university? Is there help in the slowly emerging revolution of the semantic web? University of Queensland Centre for Educational Innovation & Technology (CEIT - http://ceit.uq.edu.au) researchers have been working with the UQ Psychological Aspects of Ageing Research Cluster to explore how digital objects created by students working in internships associated with aged care can be best organised for use in different contexts. Prof. Long will share some of their early work on building structured data descriptions for effective search, retrieval (including Rich Snippets) and presentation of these objects. Leap2A, OAI-ORE, and related ontologies provided background for this work. A key design priority was addressing the needs articulated by identified stakeholders, but with precedence to the instructor/research leading the Ageing Care Field course. PHILLIP D. LONG, Ph.D. University of Queensland Centre for Educational Innovation and Technology Massachusetts Institute of Technology Center for Educational Computing Initiatives Phillip Long is Professor of Innovation and Educational Technology at the Center for Educational Innovation and Technology (CEIT) at the University of Queensland, and Inaugural Director of the CEIT which is dedicated to research on learning environments that have the potential to innovate teaching, learning and creativity. This includes research, development, and dissemination of educational innovation through the strategic use of space (physical and virtual) and technology for learning & research collaboration. The Centre fosters a community of scholarship among technology innovators, and researchers within UQ, across Australasia and around the world. The Center includes students as full partners in the innovation cycle, supporting student participation in technology development at UQ as well as other institutions. Prof. Long’s current research interests focus on designing built pedagogies, physical & virtual to support active learning and collaboration. He retains a role as Visiting Researcher in the Centre for Educational Computing Initiatives at MIT where he was also the Senior Strategist for Academic Technologies under Assoc. Dean M. Vijay Kumar. Dr. Long’s professional activities include: the New Media Consortium Board (2006-09, 2009 chair, 2010-2013), NMC Project Horizon (2005 to present) and chair of the Horizon Australia/New Zealand Edition (2008-9), HR-ANZ Co-Principle Investigator (2009/2010), 2006 Syllabus Conference Campus Host, 2006, the SAC Program Committee (2005-07, 06 Chair), Adobe Higher Education Advisory Board (2007), Steven’s Institute of Technology WebCampus board & many others. Dr. Long is also a Senior Associate with the non-profit TLT Group. Dr. Long is a lapsed behavioral ecologist, having studied avian mating systems from the north slope of Alaska to the coast of Patagonia. His area of research was the evolution of mating systems and the biological bases for cooperation. He continues to enjoy birding and adding to his life list when his is not pursuing his other hobbies of sailing and running.email: longpd@uq.edu.au URL: http://www.uq.edu.au/ceit/longpd http://ceit.uq.edu.au Is There a Portfolio in this Community?: Individualism and collective identity, local and global, Darren Cambridge The modern genre of the e-portfolio, and the print portfolio genre from which it evolved, have strong ties to a Western conception of individualism. However, as the use of e-portfolios diffuses globally, moves beyond the academy, and engages technology that foregrounds social and conceptual relationships, a more collective portfolio ideal is emerging. The tension between the individualist and collective models is producing both frustration and innovation. The presentation examines e-portfolio projects engaging learners in and from non-western cultures to chart how globalization is changing the ways e-portfolios are composed and interpreted. It also analyzes local projects--such as the Augusta Community Portfolio Project, which is building a portfolio for the town of Augusta, Arkansas as a site of collective reflection on the community's literate activity and future aspirations--that are moving beyond an individual focus to create collective representations of community and organizational identity. Common to many of these projects, both global and local, is the incorporation of software the blurs the distinction between text and context and between individual and collaborative knowledge production and identity development. Darren Cambridge is assistant professor of Internet studies and information literacy in New Century College and affiliated faculty in the Higher Education Program at George Mason University. Previously he was a director at the American Association for Higher Education, a fellow with the EDUCAUSE National Learning Infrastructure Initiative, and assistant director of the Computer Writing and Research Lab at the University of Texas at Austin. A frequent speaker and facilitator, he consults with colleges, universities, software companies, publishers, nonprofit organizations, and governmental bodies worldwide. He coleads the Inter/National Coalition for Electronic Portfolio Research, through which sixty teams at institutions of higher education in six countries are investigating the impact of e-portfolio use on teaching, learning, and assessment. He also serves as chair of the board of directors of the AAEEBL. He headed the IMS Global Learning Consortium work on e-portfolio technical standards and George Mason’s participation in the Association of American Colleges and Universities’ Valid Assessment of Learning in Undergraduate Education project. A lead developer of the award-winning Learning Record Online, he has been active in the Sakai open source community. His work appears in such journals as Campus-Wide Information Systems, Computers and Education, the Journal of General Education, and Metropolitan Universities. He is coeditor of Electronic Portfolios 2.0: Emergent Research on Implementation and Impact (Stylus, 2009), author of E-Portfolios for Lifelong Learning and Assessment (due out from Jossey-Bass in October 2010) and is currently completing an edited volume on the global diffusion of e-portfolios and leading development of the Augusta Community Portfolio. Accountability, Improvement, ePortfolios & Honoring the Learner and the Learning, Gary Brown There is, as Peter Ewell has recently observed, a tension between accountability and improvement. Batson elaborates, noting the “parallel realization is dawning that tracking student outcomes toward learning goals, while a useful and necessary exercise, does not yield as much value as we had thought.” Batson argues that “developing an accountability system has provided rewards to faculty and student painfully insufficient to warrant the work such development requires.” Batson argues that ePortfolios provide a rich alternative. This presentation will demonstrate with real student ePortfolio case studies nested within the context of organizational ePortfolio to provide an example that suggests Batson’s assertion may be premature, the divide he draws problematic, and the virtues ascribed to ePortfolios in need of critical qualification. Accountability, accreditation, and improvement need not be at odds. Assessment properly understood is inextricable from teaching and learning. And without organizational development or learning to that end, ePortfolios, like the LMSs of the last century, will be co-opted for painfully insufficient assessment management and fail to realize Batson’s vision, well described by Vygotsky as an education that “honors the learner and the learning.