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trentbatson — Thu, 29 Jul 2010 17:18:30 CDT

Providing avenues for educational and institutional transformation

Join or Renew Institutional Membership, 2010-2011
Corporate Affiliates, contact David Marble, david.marble1@gmail.com

AAEEBL Annual Conference, July 19-22, 2010
This event is now completed.

The Conference was Great! Slides will be available online by August 11, 2010.
Meanwhile, Mark your calendars for next year, July 25-28, 2011, Boston, World ePortfolio Conference

This Association is the professional association for the world ePortfolio community. ePortfolios support evidence-based learning, the appropriate approach to learning in this century, moving away from an atavistic faith in high-stakes testing, and toward a more authentic assessment of actual student achievement and progress based on evidence of learning over time.

AAEEBL, The Association for Authentic, Experiential and Evidence-Based Learning, is a membership organization: academic institutions or corporate affiliates. One hundred institutions, world-wide, are members of AAEEBL and fifteen companies are Corporate Affiliates. Please join us to continue the work of educational transformation in this century.

AAEEBL, established in 2009, is a global academic association of 100 educational institutions and 15 Corporate Affiliates working toward new designs in learning and assessment, increasing connections among the portfolio community, and building the new learning enterprise. AAEEBL has been created to help shepherd the ongoing evolution of ePortfolio technologies and uses.

AAEEBL emerged from the pre-existing ePortfolio community and has established affiliations and collaborations with nearly all world-wide portfolio initiatives or projects or organizations.
AAEEBL supports an ongoing research, implementation and dissemination initiative: The Connectin to Learning initiative, focused on expanding use of reflections in portfolio practices. A grant proposal has been created and is being submitted for funding.
AAEEBL holds an annual world conference and supports several regional conferences each year
The AAEEBL Learner appears 6 times a year, published at Virginia Tech University
Corporate Affiliates have access to the podium at all AAEEBL events
http://groups.google.com/group/aaeebl-members?hl=en Members-only; To join AAEEBL click here.
http://groups.google.com/group/aaeebl-corporate-affiliates?hl=en&lnk= Corp Affiliates
http://groups.google.com/group/w2ep?hl=en&lnk= Public -- for news of AAEEBL
http://epac.pbworks.com -- For ePortfolio events calendar

AAEEBL Corporate Affiliates

First AAEEBL annual conference: Boston, July 19-22, 2010. Conference co-located with Campus Technology. Co-hosted by The Association of American Colleges and Universities (AAC&U), by the Making Connections National Resource Center and NERCOMP: "ePortfolios and the Emergent Learning Ecology"

The AAEEBL brochure is available for review.
The AY 2009-2010 AAEEBL Agenda is attached below.

Trent's Blog

AAEEBL Annual Conference

trentbatson — Tue, 27 Jul 2010 07:36:52 CDT

AAEEBL Annual World Conference 2010

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

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

CONFERENCE PROGRAM AVAILABLE

Summary:

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

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

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

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

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

E-mail: housing@1105media.com

Phone: 702.938.1490

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

Conference Lobby; SeaportWTC

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

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

View from a room at the Seaport Hotel

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

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

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

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

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

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

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

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

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

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

Keynote Speakers:

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

Randy Bass

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

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

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

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

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

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

Helen Barrett

Kathleen Yancey

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conference Keynote and Featured Speakers will include:

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

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

And . . .

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

Helen Chen

Marij Veugelers

Phil Long

Darren Cambridge

Gary Brown

Terry Rhodes

Peggy Maki

Allison Miller

Rob Ward

Serge Ravet

Melissa Peet

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

AAEEBL Conference Full Program

trentbatson — Fri, 23 Jul 2010 08:47:51 CDT

Join us next year: July 25-28, 2011, Boston, World ePortfolio Summit

Following is the Program held in Boston, July 19-22, 2010:

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, Stephen Powers, Jeanine Kelley-Williams - 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 - 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.

Conference General Information

trentbatson — Wed, 14 Jul 2010 13:20:34 CDT

For speakers: all sessions are in the Seaport World Trade Center, just across the street from the Seaport Hotel and the Renaissance Hotel.

All rooms have wireless access and all speakers will have a wired connection as well. Speakers in all sessions except keynote and featured speaker sessions will convene their sessions themselves, keep time, mention the evaluation forms at the back of the room, and manage the Q & A.

