COPY Southeast Regional 2014 at the University of Georgia
Join AAEEBL at the University of Georgia
November 10-11, 2014
Conceptions, Misconceptions, and Best Practices:
The Whys and Hows of ePortfolios
and administrators in higher education traverse a landscape full of emerging
and evolving technologies, and they must make decisions regarding the efficacy
of these nascent technologies with respect to their strategic and academic
goals. The sheer volume of products available for educational use can be
overwhelming, and it is often difficult to discern their redundancy, their
usefulness, and their efficiency. Despite the promises touted by the “next big
thing,” it is prudent to thoroughly explore, investigate, and research the
plethora of tools to find those that will provide lasting opportunities for
academic and professional growth and enrichment. Among the tools arising from
the myriad educational technologies is the electronic portfolio
is a transformative instrument whose time has come. Born from the profoundly
significant pen and parchment portfolio that required the collection,
reflection, and revision of art, writing, and music, eportfolio—coupled with
deliberate, learning-centered pedagogies—has increasingly found its place as a
dynamic vehicle for student learning, professional development, and
programmatic assessment. With over 50% of students in higher education in the
US reportedly using eportfolios last year (AAEEBL, 2014), it is becoming
apparent that more individual faculty, educational departments, and academic
and professional programs are adopting the use of eportfolios as a practical means
to implement and document high-impact educational practices across the
disciplines (Kuh, 2008).
Invitation to Submit Proposals
The Center for Teaching and Learning (CTL) in the Office of the Vice President for Instruction at the University of Georgia is pleased to host the 2014 Southeast Regional Conference of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) in which participants will engage in conversations and presentations centered around the conceptions, misconceptions and best practices for using portfolios.
CTL Conference Committee invites proposals that address the “whys” and “hows”
of eportfolios, using the following questions to frame our discussions:
- Why would I use eportfolios?
- What is the pedagogical value of using eportfolios?
- What is the practical value of using eportfolios?
- What are the benefits of using eportfolios in different
- How do eportfolios benefit interdisciplinary and/or
interprofessional educational endeavors?
- How can eportfolios provide qualitative assessment data
for student and/or programmatic evaluation?
- How do I use eportfolios?
- What can eportfolios do? What can’t eportfolios do?
- How do I begin using eportfolios and what is the time
- How do I grade student eportfolios?
- What is the best way to use eportfolios to optimize
- How do I know if eportfolios are working?
Types of Sessions
- Poster Session -- The conference committee encourages proposals for interactive and dynamic poster sessions that include eportfolio assignments and evaluation methodologies and that feature displays of completed and in-progress eportfolios. Students are welcome to attend with faculty presenters to showcase their eportfolios and to answer questions regarding the eportfolio process from the student perspective.
- Ignite Session -- Ignite sessions are short, punchy, 5-minute presentations, with slides that advance every 15 seconds, delivered one presentation after the other. (Please visit www.igniteshow.com for examples.) Please note that these sessions are NOT simply “rapid-fire” PowerPoint presentations; instead, they are thought-provoking, image-intense expositions, intended to produce energy, spark ideas, and inspire dialogue (similar in format to a TEDTalk). The ignite sessions will be followed by informal lunchtime discussion opportunities with the presenters. If selected to conduct an ignite session, presenters will be provided with guidance on the creation of their presentation materials.
- Instructional Session -- The 50-minute long instructional sessions will be presented as highly interactive workshops in which participants will engage in the exploration of the uses, functionality, and/or best practices of eportfolios. Instructional sessions should highlight both the whys and the hows of eportfolio through the active involvement of participants with both eportfolio pedagogy and technology. These objective-based presentations should actively engage and provide a clear take-away for participants.
Early-bird registration discount in effect through October 20, 2014
Needle from Faculty "Buy-In" to Meaningful Engagement
Kate McConnell, Assistant Director, Office
of Assessment and Evaluation, Virginia TechHigher education is awash with educational silver
bullets whose proponents promise nothing short of a learning revolution on our
campuses if we buy into the "next big thing". ePortfolios - as
both a pedagogical approach and technological tool - have matured beyond the
initial infatuation phase, demonstrating strong staying power. However, on many
of our campuses, ePortfolio successes remain the purview of our "early
adopters" - those faculty who, almost by natural inclination, bought into
the concept of ePortfolios and ran with it to great personal success with their
students. This keynote will address how to move beyond the usual suspects
in ePortfolio adoption and create the right campus conditions for engaging more
faculty in more meaningful ways.
University of Georgia Lunch Plenary Panelists
of ePortfolios in UGA Writing
Associate Director, First Year Composition
Director, First Year Composition
Developer and Instructor
Coordinator, Writing Certificate Program
This panel will provide an overview of a
programmatic approach to using ePortfolios for writing pedagogy and assessment
at the University of Georgia over the last decade. In 2005, the First-year
Composition (FYC) program instituted a program-wide use of portfolios, drawing
on pedagogical best practices for writing instruction. The Writing Certificate
Program (WCP), which was launched in 2008, presented the opportunity to use
ePortfolios as a capstone for a program of writing intensive courses and drew
on the ePortfolio practices developed in FYC. The panel will offer a broad
introduction to the use of ePortfolio from various perspectives (students, instructors,
program administrators, assessment officers) to address the theory and praxis
Culture Change: The Recipe for a Successful ePortfolio Program
Gail Ring, Director, ePortfolio Program, Clemson
"Of course I don’t have the exact recipe, but there
are some key ingredients that are essential for successful institutional
implementation. These key ingredients include engaged faculty, visible and
supportive administration, and a curriculum that supports learner-centered
pedagogy. In this talk I will discuss
the strategies for implementing ePortfolios into an institution that leverages
a combination of these ingredients based on 15 years of active study and practice
in the use of ePortfolios at research 1 Universities. The potential benefits of
an ePortfolio are many. Among the most important involves encouraging students
to synthesize their curricular and co-curricular experiences resulting in a
richer understanding of the connections between their lives, education, and
paths to knowledge. This transformative experience requires engaged faculty who
will scaffold students in the critical reflection essential to this process. If
ePortfolios are to be sustainable, professional development opportunities need
to occur that help faculty develop strategies that facilitate ePortfolio
pedagogy as a high-impact practice. Equally essential is the support of an
administration that values ePortfolios beyond its role as an assessment tool.
Mixing these ingredients successfully fosters an ePortfolio culture that
becomes integrated into the culture of the entire institution."
Conference Quick Links
Note: In order to submit a proposal or to register to attend an event, it is necessary to first register at the AAEEBL Community Online site. Why? This helps AAEEBL, as a non-profit, to keep records on site usage. Behind the scenes, the site operates dynamically and assists you by auto-filling fields when you submit a proposal or registration for an event.