“ Gary Brown, Director of Washington State University’s newly established Office of Assessment and Innovation and co-director of AAEEBL, will describe the system implemented at WSU that leverages ePortfolio harvesting technology and community to recast the comparison and accountability mandate. The “harvesting” approach, noted by organizations like AAC&U, is drawn from Brown’s team’s research (7 Best Research Awards in eight years). Works Cited: Batson: http://campustechnology.com/Articles/2010/04/07/ePortfolios-Finally.aspx?Page=5 Ewell: http://www.learningoutcomesassessment.org/occasionalpaperone.htm Show Me the Learning , Terrell Rhodes Description: In the era of accountability and assessment, transparency and effectiveness, change and resistance our focus must remain on why we call ourselves “higher education.” Electronic portfolios allow faculty, students and others to develop learning goals and pathways that reveal and communicate the multiple ways we learn and achieve desired, as well as totally unexpected understanding. Recent research and evaluation, e.g. the VALUE rubrics, will be used to illustrate the power and benefits of electronic portfolio for learning and assessment. Terrel L. Rhodes is Vice President for Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U). He is Director of the VALUE project [Valid Assessment of Learning in Undergraduate Education], a major component of the Liberal Education and America’s Promise, or LEAP initiative at AAC&U focused on enhancing the quality of student learning and its assessment through rubrics and e-portfolios. Previous to joining AAC&U, he spent thirty years as a professor and academic administrator at St. John’s University, the University of North Carolina at Charlotte, and Portland State University. He is the author or editor of four books and numerous articles on politics, public administration and assessment. Exploring Both Students’ Learning Processes and Products in Web 2.0 Portfolios to Improve Student Learning. Peggy Maki, Ph.D. Through developments via Web 2.0 we now have expanded capacity to learn more about how students construct meaning and undertake processes to produce learning products—lab reports, creative pieces, exhibits, research papers, for example And, that means we now have the opportunity to identify patterns of meaning making and processes that account for both students’ strong and weaker performances. This keynote calls for exploring and documenting both students’ learning processes and learning products in Web 2.0 portfolios to: (1) identify the chronological obstacles or challenges that prohibit students from achieving our expectations and then to (2) use the results and descriptive data from this expanded inquiry to change, adapt, or innovate pedagogy and educational practices to improve student learning. Peggy Maki is an international educational consultant who specializes in assisting undergraduate and graduate programs and educational organizations integrate assessment of student learning into their educational practices. She has offered over 450 workshops, keynotes, and presentations. In 2004, she authored Assessing for Learning: Building a Sustainable Commitment across The Institution (Stylus Publishing). Her second edition of that handbook will be published late Summer, 2010. In 2010, she also edited a collection of essays by faculty and administrators chronicling their experiences integrating assessment into their institutions, Coming to Terms with Assessing Student Learning. In 2006, she co-edited The Assessment of Doctoral Education: Emerging Criteria and New Models for Improving Outcomes. She serves and has served on national advisory boards, including AAC&U’s VALUE Project, and editorial advisory boards focused on assessment of student learning. A recipient of a national teaching award, The Lindback Award for Distinguished Teaching, she was a professor of English and Linguistics and held several administrative roles in her academic career. Formerly, she was also Senior Scholar and Director of Assessment at AAHE and served as Associate Director of one of the U.S. regional accrediting bodies, NEASC Allison Miller is developing the ePortfolio Australia conference to be held at the Royal Melbourne Institute of Technology in November, 2010. Allison Miller is the Business Manager for the E-portfolios business activity for the Australian Flexible Learning Framework (Framework). Her previous Framework roles include being the South Australian Innovations Coordinator, and the Project Manager for the Inclusive e-Learning for Youth Project. Allison has also been the E-Learning Development Co-ordinator for TAFE SA. Allison has been involved in the vocational education and training (VET) sector for nearly 10 years and has over six years experience in creating e-learning environment and experiences for students and staff. She has experience teaching and facilitating in areas of Business Finance, Administration and Small Business Management. Rob Ward is Director of The Centre for Recording Achievement in Nottingham, U. K. The CRA is an AAEEBL-affiliated organization. Rob Ward is also a Visiting Professor at the University of Bolton (UK). CRA (http://www.recordingachievement.org) exists to ‘promote awareness and understanding of the processes of recording achievement as an important element in improving learning and progression throughout the world of education, training and employment.’ He was a member of the Scoping Group on Measuring and Recording Student Achievement (2004-6) and subsequently led the development of materials on which the proposed Higher Education Achievement Report (HEAR) was based in the report of the second Burgess Group (‘Beyond the honours degree classification.’ (October 2007, at: http://www.universitiesuk.ac.uk/Publications/Documents/Burgess_final.pdf). Following Directorship of the Lifelong Learning Support Project (at http://www.jisc.ac.uk/project_0103_support.html), he led on the e-portfolio scoping reports for the Joint Information Systems Committee (JISC) in 2005, and contributed - with Helen Richardson - to the development of a methodology for reviewing e-portfolio products, again for JISC (2005). This report led to the development of tools to support practitioner choice of e-portfolio products in 14-19 and HE. He was a member of the team that undertook a study into ‘Good practice in supporting learners throughout application to and induction in higher education, and in the use of technology to support this’ for the JISC in 2007. More recently (2008/9) he directed a JISC Project looking at the use of e-portfolios in e-assessment, and is a member of the JISC Infokit Advisory Group on e-portfolios and the EPERG (e-portfolio expert reference group) convened by Becta. He was a ‘critical friend’ to the national project of e-portfolios in Australian Higher Education (at http://www.eportfoliopractice.qut.edu.au/) and provided a keynote contribution to the first Australian e-portfolio symposium (Brisbane, 2008). During the current academic year he leads the CRA contribution to the ‘National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio’, a coalition of sixteen UK Universities. With US and UK colleagues, hehas justconcluded a co-ordination role with Cohort IV of the Inter/National Coalition for Electronic Portfolio Research and continues as a ‘critical friend’ to the new Australian Project focused upon 'developing a systematic, cross-faculty approach to teaching and assessing reflective writing in higher education’. He currently leads a project on the role of e-portfolios in securing employer engagement in higher level learning, and is a core member of the Group charged to support the HEAR development across UK HE now being undertaken. He also moderates the assessment of student portfolios for national and institutional awards. Beyond ePortfolio:identity construction in a digitally extended world, Serge Ravet What is the relationship between ePortfolio and digital identity? What practices and technologies have emerged in these fields over the last years? What are the convergences and divergences? What can each of these fields, that seem to have grown as if they existed in parallel universes, learn from each other? While the ePortfolio is now increasingly becoming an element of our identity as a pupil, student or professional (a number of professional bodies now require their members to compile an ePortfolio as evidence of their continuing professional development), ePortfolios only provide a limited view of the whole identity of an individual, even within a specific role. For example, the ePortfolio of a NHS nurse in the UK is designed for the RCN (Royal College of Nursing), not for patients; the ePortfolio of a pupil generally fulfills the expectations of a specific institution or programme, and these expectations may vary from institution to institution, from programme to programme.ePortfolios are limited to targeting a specific audience —teachers, parents, institutions, etc.