AAEEBL has an office in the Fort Hunt Room on the AAEEBL floor of the WTC. Tech support is available.

For all attendees: please be sure to have breakfast before coming over to the WTC. Since we are co-located with Campus Technology, we will have over 1,000 attendees total, so allow time to have breakfast before you head to the WTC.

The registration fee for the full conference from Tues to Thurs, July 20 to 22, is $699. If you are affiliated with a member organization, you will receive a $100 discount for the first three registrants from your institution or company. For AAEEBL members, therefore, you can register for $599.

The pre-conference workshops require an additional registration fee of $200 for full-day workshops (including lunch) or $150 for half-day workshops.

AAEEBL Housing Office -- Information: =========================================================================

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

==============================================================================================================================

The AAEEBL Annual Conference this year is being held at the Seaport World Trade Center in Boston, July 19-22 (Monday-Thursday) 2010.

The Conference site is on the Harbor from which you can see the downtown skyline across the water. The Silver Line of the MBTA runs right from our conference site into town. Though most of the "T" is made up of trolleys or subway trains, the Silver Line is a bus line with dedicated lanes. It runs to the airport and also connects you to South Station from which you can connect with most other "T" lines.

If you are a walker, downtown, with the newly opened Greenway, is a 10 to 15 minute walk. The Boston Harbor has a boardwalk for many miles and a number of interesting sites and eateries as you walk. You can connect to the path along the River Charles which continues on up past MIT and on to Harvard. The views of the Boston Skyline from the far bank of the River Charles is one of those stunning views that will stay with you.

Restaurants are plentiful in Boston, but near our Conference site, the best food is in the Seaport Hotel itself. If you want to find an interesting restaurant away from the Hotel, think North End, Cambridge, Back Bay, or Chinatown.

While you are attending the conference, you will be able to get help or a question answered either by going to the AAEEBL nerve center in the Fort Hunt Room on the Plaza Level on which all our meetings will take place.

Parking: The Hotels offer parking, of course, as do some nearby lots. The BCEC (Boston Convention and Exposition Center), a long block from our venue, offers all-day parking for $10, a good rate in Boston, but that lot is open only during the day -- no overnight parking.

Driving: Do not plan to drive around Boston unless you know the city. GPS's offer only limited benefit and may take you on the most congested routes or fail to warn you which lane to be in before it's too late. Taxi service is good. The T is easy to figure out and runs frequently.

Conference registration opens Sunday afternoon, the 18th at 5 pm. You must have a badge on to get into the Exhibit Hall (either a CT badge or an AAEEBL badge).

We have 8 conference rooms and will therefore have 8 concurrent sessions during each of the 11 blocks. There are 91 total sessions, counting the keynotes.

Pre-Conf Workshops

trentbatson — Wed, 23 Jun 2010 06:55:13 CDT

An Additional fee of $200 for a full-day workshop (including lunch) or of $150 for a half day workshop.
The Following Workshops are a.m., p.m, or full-day.
First, select your Workshop(s) from the list below, then register for the one(s) you want by selecting from the drop-down lists at the registration site.
You can register for a workshop or two and register for the conference at the same time, or you can re-visit the registration site at a later time using the re-access button.

Reg Code	July 19 Pre-Conference Workshops, Morning 8:30-12

MA1	Ellen Marie Murphy, Plymouth State University	Mahara Workshop, Hands-On; Build You Own Instance; please bring your own laptop. This workshop will introduce participants to the Open Source e-portfolio 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 will create their own portfolios and explore the social networking components the system affords.
MA2	Samantha Slade and Yves Otis, Co-Directors, Percolab	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.
MA3	Jacques Reynauld,Faculty at HEC Montreal and Director, MATI Montreal	Learning Portfolios: A Structiured Approach Inspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes where students are expected to post artefacts 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.
MA4	Sharona Levy and Martha Bell, Brooklyn College (CUNY)	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.
MA5	Candyce Reynolds and Judy Patton, Portland State University	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.

