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AAEEBL Conference Full Program |

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List of Pre-Conference Workshops, Monday, July 19, click here.
AAEEBL Program Schedule July 20, 21, and 22, 2010; Seaport Hotel and World Trade Center

Monday, July 19, 2010, 8:30 to 4:30, Pre-Conference Workshops (11), click here for names of presenters and a list of titles and descriptions. Registration for these workshops is at the same site as for the Tues-Thurs program. You can re-access the registration site to add workshops if you have already registered.

Summary:

To Register for the Conference	Register
To Select a Pre-Conf workshop	Select
To Register for a Pre-Conf workshop	Register
To Book a Hotel Room	Conference hotels now full; see note below*

*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

(A list of presenters in alphabetical order, including their session numbers, is now available.)

Tuesday July 20, 2010, 8:30 to 9:20, Concurrent Session 1:

[Note: the North American usage, "ePortfolio," has been standardized throughout the program for the sake of editorial consistency, except where "e-portfolio" or other usages were part of a book title or program title, and so on. However, if the world settles on a standard usage, it will emerge naturally, not through a dictate from AAEEBL.]

LRN = Learning; Assess = Assessment; IMP = Implementation; EMP = Employability; Tech = Technology; LLL = Life-long learning.

	FEATURED SPEAKERS (IMP) Helen L Chen - Stanford Center for Innovations in Learning; Marij Veugelers – Project Manager Portfolio Implementation, IT in Education Department, Universiteit van Amsterdam Helen L. Chen is a research scientist at the Stanford Center for Innovations in Learning (SCIL) within the Human-Sciences Technologies Advanced Research Institute at Stanford University. Through collaborations with national and international portfolio researchers, she co-led the development of Folio Thinking, a reflective practice that situates and guides the effective use of learning portfolios. Helen is a founding member and co-facilitator of EPAC, a community of practice focusing on pedagogical and technological issues related to ePortfolios broadly defined. She is a member of the national advisory board for AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) project. Helen and her colleague Tracy Penny-Light authored AAC&U’s recent publication on Electronic Portfolios and Student Success. Helen's current research interests focus on the applications of Folio Thinking pedagogy and practices in various disciplines and the use of ePortfolios and other social software tools (wikis, blogs, webinars, etc.) to facilitate teaching, learning, and assessment. Marij Veugelers is Project Manager for Portfolio Implementation for IT in Education Department at the Universiteit van Amsterdam (since 2000) and responsible for educational implementation at the University's schools. The UvA chose the Open Source Portfolio (Part of Sakai) 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.	TA1 Implementing ePortfolios: An international perspective on challenges and successes. An overview of the various factors that influence the implementation of ePortfolios in higher education, including 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 Helen Chen
	(LRN) Jean Darcy - Queensborough Community College	TA2 Reflection in Cornerstone ePortfolio Student Learning Spaces. The ePortfolio, a Student Centered Learning Space, functions as a "threshold" in virtual space to welcome students into the academic community by acknowledging the gifts, traditions, and meaning making rituals they bring from communities in their family, neighborhoods, countries. By creating this welcoming threshold space of recognition, we hope to create a new academic community that acknowledges "the things they carry" into our academic space.
	(LRN) Bryan Lynch, QVCC; David Shupe - eLumen Collaborative; Formerly System Director for Academic Accountability for the Minnesota State Colleges and Universities system	TA3 What if everything about assessing student learning changed? Assessing student learning via ePortfolios—or any other means—would be entirely different if learning outcomes, rather than credits and grades, were the primary currency of the educational enterprise. The technology now exists for virtually modeling the entire process in which degrees are defined as a customized, rich, calibrated set of learning outcomes, and individual student achievement is evaluated and tracked relative to that.
	(LRN) Nicholas Hunt-Bull - Southern New Hampshire University; Geoff Irvine - Chalk & Wire Learning Assessment, Inc	TA4 Finding Common Ground: Assessing Gen Ed in the Education Curriculum. In this presentation, we will discuss the challenges of engaging faculty from General Education subjects to support the need of Education schools to prove that their students have met certain state-mandated standards, designing relevant and meaningful assignments and the related assessment instruments.
	(Assess) Benjamin Stephens - Clemson University	TA5 ePortfolios enhance learning, assessment and job applications. We evaluate the form and function of ePortfolios for outcomes in our undergraduate psychology program, in our summer research program in applied psychology, and in job applications. Our data indicate that ePortfolios may be valuable for a wide variety of learning and assessment goals.
	(LRN) Georgina Colalillo - Queensborough Community College/CUNY	TA6 Enhancing Student Engagement: Integrating ePortfolio in a Nursing Capstone Course ePortfolio is used throughout the United States as a tool for student learning but is slow to be utilized within nursing education. This presentation will describe the implementation of ePortfolio in a writing intensive nursing capstone course. Barriers to implementation and innovative strategies to overcome potential obstacles will be discussed. Successful active learning strategies will be highlighted that support the use of ePortfolios.
	(LLL) Martha Bell, Sharona Levy, Robert Kelly, Tracy Daraviras, Longfeng Gao, Brooklyn College, CUNY	TA7 How ePortfolio Transformed our Students, Faculty and Program: The BC SEEK "Benchmarks for Success." The Brooklyn College SEEK Department developed “Benchmarks for Success,” a multipurpose outcomes assessment ePortfolio project lauded by Middle States as “a very effective tool for . . . self-reflection on [students’] progress through the first year of college.” The "Benchmarks" project has carefully integrated faculty development, program assessment, pedagogy, counseling, and technology into a collaborative, recursive, and reflective process adaptable to any local college culture.
	(EMP) Lorraine Mountain, Karen Kelley - Northeastern University	TA8 Development of Engineering Career E-Portfolios. Our E-Portfolio project objective was to help engineering students reflect upon academic and work experiences to define career goals. Students selected samples of work with descriptions to demonstrate key strengths. Using Taskstream software, students uploaded their work and created a web site they could send to potential employers. In class students shared these E-Portfolios with their instructor, classmates, and professionals from industry.