— to support a specific process —learning, assessment, accreditation of prior learning, etc.— within a specific context and culture —curriculum, values, etc. So the question is:if, by nature,ePortfolios provide a series of fragmented representations of an individual, is there a way to provide a holistic representation of our different identities, as pupil, student, parent, professional, citizen, etc.? Parallel to the development of ePortfolio technologies, a number of organizations have been working ondigital identitytechnologies.Their focus, like identity and access management (IAM), is the identification (and authentication)ofpeople to secure online business transactions. But identification of people is radically different from the identification to people.For R. Laing, "every relationship... implies a definition of self by others and other by self. . . A person's 'own' identity can never be completely abstracted from hisidentity-for-others."Digital identity has not yet properly addressedthe identification of individualsto and bypeople, i.e. enabling individuals to establish their identity as part of a group-identity as mother, black, gay, learner, democrat, etc. —a function that todays' social networks attempt to fulfill, poorly...The other weakness of todays' digital identity technologies is that they tend to see the individual as a set of attributes, while for A. Giddens“self-identity is not a set of traits or observable characteristics. It is a person's own reflexive understanding of their biography. Self-identity has continuity, but that continuity is only a product of the person's reflexive beliefs about their own biography […] It explains the past and is oriented towards an anticipated future.” To illustrate the reductionist vision digital technologies have brought to the concept of identity, as it is defined in Wikipedia and numerous articles and identity projects, one could paraphrase T. S. Eliot, and ask:where is the identity we have lost in digital identity? We will attempt to explain why, far from leading to a reductionist vision of identity, digital technologies are affecting the very construction process of our identity and thatournarrativescan be much more than online multimedia presentations, spiced with dashes of reflection. Serge Ravet is Chief Executive of EIfEL, a non-profit European professional association whose mission is to explore the use of digital technologies to support the learning and development of individuals, organizations and territories.Combining both technological and pedagogical expertise with work experience in Europe and the USA, Serge is retained as a learning technology expert, keynote speaker and consultant in a number of European projects. Publications include articles on individual and organizational learning technologies, ePortfolios, identity, competency development, recognition of informal learning and quality.Serge previously led the creation of the European Foundation for Quality in eLearning (EFQUEL). After publishing The Internet of Subjects Manifesto,Serge is currently working on the launch of the Internet of Subjects Forum, a non-profit organization dedicated to creating a person-centric Internet and putting an end to the currentdigitalidentity fragmentation: this should be achieved by splitting the exploitation of personal data by services from their storage in personal data stores (PDS, a kind of meta-ePortfolio) under the full control of individuals. The Integrative Knowledge Portfolio Process: Educating lifelong learners, Leaders and Change Agents at the University of Michigan Melissa Peet This presentation addresses the question, How can we prepare students to learn FOR life, if we do not teach them how to learn FROM life? Increasingly, policy rhetoric both globally and in the US asserts that higher education institutions must adopt more integrative and lifelong learning methods and approaches in order to better prepare students for the 21st century knowledge economy. In order to work adaptively, collaboratively and creatively within ever-changing work environments, today’s’ workers and leaders must be able to reflect on what they are doing, solicit feedback from others, and modify their practices as needed. However, despite these needs, there is very little research or theory that addresses the types of pedagogy that is best suited for teaching students how to recognize, reflect on, and learn directly from life experiences. The Integrative Knowledge Portfolio Process, a method of integrative, lifelong and life-wide learning developed from over 5 years of research at the University of Michigan, is a process that teaches students how to recognize and retrieve the tacit knowledge (unconscious insights, strategies and ways of knowing) gained from real life experiences, and connect this to the explicit knowledge (formal theories, concepts and methods) gained from academic courses. Through this process students learn to recognize the unique types of knowledge and capacities they’ve gained from all areas of life, and how these connect to their passions, values, identities and social commitments. This presentation will include an overview of the research, theory and methods underlying the Integrative Knowledge (e)Porfolio Process, and the impact it is having on students, educators and the institution as a whole. Dr. Melissa Peet is the Academic Director for the Integrative Learning and MPortfolio Initiative at the University of Michigan. Her research focuses on understanding the types of knowledge, curricula and learning methods that support people in becoming effective leaders, innovators, entrepreneurs and change agents. From her research, Dr. Peet created the Integrative Knowledge Portfolio Process™, a methodology that supports students in connecting, reflecting on and applying the different types of knowledge, values and skills they’ve gained from all areas of life. Dr. Peet is currently exploring the role tacit knowledge (unconscious and informal ways of knowing that are key to leadership) plays in the development of leaders, innovators and extraordinary practitioners. She has recently developed a methodology, Generative Knowledge Interviewing™, for retrieving the essential tacit knowledge that exists within people – from novices to experts - in a variety of educational, non-profit and business settings. Dr. Peet is currently developing a certification program for Generative Knowledge Interviewing and will be training educators, researchers and practitioners on how to retrieve, validate and transfer tacit knowledge in order to enhance learning and innovation.

