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Marc Zaldivar, Virginia TechMarc Zaldivar is Conference Chair for Virginia Tech Conference Nov 7-8

Beyond "One-Size-Fits-All" - CFP for AAEEBL 2015
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Call for Proposals

Moving Beyond “One-Size-Fits-All” by Targeting Three Strategic and Transformative Approaches:
Evidence-Based Learning; Personalized Learning and Holistic Outcomes Assessment

Hynes Convention Center 
Boston, MA 
July 27-30, 2015

Proposal deadline: Has passed. Corporate Partners can still contact Trent Batson before March 20 to have their sessions included in the Program.


Easy Site Navigation for AAEEBL 2015

Use the drop-down menu at the top of this page to navigate to pages related to Beyond "One-Size-Fits-All."


Quick Links for this Page 

Track titles listed below are linked to descriptions with questions and information to assist in proposal development. 

The proposal form is at the bottom of this page.  Be sure you are a registered member of the AAEEBL Community Online (ACO) before you work on your proposal.

Tracks for AAEEBL 2015

Choose from eight tracks that target personalized learning paths, evidence-based learning and holistic assessment, approaches that support a transition to learning models that bring about personal, pedagogical and institutional transformation. (Note: Track #8 is a special AAEEBL Corporate Partner topic of interest to conference attendees.  They are invited to present, with an academic partner or team, a case study related to eportfolio platform implementation, issues and outcomes.  Corporate Partners may propose sessions for this track here.)

1  Tailoring a Good Fit for Learner Success and Employability

2  Advancing Enlightened Use of ePortfolio Technologies: The Educator and Staff Challenge

3  Building Capacity and Structures to Address the Approaching Tipping Point

4  Supporting Multimodal Learning with ePortfolios

5  Data-Driven Evaluation of ePortfolios in an Age of Increased Accountability: Research & Assessment

6  Aiming for Holistic, Learning-Oriented Assessment Inside and Outside the Classroom

7  Telling Tales of Evidence-Based Lessons-Learned Including False Starts, Road Bumps and Lights at the End of the ePortfolio Experience Tunnel 

8  ePortfolio Platforms: Case Studies of Selection Considerations, Implementation Processes and Targeted Ongoing Support This track is located on a separate page for Corporate Partners.

Tailoring a Good Fit for Learner Success and Employability

ePortfolios serve an exploration of goals and help identify a range of talents that foster personal development. Learners, now, more than ever, also use eportfolios to gain career advantages, but they need assistance in learning how to have an eportfolio presence and to brand and repurpose their eportfolios in order to serve various functions.  With this additional know-how, they can take advantage of the multiple ways eportfolios enhance one’s success and employability. 

Essential questions related to this track:

How can learners leverage the versatility of eportfolios by intentionally documenting evidence for the purpose of addressing potentially diverse audiences?
How do we increase the value of eportfolios for learners and employers in the new knowledge economy?
What does it mean for one to develop a digital “brand,” and how is this process best facilitated?
How do eportfolio users learn about collecting and selecting evidence to represent their process and process of learning, how can they be prepared for using evidence for future purposes?

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Employability and career development in the new knowledge economy (Special Focus)
ePortfolio presence and personal branding 
Repurposing eportfolios
Enhancing personal development and self-awareness
Building learning networks, teamwork and collaboration

Advancing Enlightened Use of ePortfolio Technologies: The Educator, Administrator and Staff Challenge 

ePortfolios are most valuable when educators, administrators and staff understand how – and why -- to implement them in courses, when they integrate them fully into curricula and also model eportfolio value through their own eportfolio-keeping that enhances their own professional experience. Increasingly, institutions are using eportfolios to enhance professional development, especially for tenure and promotion processes.  In light of these factors, it is necessary to deliberately and proactively promote “folio-thinking” and offer direction for optimal eportfolio adoption.

Essential questions related to this track:

What are current, evidence-based best practices for presenting educators, administrators and staff with evidence about eportfolio value? 
What information needs to be conveyed prior to adoption in courses? 
What structures for ongoing support require thoughtful consideration prior to implementation? 