Tuesday, July 20, 2010, 9:30 – 10:20, Concurrent Session 2

	FEATURED SPEAKER (LRN) Darren Cambridge, 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.	TA9 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 that blurs the distinction between text and context and between individual and collaborative knowledge production and identity development.
	(LRN) Howard Wach - Bronx Community College	TA10 The Degree Program Model: Reflection and Assessment in Bronx Community College ePortfolios. The Degree Program Model: Reflection and Assessment in Bronx Community College ePortfolios Degree programs are a promising avenue for building ePortfolios. This presentation demonstrates two models of ePortfolio use at Bronx Community College within degree programs featuring well-established curricula and objectives. Each prepares students for careers and for transfer. Both programs, Digital Arts and Education, demonstrate approaches to reflective learning and to assessment, two valuable elements of ePortfolio use in higher education.
	(EMP) Marie Hanlon, Deborah Robinson - LaGuardia Community College	TA11 Silver Threads and Golden Needles: Journal Writing and Storytelling to Spin Strands of Meaning. The presenters will explore the connection between journal writing, storytelling and reflective practice to enhance students’ understanding of life themes and to explore personal meaning and identity.
	(LRN) Janice Smith - Three Canoes	TA12 Implementing the AAC&U Value Rubrics in Sakai. The AAC&U learning outcomes and VALUE rubrics are designed to enhance teaching, learning, and assessment across the disciplines. This session will illustrate how open source customizations using the portfolio tools in Sakai (available through OpenEd Practices) can be used effectively in a variety of educational contexts.
	(LLL) Helen Barrett - electronicportfolios.org	TA13 Your Digital Self: Web 2.0 as Personal Learning Environment and E-Portfolio. Web 2.0 tools facilitate self-expression, reflection, online interaction and feedback. This hands-on workshop will focus on Web 2.0 tools that can be used to construct a PLE for a variety of purposes, and provide a broader look at using these tools within the context of ePortfolios and Digital Identity Development: Web Aggregators/AJAX Start Pages, Blogs & RSS Feeds, Social Networks, and Interactive Productivity Tools.
	(Assess) Glenn Johnson, Jeff Swain - Penn State University	TA14 From Creation to Assessment: Facilitating Transparency in Learning. We will discuss tools we developed where students can: * focus on developing content, * hold multi-model conversations, * showcase their work, * embed multimedia, * take it with them when they graduate. The Blogs@Penn State empowers online publishing. The Gather-It! assessment management tool enables faculty to select, store and manage examples of student work for the purposes of improving program curriculum.
	(IMP) Judit Török, Bret Eynon, LaGuardia Community College, Making Connections National Resource Center	TA15 Making Connections ePortolio Seminar - for Institutional Change. An introduction and analysis of LaGuardia’s ePortfolio dissemination program: The Making Connections ePortfolio Seminar. Using theoretical structures about effective faculty development, adult learning theories, and institutional change, I will give a detailed structure of our ePotfolio seminar process, leading 30 colleges and universities in the NYC area to design, implement and evaluate their own ePortfolio projects.
	(EMP) Beverley Oliver - Curtin University, Perth, Australia	TA16 The role of ePortfolios in mapping, assessing and evaluating graduate capabilities. This paper explores the literature in approaches to graduate capability development in international contexts and includes an explanation of the approach at Curtin University in Australia where Graduate Attributes are mapped, assessed and evaluated. The iPortfolio plays a central role in curriculum review. Student self- and peer-assessment through the iPortfolio, and graduate-employer-faculty feedback gathered elsewhere inform curriculum review.

Tuesday July 20, 2010, 10:30 – 12:15

	10:30 to 11:15: Conference Opening Session: Trent Batson, Executive Director of AAEEBL and Jack Wilson, President, University of Massachusetts System Jack Wilson Trent Batson	TA17 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.
	11:15 - 12:15 (LRN) Keynote Speaker: 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).	TA18 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”?

Tuesday, July 20, 2010, 12:00 to 3:00:

12:15 – 1:15 Lunch in Ex. Hall
12:00 – 3:30 Exhibit Hall Open
1:00 – 3:25 Demos in Ex. Hall
2:00 – 3:00 Posters in Ex. Hal: Mohsen Saadatmand - University of Helsinki: Implementing an Electronic Portfolio System in a Graduate Course: A Learning and Assessment Tool Lillian Rafeldt - Three Rivers Community College: Developing Voices of Students and a Nursing Program Susan Holak - College of Staten Island/CUNY: ePortfolios at the College of Staten Island: Strengthening Learning Communities on a Commuter Campus