Helen Chen

Marij Veugelers

Phil Long

Darren Cambridge

Gary Brown

Terry Rhodes

Peggy Maki

Allison Miller

Rob Ward

Serge Ravet

Melissa Peet

Implementing e-portfolios: An international perspective on challenges and successes

In this featured talk, Helen L Chen (Stanford, USA) and Marij Veugelers (SURF, NL-Europe) will provide an overview of the various factors that can influence the implementation of eportfolios in higher education, including for example, fostering buy-in from students, faculty, employers and building and sustaining communities of practice among various stakeholders. We will draw from case studies of eportfolio projects from the Netherlands, United Kingdom, Australia and the USA in addition to introducing the relevant presentations in the implementation track. We also hope to collectively identify shared research questions and interests for future collaboration and exploration. Please join us!

Marij Veugelers is Project Manager Portfolio Implementation for the IT in Education Department at the Universiteit van Amsterdam (since 2000) and responsible for educational implementation at the University schools. The UvA chose the Open Source Portfolio system as the first university in Europe to do so. She was also project manager of the Digital University (consortium of 10 universities) Portfolio Implementation Instruments Project. The results are a toolkit for managers on the web with several new instruments.
She organized the first expert exchange meeting Portfolio UK-NL in April 2004 and the follow up meetings in 2006. Since September 2004. she is community manager of the Dutch Special Interest Group NL Portfolio of the SURF-Foundation for the Higher Education section in the Netherlands : http://www.surfspace.nl/portfolio In the last few years she has published and presented several times in the NL and abroad about portfolio implementation aspects (ALT 2004, EUNIS 2004, Eportfolio 2004,2006,2007,2008, 2009, AAHE-CRA London 2005 ,2006, EDUCAUSE 2005, Sakai 2006,2007, and the Australian Eportfolio conference 2008 and 2009; an article is published in the Handbook of Research on ePortfolios USA and in Online and Distance Learning: Concepts, Methodologies, Tools and Applications USA and also in the The Potential of E-Portfolios in HE (StudienverlagVienna 2010). Marij’s background is educational consultant, career/student counsellor and biologist.

Using structured data for search/retrieval/presentation of digital objects: Are RDFa and microformats just another ontological straightjacket? Phil Long

Abstract: How does one build a portfolio of digital objects that is useful beyond the confines of a particular course, program or university? Is there help in the slowly emerging revolution of the semantic web? University of Queensland Centre for Educational Innovation & Technology (CEIT - http://ceit.uq.edu.au) researchers have been working with the UQ Psychological Aspects of Ageing Research Cluster to explore how digital objects created by students working in internships associated with aged care can be best organised for use in different contexts. Prof. Long will share some of their early work on building structured data descriptions for effective search, retrieval (including Rich Snippets) and presentation of these objects. Leap2A, OAI-ORE, and related ontologies provided background for this work. A key design priority was addressing the needs articulated by identified stakeholders, but with precedence to the instructor/research leading the Ageing Care Field course.
PHILLIP D. LONG, Ph.D. University of Queensland Centre for Educational Innovation and Technology
Massachusetts Institute of Technology Center for Educational Computing Initiatives
Phillip Long is Professor of Innovation and Educational Technology at the Center for Educational Innovation and Technology (CEIT) at the University of Queensland, and Inaugural Director of the CEIT which is dedicated to research on learning environments that have the potential to innovate teaching, learning and creativity. This includes research, development, and dissemination of educational innovation through the strategic use of space (physical and virtual) and technology for learning & research collaboration. The Centre fosters a community of scholarship among technology innovators, and researchers within UQ, across Australasia and around the world. The Center includes students as full partners in the innovation cycle, supporting student participation in technology development at UQ as well as other institutions. Prof. Long’s current research interests focus on designing built pedagogies, physical & virtual to support active learning and collaboration. He retains a role as Visiting Researcher in the Centre for Educational Computing Initiatives at MIT where he was also the Senior Strategist for Academic Technologies under Assoc. Dean M. Vijay Kumar.