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Strategies for pre-implementation and ongoing configurations to lend ongoing support to eportfolio adopters
Programs to promote the purposes, values and theories of eportfolio-driven pedagogies and holistic learner assessment 
Examples of procedures that model eportfolio use and enhance professional development, including tenure and promotion
Initiatives using eportfolios for networking, project development and committee work
Supporting ePortfolios for institution-wide program assessment

Building Capacity and Structures to Address the Approaching Tipping Point 

ePortfolio and evidence-based learning (EBL) has come of age in higher education, and their merits are being discovered in a wide variety of uses. Increasingly, learners are using them to integrate learning across courses and to make that learning visible, while educators are using portfolios as a pedagogical approach for deepening learning.  A result of increasing use, we see changes at course, programmatic, departmental, college, and institutional levels.  Successful initiatives -- small and large -- don’t simply happen or happen simply.  Rather, they occur as a result of thoughtful planning, collaborative thinking and creative visioning within and across traditional academic, co-curricular, and administrative lines.  

Essential questions related to this track:

As eportfolio moves from the individual learner to the institution, what does change look like?  
How do institutional or structural realities complement or complicate eportfolio use?  
How does one effectively lead/guide/manage/troubleshoot the scaling of eportfolio initiatives?  
How do we assess efficacy and impact related to capacity-building?   
What does success mean in terms of eportfolio initiatives?  

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Programmatic change initiatives
Institutional change initiatives
ePortfolio integration into existing courses and co-curricular activities
Scalability and sustainability issues
Navigating political and bureaucratic structures
Assessing impact and efficacy of eportfolio use

Supporting Multimodal Learning with ePortfolios 

Multimodal learning promotes the expansion of learning beyond traditional classroom pedagogy by blending various modes of learning with a variety of digital options. Innovative use of different modalities -- text, video, audio, images and interactive elements -- is more inclusive of a greater diversity of learners and also supports multiple learning styles. Multimodal learning with eportfolios more actively engages learners, enabling them to find their own personalized learning path and to choose among options for presenting evidence to show how they met learning objectives. 

Essential questions related to this track:

When paired, how do personalized learning and multimodal learning enhance learner achievement?
What steps need to be taken to evolve from a traditional classroom learning culture to one that encourages multimodal approaches?
How do eportfolios assist with building inclusive learning structures and provide greater support to a more and more diverse range of learners? 
What are some ways to facilitate and inform learners about using visuals to create meaning? 
What role can social media play in helping learners craft a digital identity, or brand anchored in multimodality, and how might social media be linked to eportfolios, collaboration, teamwork and peer feedback/review? 
What projects helps learners explore multi-modal means of expression?

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Using eportfolios to move multimodal learning into practice
Designing and teaching for multimodal learning
Technologies of multimodal learning and multimedia expression
Genres of multimodal learning, such as Digital Storytelling
Trends in multimodal learning, such as Maker Spaces
Artifacts of multimodal learning
Evaluation of multimodal learning holistically 

Data-driven Evaluation of ePortfolios in an Age of Increased Accountability: Research and Assessment

ePortfolios may be used to certify attainment of specified competencies by accrediting agencies in this age of accountability. As such, they are used to assess learning outcomes for programs and courses across campuses with data that measure improvement in learner achievement. Learner use of eportfolios across these contexts encourages learning-oriented education with evidence connected to successful completion of competencies. 

Essential questions related to this track:

What have we gained so far from research on eportfolios? 
What do we still need to learn, and which lines of inquiry still remain? 
Which kinds of evidence provide the most informative measure about learning outcome success? 
How do institutions evaluate and address the comparability of eportfolios across subjects in interdisciplinary initiatives? 
Are there lessons to learn from the use of eportfolios for assessment from educators, in terms of efficiency, effectiveness, and efficacy? 
What are the important research questions still ahead?
How are learning analytics useful for learning and assessment? 

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Best practices for evaluating the “value-added” of a particular course or program
Evidence of effectiveness for ePortfolios to address particular kinds of courses or programs
Effective methods of analysis and evaluation
Analysis of data to close feedback loops for educators
Use of formative and summative assessment instruments
Strategies for evaluating prior-learning assessment

Aiming for Holistic Learning-Oriented Assessment Inside and Outside the Classroom 

ePortfolios showcase interrelated learning experiences for different audiences and purposes. Learners acquire knowledge from many sources: formal learning (traditional courses), non-formal learning (through workshops, seminars, and other professional development opportunities), and informal learning (learning through personal experiences). Carefully crafted pedagogy contributes significantly to the learning experience. Pedagogy that includes learning-oriented assessment promotes interconnection of sources and integrates learning as a whole through reflection, self-assessment and application. Through these practices, one develops skills for life-long and life-wide learning that transfer learning into new settings. Learning-oriented assessments provide learners with ways to think about themselves, their goals and their future. 