Tuesday July 20, 2010, 2:30 – 3:30 pm, Concurrent Sessions 3

	Featured Speaker (EMP) Rob Ward, Director of The Centre for Recording Achievement in Wigan, 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.	TP19 ePortfolio practice in Higher Education: the UK experience. In the UK, many Higher Education Institutions have chosen to use ePortfolio systems to support the implementation of Personal Development Planning (PDP). PDP supports students in recording and reviewing achievements, reflecting on these and planning for personal, educational and career development; an educational practice that had been growing steadily in higher education through the 1990’s. As an example of policy mandated by the sector itself, it remains a unique endeavour and a ‘world first’. This session will: 1. Bring participants up-to-date with the implementation of Personal Development Planning in the UK, including connections to other sectors (Schools; Employers, Professional Bodies). 2. Review very recent work on a national policy Project to develop the use of e-portfolio tools and technologies to support distributed learners in the workplace. 3. Consider the relationship of learner-managed information alongside institutionally-managed information in the context of providing a 'richer record' of graduate achievement (the new Higher Education Achievement Report).
	(LRN) Samantha Slade, Yves Otis – percolab, Montreal	TP20 Fine-tuning the Processes and Tools Supporting Reflection: Learning through Sharing. Do you ponder how to support reflective practice? Have you formalized activities that are helpful? ePortfolio practice emerges within a context with existing reflective processes and tools that are gradually fine-tuned and better instrumented; it’s a constant process of improvement. In this workshop, participants will share 2 examples of processes and tools they use to support reflection, be they guidelines, templates, online activities.
	(LRN) Janice Smith - Three Canoes	TP21 Why ePortfolio Projects Too Often Fail and What Can Be Done about It. ePortfolio projects begin with great enthusiasm but often result in limited student use and lack of faculty commitment. For ePortfolios to succeed, faculty leadership must appreciate the dramatic shift in perception that ePortfolios represent and help students develop skills for self-organization, critical thinking, and self-assessment. This session identifies a rubric for ePortfolio skills and strategies for adapting campus culture to promote their development.
	(Assess) Amy Stevens – Massachusetts College of Liberal Arts	TP22 Back Door Implementation - ePortfolios for Student Clubs. As we know, academic implementation of e-portfolios can be a slow process, while we build buy-in from faculty. However the classroom isn't the only place students learn. In this session we will show you how MCLA implemented a plan to capture, monitor and assess the learning outside the classroom space by beginning with our student clubs.
	(Assess) Julie Hughes - University of Wolverhampton, UK	TP23 Roots, (para)chutes and ladders: on growing and nurturing ePortfolio teachers and learners. Moksha-Patamu, the Indian origin of the game Chutes and Ladders, rewarded Nirvana to the player who successfully negotiated the vices and virtues of the board. This presentation will explore how the metaphor of Chutes and Ladders, as an analogy for e-portfolio adoption and embedding, might be extended to consider the need for rhizomatic roots and shoots(Deleuze 1976) to develop cultures supportive to e-portfolio-based learning (JISC 2008).
	(IMP) Michael Napolitano, Edward Goodman, Hector Fernandez, Nicole Maguire - LaGuardia Community College, CUNY	TP24 The ePortfolio as a catalyst for departmental change. The Business and Technology Department of LaGuardia Community College has fully embraced the ePortfolio. Indeed, all business students are required to develop and maintain an ePortfolio in their first semester at the college. In this presentation, faculty from the business department will discuss their use of ePortfolio and the ways in which ePortfolio is “threaded” throughout the various business programs.
	(EMP) Katherine V. Wills – Indiana University Purdue University Columbus, Rich Rice - Texas Tech University	TP25 Supporting ePortfolios from P12 to the Workplace. Presenters examine the ways that ePortfolios evolve from academic curricula, into public spaces, and the workplace. We seek to fill the gap in the ongoing discussion and assumptions about the relation of ePortfolios to student learning through the lens of what works well in the workplace. Findings are based on ePortfolio research in a variety of institutional and workplace settings for a variety of purposes.

Tuesday, July 20, 2010, 3:45 – 4:45, Concurrent Session 4

	FEATURED SPEAKER (Tech) PHILLIP D. LONG, Ph.D. University of Queensland Centre for Educational Innovation and Technology, MIT 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	TP26 Using structured data for search/retrieval/presentation of digital objects: Are RDFa and micro-formats just another ontological straightjacket? 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 organized 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/researcher leading the Ageing Care Field course.
	(LRN) Marc Zaldivar - Virginia Tech, ePortfolio Intiatives	TP27 eFolio Thinking: Engaging students in learning and assessment. This session addresses the learning values of portfolios; campus stories; and both assessment for learning and for institutional purposes. At Virginia Tech we emphasize that because portfolios represent a process, they cannot be narrowed down to one "thing.” Because of this, we use portfolios to facilitate and assess both learning, institutional accreditation, and professional development, and it is this story that we plan to share.
	(LRN) Peter Ingle - Westminster College, Geoff Leigh - Foliotek	TP28 Multiple portfolio formats for facilitating educational change. Westminster College has dramatically increased the use of portfolio for learning. Utilizing multiple formats including a portfolio for College Accreditation, program based portfolios that support student learning and facilitate program accreditation, co-curricular portfolios, course based portfolios, competency- based portfolios and portfolios for faculty contract review. This presentation will present the multiple formats and discuss how this has enabled a shift from teaching to learning.
	(LRN) Ruth Olmsted - Excelsior College	TP29 Tailoring a portfolio program to the characteristics and needs of adult learners. This presentation on the Excelsior College e-portfolio program sets forth challenges and solutions (both already implemented and proposed) related to the ongoing task of maintaining standardization in an inherently individualized process: providing portfolio-based assessment of prior learning for adults in a degree completion program.
	(Assess) Edward Hanssen, Edward Volchok - Queensborough Community College	TP30 ePortfolios in the Classroom. This presentation will provide examples of how different faculty members have implemented ePortfolios in their courses. The examples include extra credit assignments, writing intensive assignments, and MAPs (My Academic Plans).
	(Assess) Richard Kimbell - Goldsmiths, University of London UK	TP31 Web-portfolios: creative performance with reliable assessment. Project e-scape concerns the assessment of creative performance. In e-scape, teachers build assessment activities that allow learners to perform imaginative scientific investigations; inventive design prototyping; creative writing. E-scape portfolios build automatically in real time as the "trace-left-behind" from learners' activity. And using a new digital assessment technique, assessment reliability is astonishingly high (0.95).
	(IMP) Linda Anstending, Beth Klinger, Jim Stenerson, Ravi Ravishankar, Chiara Trevia, Samantha Egan – Pace University	TP32 Building an "Educational Passport":ePortfolios at Pace University Using an Open Source Solution. While Pace University’s journey towards developing a university-wide ePortfolio began with small steps in 2001, we have reached a significant turning point this year with our customized Mahara Open Source platform, faculty and administrative collaboration, and “making connections” partnership. We will briefly describe our route, discuss significant milestones, and invite students to describe their “educational passport.”
	(EMP) Gina Rae Foster - Lehman College	TP33 Making Connections Partner Proposals: Student Leadership Reflection & Assessment. Lehman College’s Title V SI Leader ePortfolio increases opportunities for student self-assessment and program evaluation. The ePortfolios have proven instrumental in ensuring College support of the SI Program and faculty involvement in SI activities. With the move to online assessment, Title V SI Leaders have demonstrated remarkable success in assessing their progress in developing leadership, facilitation, and project management skills.