Dr. Long’s professional activities include: the New Media Consortium Board (2006-09, 2009 chair, 2010-2013), NMC Project Horizon (2005 to present) and chair of the Horizon Australia/New Zealand Edition (2008-9), HR-ANZ Co-Principle Investigator (2009/2010), 2006 Syllabus Conference Campus Host, 2006, the SAC Program Committee (2005-07, 06 Chair), Adobe Higher Education Advisory Board (2007), Steven’s Institute of Technology WebCampus board & many others. Dr. Long is also a Senior Associate with the non-profit TLT Group.

Dr. Long is a lapsed behavioral ecologist, having studied avian mating systems from the north slope of Alaska to the coast of Patagonia. His area of research was the evolution of mating systems and the biological bases for cooperation. He continues to enjoy birding and adding to his life list when his is not pursuing his other hobbies of sailing and running.email: longpd@uq.edu.au URL: http://www.uq.edu.au/ceit/longpd http://ceit.uq.edu.au

Is There a Portfolio in this Community?: Individualism and collective identity, local and global, Darren Cambridge

The modern genre of the e-portfolio, and the print portfolio genre from which it evolved, have strong ties to a Western conception of individualism. However, as the use of e-portfolios diffuses globally, moves beyond the academy, and engages technology that foregrounds social and conceptual relationships, a more collective portfolio ideal is emerging. The tension between the individualist and collective models is producing both frustration and innovation. The presentation examines e-portfolio projects engaging learners in and from non-western cultures to chart how globalization is changing the ways e-portfolios are composed and interpreted. It also analyzes local projects--such as the Augusta Community Portfolio Project, which is building a portfolio for the town of Augusta, Arkansas as a site of collective reflection on the community's literate activity and future aspirations--that are moving beyond an individual focus to create collective representations of community and organizational identity. Common to many of these projects, both global and local, is the incorporation of software the blurs the distinction between text and context and between individual and collaborative knowledge production and identity development.

Darren Cambridge is assistant professor of Internet studies and information literacy in New Century College and affiliated faculty in the Higher Education Program at George Mason University. Previously he was a director at the American Association for Higher Education, a fellow with the EDUCAUSE National Learning Infrastructure Initiative, and assistant director of the Computer Writing and Research Lab at the University of Texas at Austin. A frequent speaker and facilitator, he consults with colleges, universities, software companies, publishers, nonprofit organizations, and governmental bodies worldwide. He coleads the Inter/National Coalition for Electronic Portfolio Research, through which sixty teams at institutions of higher education in six countries are investigating the impact of e-portfolio use on teaching, learning, and assessment. He also serves as chair of the board of directors of the AAEEBL. He headed the IMS Global Learning Consortium work on e-portfolio technical standards and George Mason’s participation in the Association of American Colleges and Universities’ Valid Assessment of Learning in Undergraduate Education project. A lead developer of the award-winning Learning Record Online, he has been active in the Sakai open source community. His work appears in such journals as Campus-Wide Information Systems, Computers and Education, the Journal of General Education, and Metropolitan Universities. He is coeditor of Electronic Portfolios 2.0: Emergent Research on Implementation and Impact (Stylus, 2009), author of E-Portfolios for Lifelong Learning and Assessment (due out from Jossey-Bass in October 2010) and is currently completing an edited volume on the global diffusion of e-portfolios and leading development of the Augusta Community Portfolio.

Accountability, Improvement, ePortfolios & Honoring the Learner and the Learning, Gary Brown

There is, as Peter Ewell has recently observed, a tension between accountability and improvement. Batson elaborates, noting the “parallel realization is dawning that tracking student outcomes toward learning goals, while a useful and necessary exercise, does not yield as much value as we had thought.” Batson argues that “developing an accountability system has provided rewards to faculty and student painfully insufficient to warrant the work such development requires.” Batson argues that ePortfolios provide a rich alternative. This presentation will demonstrate with real student ePortfolio case studies nested within the context of organizational ePortfolio to provide an example that suggests Batson’s assertion may be premature, the divide he draws problematic, and the virtues ascribed to ePortfolios in need of critical qualification. Accountability, accreditation, and improvement need not be at odds. Assessment properly understood is inextricable from teaching and learning. And without organizational development or learning to that end, ePortfolios, like the LMSs of the last century, will be co-opted for painfully insufficient assessment management and fail to realize Batson’s vision, well described by Vygotsky as an education that “honors the learner and the learning.“

Gary Brown, Director of Washington State University’s newly established Office of Assessment and Innovation and co-director of AAEEBL, will describe the system implemented at WSU that leverages ePortfolio harvesting technology and community to recast the comparison and accountability mandate. The “harvesting” approach, noted by organizations like AAC&U, is drawn from Brown’s team’s research (7 Best Research Awards in eight years). Works Cited:
Batson: http://campustechnology.com/Articles/2010/04/07/ePortfolios-Finally.aspx?Page=5
Ewell: http://www.learningoutcomesassessment.org/occasionalpaperone.htm

Show Me the Learning , Terrell Rhodes
Description: In the era of accountability and assessment, transparency and effectiveness, change and resistance our focus must remain on why we call ourselves “higher education.” Electronic portfolios allow faculty, students and others to develop learning goals and pathways that reveal and communicate the multiple ways we learn and achieve desired, as well as totally unexpected understanding. Recent research and evaluation, e.g. the VALUE rubrics, will be used to illustrate the power and benefits of electronic portfolio for learning and assessment.