Essential questions related to this track:

How and why is evidence-based learning relevant to holistic approaches inside and outside classrooms? 
What are scalable approaches to assessing, valuing and recognizing prior learning accomplishments?
In moving to eportfolios and personalized learning, what are the possibilities for assignment design that challenges learners to think creatively, critically or collaboratively?
How do institutions understand and credit prior learning?

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Classroom practice and pedagogical shifts connecting different forms and sources of learning
Pedagogy that integrates formal and informal learning experiences
ePortfolios to assess prior learning for college and professional credit
ePortfolios for life-long and life-wide experiential learning
ePortfolios for workplace learning, career development and certifications
ePortfolios, badging and credential-stacking
Prior Learning Assessment -- PLA in the USA)/ Recognition of Prior Learning (RPL in Australia and other places)

Telling Tales of Evidence-Based Lessons-Learned -- False Starts, Road Bumps and Lights at the End of the ePortfolio Experience Tunnel

Research in cognitive science offers many insights.  Here’s one: we often achieve significant and meaningful learning through unanticipated outcomes, our mistakes and errors. For example, scientists may “get it wrong” multiple times before achieving success.  Likewise, mathematicians and computer coders may tinker extensively through a problem before arriving at a solution. We acknowledge the value of learning from errors with those whose learning we facilitate, and we coach them by asking them questions about what they learned and what they would do differently next time.  This track, new to AAEEBL 2015, one that has been proposed in previous years, is for those familiar with the value in learning from experience and who are generously willing to share their eportfolio lessons-learned from their own experiential trials-and-errors.  

Essential questions related to this track: 

What was disappointing or failed to meet expectations?
How did expectations in this case align with actual outcomes?  In other words, how did you want things to go, and what actually happened?
Was it helpful as you reflected upon this, a disappointment, to connect it to previous experience, information or knowledge?
What kind of previous knowledge did you rely on when evaluating your experience and planning to move forward with adjustments?
Did you seek ways to gather new information through social interaction of any kind?
What evidence-based learning designs have you created through your experiences with eportfolios?
In what ways did reflection prove to be helpful as you processed an undesirable or unanticipated result in your eportfolio adoption?
How did you make adjustments based on your insights and discoveries to move toward greater proficiency in eportfolio implementation?
What sort of feedback was most helpful for you in assessing your own situation? 
Given the feedback that was helpful to you, how did that have an impact on the way you provide feedback to learners or adjust your ways to assess their evidence of learning?
How did the “folio-thinking” approach benefit you and your classroom practice when you re-thought the problem?
How can we value experiential “miscalculations” in light of our own learning?

In addition to the questions above, suggested topics for this track may include but, are not limited to:

Administrative support for “fixes” during a rollout.
Team processing unexpected results
Role of technology in problem
Controlling expectations
Providing greater transparency about pedagogical approaches to learners in order to improve overall expectations and outcomes



You may submit more than one proposal, and, unless you are already submitting your proposal for a poster presentation, we encourage you to consider the option for submitting this proposal also as a poster session in order to reach more attendees. The form includes a field for indicating your preference for this option.

Only those serving as coordinating (lead) presenters should complete proposal forms.

Please encourage all co-presenters to register at the AAEEBL Community Online, and when asked to supply their email address, use the one used for registration for the ACO.

• Proposal deadline: February 27. 2015. (No special extensions unless the deadline is extended to all.)
• Invitations emailed: starting March 10, 2015.
• Conference registration and lodging options open: in April or sooner.
• All presenters must register to attend the conference.

Some of the fields are activated by mousing over them to assist you with instructions.
You may find it helpful to print both a copy of this form and the 2015 CFP from the AAEEBL website to refer to as you prepare your submission.

If you compose text in a document, you can easily edit, revise, proof and then copy and paste your text into the form fields below.

Please refer to the "Important Note" directly below prior to entering information into the form fields.
Use "ePortfolio" at the beginning of a sentence or in a title, and use "eportfolio" when the word appears as part of a sentence. We recognize that there are alternative approaches to using the word "eportfolio." This practice enables us to maintain consistency throughout.

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Please note: The next page that appears after you click “submit” is your acknowledgement. If you need a record that your submission was received, please print the page. You will not receive a separate email acknowledging receipt of your proposal.

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