Tuesday, July 20, 2010, 4:45 – 6:55:

4:45 – 6:25 Reception in Exhibit Hall (Campus Technology attendees and AAEEBL attendees combined)
5:00 – 6:55 Demos in Exhibit Hall

Wednesday, July 21, 2010, 8:30 – 9:20 Concurrent Sessions 5

	FEATURED SPEAKER (EMP) 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.	WA34 Steering the road(map) to life long learner learning and lifelong learner records ePortfolios have been identified as being effective long term, cross sectoral, life long learner records which provide authenticated examples of achievements and qualifications. As ePortfolios are so diverse, catering for a wide range of user needs while gaining integration and interoperability with existing systems can be very difficult. To help support this, the Australian Flexible Learning Framework (Framework), the e-learning strategy for the Australian vocational education and training (VET) sector, has produced the VET E-portfolio Roadmap, which identifies nine key goals requiring national action. Through intensive research and stakeholder consultations, the Framework is working to establish national agreement on guidelines, functional specifications and strategies for embedding e-portfolios in education and training. As a work in progress, this presentation will describe the background of the Roadmap work, together with current findings and outputs, and will seeking feedback about future work.
	(LRN) Arthur Williams - Olivet College	WA35 Crafting an Electronic Portfolio from Your Unique Requirements. Although there are many excellent commercial software packages available for the construction of electronic portfolios for colleges, the range of solutions shrinks radically when one is charged with serving an existing portfolio program with an extensive series of requirements and standards (and budget). Olivet College's solution was the creation of an integrated database and Website, developed by the general faculty and student input.
	(Assess) Evangeline Harris Stefanakis, Victor Coelho - Boston University	WA36 A Developmental Look at Assessment for the 21st Century. This developmental portrait of e-portfolios across different stages of learning demonstratescomprehensive assessment systems for diverse populations of students to make learning visible. This session will summarize case studies using portfolios and new technologies that respond to social, cultural, and linguistic factors in secondary and undergraduate programs. These portfolios will keep track of student learning according to both standards based education or competency based programs.
	(Assess) Michele Brewer - Wilmington University, Geoff Leigh - Foliotek	WA37 Foliotek and Wilmington University: Partnering to Measure 21st Century Learning! Everyone knows education is at the cusp of transformation in the way student outcomes are measured. Foliotek and Wilmington University have taken this to the next level by integrating the digital portfolio with the University’s Comprehensive Administrative Management System (CAMS). This customized approach has allowed the College of Education to transform its assessment process for learning, reflection and N.C.A.T.E. accreditation.
	(IMP) Susan Kahn - Indiana University-Purdue University Indianapolis	WA38 Translating Vision to Practice: A Program-Centered Model for Eportfolio. It’s one thing to develop a campus vision for using eportfolios to assess and improve student learning. It’s another to implement this vision in practice. At IUPUI, moving from vision to practice included engaging faculty at the department level and providing incentives and resources. This session will describe IUPUI’s sometimes painful ePortfolio experiences and lessons learned about effective implementation.
	(IMP) Rebecca Petersen, Linda Pursley - Lesley University	WA39 From Concept to Reality: A collaborative framework for ePortfolio implementation. The implementation of ePortfolio features a wide range of stakeholder needs and expectations. Individual and departmental needs may differ from broader institutional priorities, further complicating implementation. This session candidly shares the successes and lessons learned bringing Lesley University’s ePortfolio from concept to reality. We will discuss the transformation of ePortfolio as a technology solution, to a tool for assessment and reflective practice.
	(IMP) Cara Macaluso - Rutgers University, New Brunswick	WA40 Building on Failure: Redesigning Your University ePortfolio Project. This is a presentation for faculty, administrators, or anyone involved in the ePortfolio development or implementation process that has not found initial success. We'll learn about the trials and tribulations of the ePortfolio Project at Rutgers University. The focus of this workshop though will be for participants to share their individual frustrations, discuss possible new partnerships, and motivate each other to forge ahead.
	(Tech) Cyri Jones - British Columbia Institute of Technology & Capilano University	WA41 Developing ePortfolios using WordPress and other Social Media Tools. This interactive session will demonstrate how the free WordPress blogging platform and other social media tools can be used campus wide to create professional, effective and highly creative e-portfolios. This approach to ePortfolio development is very popular with students and encourages the authentic usage of their ePortfolio, not just during their school, but more importantly, after graduation for lifelong learning.