Terrel L. Rhodes is Vice President for Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U). He is Director of the VALUE project [Valid Assessment of Learning in Undergraduate Education], a major component of the Liberal Education and America’s Promise, or LEAP initiative at AAC&U focused on enhancing the quality of student learning and its assessment through rubrics and e-portfolios. Previous to joining AAC&U, he spent thirty years as a professor and academic administrator at St. John’s University, the University of North Carolina at Charlotte, and Portland State University. He is the author or editor of four books and numerous articles on politics, public administration and assessment.

Exploring Both Students’ Learning Processes and Products in Web 2.0 Portfolios to Improve Student Learning. Peggy Maki, Ph.D.

Through developments via Web 2.0 we now have expanded capacity to learn more about how students construct meaning and undertake processes to produce learning products—lab reports, creative pieces, exhibits, research papers, for example And, that means we now have the opportunity to identify patterns of meaning making and processes that account for both students’ strong and weaker performances. This keynote calls for exploring and documenting both students’ learning processes and learning products in Web 2.0 portfolios to: (1) identify the chronological obstacles or challenges that prohibit students from achieving our expectations and then to (2) use the results and descriptive data from this expanded inquiry to change, adapt, or innovate pedagogy and educational practices to improve student learning.

Peggy Maki is an international educational consultant who specializes in assisting undergraduate and graduate programs and educational organizations integrate assessment of student learning into their educational practices. She has offered over 450 workshops, keynotes, and presentations. In 2004, she authored Assessing for Learning: Building a Sustainable Commitment across The Institution (Stylus Publishing). Her second edition of that handbook will be published late Summer, 2010. In 2010, she also edited a collection of essays by faculty and administrators chronicling their experiences integrating assessment into their institutions, Coming to Terms with Assessing Student Learning. In 2006, she co-edited The Assessment of Doctoral Education: Emerging Criteria and New Models for Improving Outcomes. She serves and has served on national advisory boards, including AAC&U’s VALUE Project, and editorial advisory boards focused on assessment of student learning. A recipient of a national teaching award, The Lindback Award for Distinguished Teaching, she was a professor of English and Linguistics and held several administrative roles in her academic career. Formerly, she was also Senior Scholar and Director of Assessment at AAHE and served as Associate Director of one of the U.S. regional accrediting bodies, NEASC

Allison Miller is developing the ePortfolio Australia conference to be held at the Royal Melbourne Institute of Technology in November, 2010.
Allison Miller is the Business Manager for the E-portfolios business activity for the Australian Flexible Learning Framework (Framework). Her previous Framework roles include being the South Australian Innovations Coordinator, and the Project Manager for the Inclusive e-Learning for Youth Project. Allison has also been the E-Learning Development Co-ordinator for TAFE SA.

Allison has been involved in the vocational education and training (VET) sector for nearly 10 years and has over six years experience in creating e-learning environment and experiences for students and staff. She has experience teaching and facilitating in areas of Business Finance, Administration and Small Business Management.

Rob Ward is Director of The Centre for Recording Achievement in Nottingham, U. K. The CRA is an AAEEBL-affiliated organization. Rob Ward is also a Visiting Professor at the University of Bolton (UK). CRA (http://www.recordingachievement.org) exists to ‘promote awareness and understanding of the processes of recording achievement as an important element in improving learning and progression throughout the world of education, training and employment.’
He was a member of the Scoping Group on Measuring and Recording Student Achievement (2004-6) and subsequently led the development of materials on which the proposed Higher Education Achievement Report (HEAR) was based in the report of the second Burgess Group (‘Beyond the honours degree classification.’ (October 2007, at:
http://www.universitiesuk.ac.uk/Publications/Documents/Burgess_final.pdf).

Following Directorship of the Lifelong Learning Support Project (at http://www.jisc.ac.uk/project_0103_support.html), he led on the e-portfolio scoping reports for the Joint Information Systems Committee (JISC) in 2005, and contributed - with Helen Richardson - to the development of a methodology for reviewing e-portfolio products, again for JISC (2005). This report led to the development of tools to support practitioner choice of e-portfolio products in 14-19 and HE. He was a member of the team that undertook a study into ‘Good practice in supporting learners throughout application to and induction in higher education, and in the use of technology to support this’ for the JISC in 2007. More recently (2008/9) he directed a JISC Project looking at the use of e-portfolios in e-assessment, and is a member of the JISC Infokit Advisory Group on e-portfolios and the EPERG (e-portfolio expert reference group) convened by Becta. He was a ‘critical friend’ to the national project of e-portfolios in Australian Higher Education (at http://www.eportfoliopractice.qut.edu.au/) and provided a keynote contribution to the first Australian e-portfolio symposium (Brisbane, 2008).