Wednesday, July 21, 2010, 9:30 – 10:20, Concurrent Session 6

	(LRN) Dr. Bret Eynon is Assistant Dean for Teaching and Learning at LaGuardia Community College (CUNY). With CUNY's American Social History Project 1983-2000, Eynon created acclaimed books, videos, and CDs, including Freedom's Unfinished Revolution: An Inquiry Into the Civil War and Reconstruction, and Who Built America? and Intentional Media: The Crossroads Conversations on Learning and Technology in Culture and History Classrooms. Based at LaGuardia since 2000, he directs the LaGuardia Center for Teaching and Learning, guiding faculty programs on topics from inquiry learning to ePortfolio. The Center’s work has attracted the Hesburgh Certificate of Excellence, the MetLife Foundation Community College Excellence Award and the Bellwether Award from the Community College Futures Association. A national faculty member for the Association of American Colleges & Universities, he recently founded LaGuardia’s FIPSE-funded Making Connections National Resource Center on Inquiry, Reflection, and Integrative Education. From 2000-2005 Eynon and Georgetown’s Randy Bass led the Visible Knowledge Project, a network of 20 colleges engaged in scholarship of teaching projects. Eynon and Bass published “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning from the Visible Knowledge Project,” a special issue of Academic Commons, Jan. 2009, including 28 articles and a framing essay, “Capturing the Visible Evidence of Invisible Learning.” http://www.academiccommons.org/issue/January-2009 .	WA42 Making Connections: ePortfolio, Student Learning and Institutional Change LaGuardia Community College has emerged as a major voice in the higher education dialogue about how ePortfolio can best support student and faculty learning. Working with tens of thousands of primarily poor and minority students, LaGuardia’s ePortfolio helps students develop a vibrant picture of their academic experience and persistently demonstrates impact on academic engagement, achievement and retention. LaGuardia’s integrative approach to ePortfolio has become a model for a wide range of two- and four-year institutions. LaGuardia’s Making Connections National Resource Center has built partnerships with 30 colleges in the NYC metropolitan area, from Rutgers University and the New School for Social Research to CUNY’s Lehman College and Connecticut’s Tunxis Community College. This session provides an opportunity to examine the ePortfolio strategy pioneered by LaGuardia and its Making Connections partners, which integrates learning and assessment, career development and transfer. It features students’ visually expressive ePortfolios, juxtaposing academic course work with lived experience, personal reflection with Web 2.0 social interaction. And it will point to the broader potential of networked cross collaboration, aimed at enriched student learning and far-reaching institutional change.
	(LRN) Candyce Reynolds, Judy Patton - Portland State University	WA43 Integrating Integrative Learning in the ePortfolio. ePortfolios offer opportunities to integrate students’ learning. However, the making of an ePortfolio does not guarantee an integrative learning experience. This workshop will focus on how we can facilitate integrative learning. An Integrative Learning rubric developed through a national project of the AACU will be shared. Participants will develop an ePortfolio assignment that could be used in their setting.
	(Assess) Terrel Rhodes - Association of American Colleges and Universities	WA45 Valid Assessment of Learning in Undergraduate Education. Participants will learn about the VALUE rubrics developed through AAC&U's national, faculty-led project to articulate learning expectations for the broad set of essential learning outcomes for the 21st century. Participants will use selected rubrics to assess student portfolios of work to explore the uses of rubrics and portfolios for learning improvement and assessment reporting.
	(IMP) Wayne Hall - University of Cincinnati	WA46 Strategies for Adoption: Faculty Development and ePortfolios. As we seek ways to implement ePortfolios within higher education, a large research university has explored two closely related strategies to secure wider faculty adoption: defining a place and role for ePortfolios within the curriculum, and mapping out a multi-step process by which faculty might gradually move towards implementing ePortfolios.
	(IMP) Helen L Chen - Stanford Center for Innovations in Learning, Tracy Penny Light - St. Jerome's University, John Ittelson - K-20 California Educational Technology Collaborative	WA47 EPAC ePortfolio Community of Practice Meeting. Previously sponsored by ELI and American Association for Higher Education, the EPAC Community of Practice has been a leading resource on electronic portfolios since October 2002. While the majority of our activities are virtual, the objective of this meeting is to invite all interested members to learn about current activities and to explore opportunities to get involved and contribute to EPAC’s agenda going forward.
	(Tech) Shane Sutherland - Pebble Learning	WA48 An ePortfolio Entitlement. One way to help embed an eportfolio system in an institution is to make its use an entitlement for both teachers and students. This case study relates to the development and use of PebblePad at the University of Wolverhampton where use of the system is endemic; the impact on learning is tangible and the practitioners are at the centre of an evolving portfolio pedagogy.
	(Tech) Beverly Oliver, Brian von Konsky - Curtin University, Perth, Australia	WA49 iPortfolio, i Tunes U, iPhone app: Capturing, tagging and sharing evidence of learning. This session demonstrates the features of Curtin’s iPortfolio. This system enables students to create structured entries and critical reflections; social networking features enable students, peers and mentors to self- and peer-assess as individuals or collaborative groups; an iPhone app enables user to capture and tag audio reflections, images and movies and upload them ‘on the move’; students can publish selected Showcases at iTunes U.

Wednesday, July 21, 2010, 10:30 – 11:20

	(LLL) Keynote: Dr. Helen Barrett, 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.	WA50 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?

(LLL) Keynote: Dr. Helen Barrett, 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.

WA50 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?

Wednesday, July 21, 2010, 11:30 – 12:15, Concurrent Session 7

	FEATURED SPEAKER (Assess) Gary Brown, Director of Washington State University’s newly established Office of Assessment and Innovation and co-director of AAEEBL	(WA51 Accountability, Improvement, ePortfolios & Honoring the Learner and the Learning. There is, as Peter Ewell has recently observed, a tension between accountability and improvement. Trent 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 students painfully insufficient to warrant the work such development requires.” 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.“
	(LRN) Rob Schadt, EdD, Director of the Office of Teaching, Learning and Technology at Boston University, Jeffrey Yan, Digication	WA52 Incorporating ePortfolio Technology into Teaching for Capturing Student Learning and Reflection. Rob Schadt, EdD, Director of the Office of Teaching, Learning and Technology at Boston University, will describe the transformative experience of incorporating e-Portfolio technology into his Computers in Communication course. Schadt will share assignment strategies, reflective prompts and student e-Portfolios. Jeffrey Yan, co-founder and CEO of Digication, will briefly introduce the Digication e-Portfolio and Assessment Management System utilized in this course.
	(LRN) Judit Torok - LaGuardia Community College	WA44 Learning with ePortfolios - Student Presentations. Students from multiple Making Connections campuses will present their ePortfolios and talk about how the process of building portfolios changed the way they see themselves and their education. Students from 2-year, 4-year and graduate level academic programs 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.
	(Assess) Barbara Walters, Ellen Smiley, William Bernhardt – SPS CUNY Online Baccalaureate, Sarah Morgano - CUNY School of Professional Studies	WA54 ePortfolios, Meta-cognition and the Double Loop in Basic Research Methods. Web 2.0 tools facilitate shared knowledge, reflection and meta-cognition among CUNY Online Baccalaureate students in a research methods learning community. ePortfolio modeling encourages ownership transfer and thoughtful self-navigation of program learning goals, targeted in course objectives and assignments. Examples highlight tiers in a scaffolded series of competencies that are pre-requisites to capstone projects in our Communication and Culture concentration.
	(IMP) Marcel Penners - HAN University of Applied Science, NL	WA55 Succesful implementation! The road to a new ePortfolio system with 25,000 active users. In this presentation we will tell you about our successful implementation in scaling-up strategy and how we're going to migrate to a new ePortfolio system. With 25,000 active users, HAN University has the largest population of ePortfolio users in the Netherlands. In 2009 we started a new challenge: create a new ePortfolio system with at least the same functionalities and migrate the content.
	(IMP) Nancy Pawlyshyn, Dr. Braddlee - Mercy College	WA56 Implementing ePortfolios through engagement within a faculty learning community. Mercy College has used the faculty learning community to engage faculty with implementation of ePortfolio for teaching, learning and assessment. Over 25% of the faculty have implemented the tool to over 500 students in schools—education, health sciences, liberal arts and business. Gathered evidence has demonstrated development of conditions that foster innovation, empowering faculty to embrace a willingness toward experimentation, develop expertise and best practice.
	(IMP) Johel Brown Grant, Rachid Eladlouni - Pratt Institute	WA57 Discursive Strategies to build a community of e-Portfolio users in a Portfolio-Centric Institution. This presentation deals with four discursive strategies used to build a community of ePortfolio users at Pratt, an institution with a tradition of portfolio building for artistic display. The strategies are discourse building, discourse expansion and demystification, merging of discourse and practice; and discourse appropriation through an experiential understanding of the practice. The presentation includes a demonstration of sample ePortfolios.
	(EMP) Karen Bonsignore - New York City College of Technology; Geetha Nehemia - Broome Community College	WA58 Career ePortfolios Made Simple and Professional. Today's college graduate will need every advantage when entering the job market. A professional Career ePortfolio that is created by the student to showcase their best work and professional goals can help students maintain an upper hand over the competition when they apply for work and graduate school positions. This presentation will demonstrate a successful Career ePortfolio project that is very user-friendly.(Bonsignore) ePortfolios for Employability The presenter discusses the evolution of ePortfolios at Broome Community College from 2008 to the present. Learn about how Science, Technology, Engineering and Mathematics (S.T.E.M.) students used it to display their skills and reflect upon their work prior to entering the workforce. Find out how ePortfolios succeeded in two departments and how it will be adapting to other departmental needs on campus. (Nehemiah)

12:00 – 3:30 Exhibit Hall open
12:15 – 1:15 Lunch
1:00 – 2:55 Demos in Exhibit Hall

2:00 – 3:00 Poster Sessions:

Wesley Pitts - Lehman College, City University of New York: Using E-portfolio as a Portrait of Growth through Inquiry in a Chemistry Education Program

Norm Sutaria - Long Island University: Growing ePortfolios across a complex ecosystem: tales from a rookie Making Connections team

Jan Kempster, PhD; Kistie Simmons, MA , Prescott College, Prescott, AZ: Transforming the Institution through Eportfolio Development and Assessment

Wednesday July 21, 2010, 2:30 – 3:20, Concurrent Session 8

	FEATURED SPEAKER (Assess) Terrel Rhodes, 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 ePortfolios.	WP59 Show Me the Learning. 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.
	(LRN) Estelita Young - Epsilen	WP60 Online Education and the Power of Social Networking for Student Success. Today institutions are challenged to find effective strategies to engage and retain students in the virtual learning environment. With Epsilen, students and faculty can achieve higher levels of success. Join us as we introduce this innovative solution to the online classroom with Epsilen's powerful eLearning platform, a dynamic environment that includes ePortfolio, course management, networking, and The NYTimes Content Repository.
	(Assess) Ellen Marie Murphy - Plymouth State University	WP61 When an e-portfolio system catches like fire: the rollout of Mahara at PSU. Educational Institutions are looking to adopt e-portfolios for a number of uses including institutional assessment, program assessment, and authentic student assessment. While one product may be superb at collecting artifacts for institutional/program assessment, the same product may be difficult to use and not student-centered.
	(Assess) Anne Pinchera - Liberty University	WP62 Evaluating Portfolios. Ever wonder what an evaluator thought when grading a portfolio? Every teacher, kindergarten through graduate school, has specifics they look for in submissions. That is fine for a course, but! When it comes to portfolios, the documents should be graded fairly and equally. This session discusses evaluations of portfolio documents based on the same criteria
	(IMP) Laurie Poklop - Northeastern University, Courtney Peagler, Taskstream	WP63 Translating Faculty Visions into Eportfolio Designs. This session offers a process for designing and integrating ePortfolios into a course/program to meet defined goals. We define questions about how ePortfolios are structured, introduced, supported, responded to, and evaluated that will help faculty design ePortfolios for a particular context. The presenters will share examples of designs to support varied needs. Participants are encouraged to apply the process model to their own projects.
	(Assess) Gary Brown, Washington State University; Terrel Rhodes, AAC&U	WP64 Integrating the Janus of Accountability and Improvement. Communicating and representing results of rubric scoring (AAC&U’s VALUE Project) in the ePortfolio format and process of Washington State University’s Harvesting Gradebook.
	(IMP) Laura Gambino - Tunxis Community College	WP65 Culture Shock to Culture Shift: Creating an ePortfolio Culture. How does an institution transition from culture shock to a sustained ePortfolio paradigm? At Tunxis Community College, we are in the midst of this culture shift as we move to incorporate ePortfolio into our degree programs. Our presentation will focus on shifting the culture from teaching to learning, making learning visible, and integrating ePortfolio at the course and program level.
	(EMP) Cindy Stevens - Wentworth Institute of Technology	WP66 Static Web sites versus Linkedin e-portfolios: Results from a survey sent out to Co-op Employers. Since Fall 2009 management students at Wentworth Institute of Technology (WIT) were directed to begin building ePortfolios in Linkedin instead of building each from scratch using Dreamweaver. Are we helping or hindering our students when it comes to Co-op or career employability using Linkedin? After the Spring 2010 semester, a survey was sent out to Co-op employers in an attempt to discover the answer.