During the current academic year he leads the CRA contribution to the ‘National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio’, a coalition of sixteen UK Universities. With US and UK colleagues, hehas justconcluded a co-ordination role with Cohort IV of the Inter/National Coalition for Electronic Portfolio Research and continues as a ‘critical friend’ to the new Australian Project focused upon 'developing a systematic, cross-faculty approach to teaching and assessing reflective writing in higher education’. He currently leads a project on the role of e-portfolios in securing employer engagement in higher level learning, and is a core member of the Group charged to support the HEAR development across UK HE now being undertaken. He also moderates the assessment of student portfolios for national and institutional awards.

Beyond ePortfolio:identity construction in a digitally extended world, Serge Ravet

What is the relationship between ePortfolio and digital identity? What practices and technologies have emerged in these fields over the last years? What are the convergences and divergences? What can each of these fields, that seem to have grown as if they existed in parallel universes, learn from each other?

While the ePortfolio is now increasingly becoming an element of our identity as a pupil, student or professional (a number of professional bodies now require their members to compile an ePortfolio as evidence of their continuing professional development), ePortfolios only provide a limited view of the whole identity of an individual, even within a specific role. For example, the ePortfolio of a NHS nurse in the UK is designed for the RCN (Royal College of Nursing), not for patients; the ePortfolio of a pupil generally fulfills the expectations of a specific institution or programme, and these expectations may vary from institution to institution, from programme to programme.ePortfolios are limited to targeting a specific audience —teachers, parents, institutions, etc.— to support a specific process —learning, assessment, accreditation of prior learning, etc.— within a specific context and culture —curriculum, values, etc.

So the question is:if, by nature,ePortfolios provide a series of fragmented representations of an individual, is there a way to provide a holistic representation of our different identities, as pupil, student, parent, professional, citizen, etc.?

Parallel to the development of ePortfolio technologies, a number of organizations have been working ondigital identitytechnologies.Their focus, like identity and access management (IAM), is the identification (and authentication)ofpeople to secure online business transactions. But identification of people is radically different from the identification to people.For R. Laing, "every relationship... implies a definition of self by others and other by self. . . A person's 'own' identity can never be completely abstracted from hisidentity-for-others."Digital identity has not yet properly addressedthe identification of individualsto and bypeople, i.e. enabling individuals to establish their identity as part of a group-identity as mother, black, gay, learner, democrat, etc. —a function that todays' social networks attempt to fulfill, poorly...The other weakness of todays' digital identity technologies is that they tend to see the individual as a set of attributes, while for A. Giddens“self-identity is not a set of traits or observable characteristics. It is a person's own reflexive understanding of their biography. Self-identity has continuity, but that continuity is only a product of the person's reflexive beliefs about their own biography […] It explains the past and is oriented towards an anticipated future.”

To illustrate the reductionist vision digital technologies have brought to the concept of identity, as it is defined in Wikipedia and numerous articles and identity projects, one could paraphrase T. S. Eliot, and ask:where is the identity we have lost in digital identity?
We will attempt to explain why, far from leading to a reductionist vision of identity, digital technologies are affecting the very construction process of our identity and thatournarrativescan be much more than online multimedia presentations, spiced with dashes of reflection.

Serge Ravet is Chief Executive of EIfEL, a non-profit European professional association whose mission is to explore the use of digital technologies to support the learning and development of individuals, organizations and territories.Combining both technological and pedagogical expertise with work experience in Europe and the USA, Serge is retained as a learning technology expert, keynote speaker and consultant in a number of European projects. Publications include articles on individual and organizational learning technologies, ePortfolios, identity, competency development, recognition of informal learning and quality.Serge previously led the creation of the European Foundation for Quality in eLearning (EFQUEL).

After publishing The Internet of Subjects Manifesto,Serge is currently working on the launch of the Internet of Subjects Forum, a non-profit organization dedicated to creating a person-centric Internet and putting an end to the currentdigitalidentity fragmentation: this should be achieved by splitting the exploitation of personal data by services from their storage in personal data stores (PDS, a kind of meta-ePortfolio) under the full control of individuals.

The Integrative Knowledge Portfolio Process:
Educating lifelong learners, Leaders and Change Agents at the University of Michigan
Melissa Peet

This presentation addresses the question, How can we prepare students to learn FOR life, if we do not teach them how to learn FROM life? Increasingly, policy rhetoric both globally and in the US asserts that higher education institutions must adopt more integrative and lifelong learning methods and approaches in order to better prepare students for the 21st century knowledge economy. In order to work adaptively, collaboratively and creatively within ever-changing work environments, today’s’ workers and leaders must be able to reflect on what they are doing, solicit feedback from others, and modify their practices as needed. However, despite these needs, there is very little research or theory that addresses the types of pedagogy that is best suited for teaching students how to recognize, reflect on, and learn directly from life experiences. The Integrative Knowledge Portfolio Process, a method of integrative, lifelong and life-wide learning developed from over 5 years of research at the University of Michigan, is a process that teaches students how to recognize and retrieve the tacit knowledge (unconscious insights, strategies and ways of knowing) gained from real life experiences, and connect this to the explicit knowledge (formal theories, concepts and methods) gained from academic courses. Through this process students learn to recognize the unique types of knowledge and capacities they’ve gained from all areas of life, and how these connect to their passions, values, identities and social commitments. This presentation will include an overview of the research, theory and methods underlying the Integrative Knowledge (e)Porfolio Process, and the impact it is having on students, educators and the institution as a whole.