Wednesday July 21, 2010, 3:30 – 4:30, Concurrent Sessions 9

	FEATURED SPEAKER (LRN) 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	WP67 Exploring Both Students’ Learning Processes and Products in Web 2.0 Portfolios to Improve Student Learning. 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.
	(LRN) Rebecca Reynolds - Rutgers University	WP68 Creating her Sense of Self: Feminist Advising, ePortfolio, and Integrative Learning. This presentation will describe the evolution of the ePortfolio project at Douglass Residential College, the women’s college at Rutgers; both how we have been using e-portfolio to support feminist advising strategies and pedagogical principles, and what this tells us about the ways in which particular women students create identities as learners through self-representation and reflection. Illustrative ePortfolios will be shown.
	(LRN) William Boddie, Mary McCully - U.S. National Defense University	WP69 U.S. National Defense University i-College Government Strategic Leader e-Portfolio Program. This session will present the U.S. National Defense University i-College’s Government Strategic Leader (GSL) graduate-level ePortfolio program. The presenters will discuss the program’s origin, goals, current status, and anticipated future. The presenters will discuss the role of the GSL ePortfolio program in preparing senior government leaders to lead complex and diverse 21st Century government organizations.
	(Assess) Clarence Chan, Debra Engel - LaGuardia Community College	WP70 ePortfolio for Physical Therapy Education - The Perfect Complement to National Licensing Examination. All health science education programs strive to help students become ethically and clinically competent professionals. The ePortfolio system developed by the PTA program at LaGuardia Community College encourages students to reflect and connect their academic and clinical proficiencies and personal growth. As a complement to standardized assessment, ePortfolio explores additional ways to assess student learning.
	(Assess) Philip Gimber, Margaret Norris, Deborah McMillan-Coddington - LaGuardia Community College	WP71 Holistic Assessment of Nursing Students using ePortfolio. After 6 years of work integrating ePortfolio into coursework, the nursing program has developed a holistic assessment design that has been used as a model throughout the campus. Samples of completed ePortfolios, templates, rubrics, and data will illustrate the power of ePortfolio in transforming pedagogy to assess students work while fulfilling accrediting agency requirements such as Middle States and Nursing (NLNAC).
	(Assess) Ray Tolley - Maximise ICT Ltd	WP72 The Need for NOW! We have discussed, presented and experimented for years, particularly in Higher Education. It is time to get moving and show the world that e-Portfolios can be Lifelong, Lifewide, for Learning and Leisure. We need to convince education Authorities of this message.
	(EMP) Jeff Garis, Jill Lumsden - Florida State Univ; Matthew Kelley - Symplicity	WP73 ePortfolios: Emerging Opportunities for Universities. The presentation addresses 1) implementation of The Florida State University (FSU) ePortfolio that enjoys institutional-wide support with 70,000 users since creation, 2) Overview of themes and ePortfolio designs included in the book: e-Portfolios: Emerging Opportunities for Student Affairs (Jeff Garis & Jon Dalton, Editors) and 3) Demonstration of Symplicity Inc's new Reflections e-Portfolio based on the FSU model.
	(LRN) BONUS PANEL: Darren Cambridge, George Mason University; Kathleen Blake-Yancey, Florida State University; Barbara Cambridge, National Council of Teachers of English	Reflection, Integration, Identity, and Institutional Change: Results from Seven Years of the Inter/National Coalition for Electronic Portfolio Research Since 2003, the Inter/National Coalition for Electronic Portfolio Research has engaged interdisciplinary teams of faculty, staff, and students from over 60 colleges and universities in the Australia, Canada, England, the Netherlands, Scotland, and the United States in three-year projects researching the effects of electronic portfolio practice on learning and assessment. In this session, the Coalition's three co-directors will summarize key findings from these projects, show how they have shaped practice at the member institutions, and consider the future research agenda they suggest.

Thursday, July 22, 2010, 8:30 – 9:20 Concurrent Sessions 10

	FEATURED SPEAKER (LLL) 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 current digital identity 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.	Th74. Beyond ePortfolio:identity construction in a digitally extended world, 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, 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 therefore 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 on digital identity technologies. 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 that our narratives can be much more than online multimedia presentations, spiced with dashes of reflection. [For the full description of this talk, click here]
	(Tech) Jacques Raynauld - HEC Montréal / MATI Montréal	Th75 Learning Portfolios : a structured approach. Inspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artifacts and associated reflexive comments. We show how this kind of learning/portfolio environment can be implemented in a structured model-based Google Web Toolkit framework.
	(LRN) Joseph Ugoretz - Macaulay Honors College--CUNY	Th76 Open Source and Open Directions: The Macaulay Honors College Eportfolios. Macaulay Honors College has implemented an innovative open source eportfolio system for its students, including social networking features, and allowing for diverse approaches to maximize connections and reflections. This presentation will describe the process of implementing the eportfolio system and discuss implications for other programs seeking a flexible and low-cost eportfolio framework.
	(IMP) Chris Gallagher, Kara Mae Brown, Laurie Edwards, Kimberley Freeman, Matthew Noonan- Northeastern University Writing Program, Laurie Poklop - Northeastern University Education Technology Center	Th77 Reviving inquiry: Eportfolios as an opportunity for thoughtful conversation. Northeastern's Writing Program used an eportfolio pilot project to implement a professional development model that brings together faculty from various ranks to conduct collaborative pedagogical inquiry. We contend that eportfolios are a useful vehicle for such inquiry because they make learning visible, and therefore available for inquiry, to students while making teaching visible, and therefore available for inquiry, to teachers.
	(LRN) Gail Ring, Barbara Ramirez - Clemson University	Th78 University-Wide Implementation of ePortfolios for Learning and Assessment. In 2006 our University implemented the ePortfolio Program requiring undergraduates to create and submit a digital portfolio as evidence of academic and experiential mastery of core competencies. Although the ePortfolio was originally implemented as an assessment tool, it has the broader function to make a students' college education more meaningful.
	(LRN) Daniel Stevens - University of Delaware	Th79 Singing the Body Electric: How ePortfolios Empower College Musicians to Develop Creative Voices. Fostering and assessing musical creativity represents an important challenge faced by college music departments. This presentation relates my own department’s experience adopting ePortfolios as a successful means of promoting reflective learning and engaging students in their own assessment and creative growth. I conclude by offering practical suggestions for other departments seeking to adopt ePortfolios as a means to improve teaching and learning.
	(LLL) Cathy Leaker - SUNY Empire State College, Metropolitan Center	Th80 “What We Ask Them To Do Is Who We Ask Them To Be”: Fostering Student Agency Through ePortfolios. The ePortfolio project at Empire State College, Metropolitan Center, fosters nontraditional student agency. Pilot student groups used ePortfolios to support planning individualized curricula, incorporating their experiential learning. We describe three sequenced studies demonstrating a strategic “entrance to exit” model of ePortfolio development. These studies suggest how reflective ePortfolios cultivate student agency and authority, emphasizing the college’s core value: commitment to lifelong, integrative learning.
	(IMP) Linda Amerigo - Molloy College, Gigi Devanney - Chalk & Wire Learning Assessment, Inc.	Th81 Organizational Change and ePortfolio: One school's story. Molloy College, a small independent institution, located in Long Island, NY adopted a commercial ePortfolio/assessment system several years ago. This presentation will chronicle that journey from an organizational change perspective. It is not all about the software, but rather, the most critical components of an assessment system are the people involved.

	Thursday, July 22, 2010, 9:30 – 10:20, Concurrent Sessions 11 FEATURED SPEAKER (LRN) 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.	Th82 The Integrative Knowledge Portfolio Process: Educating lifelong learners, Leaders and Change Agents at the University of Michigan. 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.
	(Tech) Tom Lewis - University of Washington	Th83 Why we Killed our Portfolio Tool: A New Strategy for Meeting Instructor and Student Needs. The Catalyst Portfolio tool, developed at the University of Washington, has been used to create over 100,000 ePortfolios. However, usage has declined over time because it does not support the levels of customization and student control that our ePortfolio research has identified as important. To meet these needs, we are integrating our course management tool and Google Sites for an enterprise ePortfolio “mash-up”.
	(LRN) Ellen Marie Murphy - Plymouth State University	Th84 Mahara Interactive Session. This interactive session will introduce participants to the Open Source ePortfolio system called Mahara. We will discuss how Mahara can meet the needs of institutional/program assessment, in addition to the myriad of ways it can be used by students to support their own learning and working goals. Participants can create their own portfolios (using their own laptops) and explore the social networking components the system affords.
	(IMP) Delene Weber, Ian Clark - University of South Australia	Th85 Sold! How to sell e-portfolios to staff and not just students. This project describes a process used to educate staff about e-portfolios and encourage strategic integration of e-portfolios within the curriculum. While most students were naturally drawn to the advantages of e-portfolios, motivating staff was challenging. Our strategy focused on highlighting the reflective structure underpinning the e-portfolio system and using early adopters, mentors and financial incentives to introduce desired changes.
	(Assess) Carol Rasowsky, Dana Abbott - The College of Saint Rose, Judy Teng - Albany College of Pharmacy and Health Sciences	Th86 ePortfolio assessment in early childhood education: Perceptions of teacher candidates and reviewers. This study documents experiences of a teacher preparation program making the transition from a paper portfolio to an electronic portfolio as a tool for early childhood and early childhood special education teacher candidate assessment. Survey data was gathered from both teacher candidates and portfolio reviewers about the usability of the electronic format and their satisfaction with the process.
	(LLL) Kimberly Ramirez - LaGuardia Community College	Th87 Performing Reflections: ePortfolio as a “Digital Forum Theatre.” Writing and Latino Literature students use ePortfolio as a theatrical forum to “stage” scenes across media. By uniting artifacts they have both located and created into the same environment, developing researchers learn to dialogue with their sources, manipulating and publishing unresolved “plots for classmates to review.
	(LRN) Susan Kahn, Karen Ramsay Johnson - IUPUI	Th88 Fostering Integrative Learning in a Senior Capstone Seminar. This session highlights use of an ePortfolio to foster integrative thinking in a senior English capstone seminar. Students develop portfolios organized around key learning outcomes to support connections across courses and disciplines and to recognize skills and abilities that will serve them as professionals, learners, and citizens beyond college.
	(Tech) Helen Barrett - electronicportfolios.org	Th89 The Future of mPortfolios (m=mobile) for Lifelong Learning. Most people are carrying powerful computers in their pockets, whether a smart phone, iPod Touch or the emerging iPad/tablet/XO3 market in schools. Combined with web-based portfolio tools, learners have the potential to create/maintain their working or showcase portfolios anytime/anywhere. Explore the current status and future possibilities. This session will be more of a conversation/group brainstorm than a presentation.

Thursday, July 22, 2010, 10:30 - 11:45

	Keynote: (LRN) 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 ClassroomElectronic 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. (1998), and	th90 Texts, Contexts, and Frameworks: New Designs and New Vocabulary for Electronic Portfolios. 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.

Keynote:
(LRN) 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 ClassroomElectronic 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. (1998), and

th90 Texts, Contexts, and Frameworks: New Designs and New Vocabulary for Electronic Portfolios. 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.