Dr. Melissa Peet is the Academic Director for the Integrative Learning and MPortfolio Initiative at the University of Michigan. Her research focuses on understanding the types of knowledge, curricula and learning methods that support people in becoming effective leaders, innovators, entrepreneurs and change agents. From her research, Dr. Peet created the Integrative Knowledge Portfolio Process™, a methodology that supports students in connecting, reflecting on and applying the different types of knowledge, values and skills they’ve gained from all areas of life. Dr. Peet is currently exploring the role tacit knowledge (unconscious and informal ways of knowing that are key to leadership) plays in the development of leaders, innovators and extraordinary practitioners. She has recently developed a methodology, Generative Knowledge Interviewing™, for retrieving the essential tacit knowledge that exists within people – from novices to experts - in a variety of educational, non-profit and business settings. Dr. Peet is currently developing a certification program for Generative Knowledge Interviewing and will be training educators, researchers and practitioners on how to retrieve, validate and transfer tacit knowledge in order to enhance learning and innovation.

Conference Schedule (All sessions are in the Seaport World Trade Center, Except for AAEEBL Board Meeting and EPAC Meeting)

Monday, July 19
8:30 am - 12:00	Workshops (8)
12:00 - 1:00	Lunch (for full-day wkshps only)
1:00 - 4:30 pm	Workshops (4)
1:00 - 4:30 pm	AAEEBL meeting

Tuesday, July 20
8:30 - 9:20	Concurrent Sessions
9:30 - 10:20	Concurrent Sessions
10:30 - 11:15	Conference Opening Session
11:15 - 12:15	Keynote, Randy Bass
12:00 - 3:30	Exhibit Hall Open; Lunch 12:15 - 1:15
1:00 - 3:25	Technnology Classroom Demos in Exhibit Hall
2:00 - 3:00	Poster Sessions in Exhibit Hall
2:30 - 3:30 3:45 - 4:45	Concurrent Sessions Concurrent Sessions
4:45 - 6:25	Exhibit Hall Reception
5:00 - 6:55	Technnology Classroom Demos in Exhibit Hall

Wed, July 21
8:30 - 9:20	Concurrent Sessions
9:30 - 10:20	Keynote, Helen Barrett
10:30 - 11:20	Concurrent Sessions
11:30 - 12:15	Concurrent Sessions
12:00 - 3:30	Exhibit Hall Open
12:15 - 1:15	Lunch in Exhibit Hall
1:00 - 2:55	Technology Classroom Demos in Exhibit Hall
2:00 - 3:00 2:30 - 3:20	Poster Sessions in Exhibit Hall Concurrent Sessions
3:30 - 4:30	Concurrent Sessions

Thursday, July 22
8:30 - 9:20	Concurrent Sessions
9:30 - 10:20	Concurrent Sessions
10:30 - 11:45	Keynote, Kathleen Blake Yancey

Conference Registration fees: The base registration fee is $699 USD, but $599 USD before June 25, 2010 with early bird discount. The first three registrants from an AAEEBL member institution receive a $100 USD discount. For those first three registrants, registration will be only $499. Pre-Conference workshops require a separate registration and fee ($200 USD full day; $150 USD half day). Meals, morning coffee and an exhibit hall reception and exhibit hall access are all covered by the registration fee.

Accommodations: The Seaport Hotel is in the Boston Convention and Exposition Center (BCEC) hub. Hotels and restaurants are a few steps away. A block of rooms in three hotels has been set aside for AAEEBL and CT attendees. Hotel registration is open.

Vendors and their academic partners will lead a number of sessions.

Conference location is within walking distance of downtown Boston and the new Greenway (made possible by “The Big Dig”).

Travel: Boston’s Logan Airport is a 5-minute cab ride away (but expensive; take the Silver line instead). Or, to take advantage of lower airfares to Providence, RI, book a flight into T. F. Green Airport, and travel to Boston via rental car (60 miles) or MBTA Commuter Rail from the Providence RR station to South Station, just a few blocks from the Seaport World Trade Center.

Boston is one of the most walkable cities in the world. The Patriot Trail starts in the North End, a mile from the convention site. A Boardwalk along Boston Harbor will lead you there. The Science Museum is just over on the Charles River. MIT is right on the Charles.

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	trentbatson		This Year's AAEEBL Conference	0	Jan 25 2010, 3:41 PM EST by trentbatson
			Thread started: Jan 25 2010, 3:41 PM EST Watch After the ePortfolio roller coaster ride of the last decade, portfolios are now moving into institutionalization, becoming part of the academic landscape. Our first annual conference will celebrate this new plateau of sustainability. It will also accelerate our movement toward founding a new profession. I look forward to seeing each and every one of you. Best Trent Do you find this valuable? Keyword tags: AAEEBL Conference E-Portfolio E-Portfolios ePortfolio ePortfolios Folio Thinking Post reply

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	Press Release 5-24-10.pdf (Adobe Portable Document Format - 109k) posted by trentbatson May 26 2010, 3:24 PM EDT July Conference Press Release
	Seaport Hotel Event-Spaces-Brochure.pdf (Adobe Portable Document Format - 1,532k) posted by trentbatson Feb 11 2010, 12:53 PM EST Visuals of Conference Meeting Site