	Lunch 12 - 1, for full-day registrants	Lunch

	July 19 Pre-Conference Workshops, Afternoon 1 - 4:30

MP1	Terrel Rhodes and Wende Morgaine Garrison, AAC&U	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.
MP2	Gigi Devanney and Geoff Irvine, Chalk and Wire and Nicholas Hunt-Bull,Southern New Hampshire University	Finding Common Ground: Assessing Gen Ed in the 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.
MP3	Courtney Peagler, TaskStream, and Laurie Poklop, Northeastern University	Translating Faculty Visions into ePortfolio Designs This workshop 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.
MP4	Jeff Garis and Jill Lumsden, Florida State University	ePortfolios: Emerging Opportunities for Universities: The Florida State Example The workshop addresses 1.) implementation of The Florida State University (FSU) e-Portfolio that enjoys institutional-wide support with 70,000 users since creation, 2.) Overview of themes and e-Portfolio 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.

	July 19 Pre-Conference Workshops, All Day, 8:30 - 5:00

MF1	Helen Barrett, The "Grandmother" of ePortfolios	Your Digital Self: Web 2.0 as Personal Learning Environment and ePortfolio 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.
MF2	Helen Chen, Stanford, Tracy Penny-Light, University of Waterloo, and John Ittelson, K-20 California Educational Technology Collaborative	Electronic Portfolios for Student Success: A Framework for Effective Implementation Electronic portfolios (ePortfolios) have become a popular and powerful way to document, demonstrate, and reflect upon what students know and can do. But what is the best way to implement them effectively to promote student success? This workshop provides participants with an overview of a framework for implementing ePortfolios to capitalize on the pedagogical, technological and strategic abilities of new technologies.

AAEEBL Conference Alphabetical List of Speakers

trentbatson — Tue, 08 Jun 2010 14:55:24 CDT

This is a list of the accepted proposals for the Boston Conference. The full program, with all presenters, titles, abstracts of sessions, and times, is available at Full Program. For questions, contact trentbatson@mac.com. Some of these sessions are poster sessions; all the rest are individual presentations or panels. To see a list of the 11 pre-conference workshops, go to Pre-Conf Workshops. To register for this conference now, click here. To reserve a hotel room, click here.

Following is an alphabetical list of all speakers and their session numbers. In the full program, each session is numbered. So, by checking here and looking at the presentation number at the full program page, you can see the the presentation details. (Below this table is a list of Session Titles).

Name Session Number

Abbott, Dana	Th86
Amerigo, Linda	Th81
Anstending, Linda	TP32
Barrett, Helen	WA50,WP72,Th89
Bass, Randy	TA18
Batson, Trent	TA17
Bell, Martha	TA7
Bernhardt, William	WA54
Blake-Yancey, Kathleen	Th90
Boddie, Williams	WP69
Bonner Morgaine Garrison, Wende	WA45
Bonsignore, Karen	WA58
Braddlee	WA56
Brewer, Michele	WA37
Brown, Gary	WA51,WP64
Brown Grant, Johel	WA57
Brown, Kara Mae	Th77
Burke, Patricia
Cambridge, Darren	TA9
Chan, Clarence	WP70
Chen, Helen	TA1,WA47
Clark, Ian
Clark, J Elizabeth	WA53
Colalillo, Georgina	TA6
Daraviras, Tracy
Darcy, Jean	TA2
Devanney, Gigi	Th81
Egan, Samantha	TP32
Eladlouni, Rachid
Edwards, Laurie	Th77
Engle, Debra
Evans, Marnie
Eynon, Bret	TA15,WA42
Fernandez, Hector	TP24
Foster, Gina Mae	TP33
Freeman, Kimberley	Th77
Gallagher, Chris	Th77
Gambino, Laura	WP65
Gao, Longfeng	TA7
Garis, Jeff	WP73
Gimber, Phillip	WP71
Goodman, Edward	TP24
Hall, Wayne	WA46
Hanlon, Marie	TA11
Hanssen Edward	TP30
Harris-Stefanakis, Evangeline	WA36
Holak, Susan
Hughes, Julie	TP23
Hunt-Bull, Nicholas	TA4
Ingle, Peter	TP28
Irvine, Geoff	TA4
Ittelson, John	WA47
Johnson, Glenn	TA14
Jones, Cyri	WA41
Kahn, Susan	WA38,Th88
Kelley, Karen	TA8
Kelley, Matthew
Kelley-Williams, Jeanine
Kelly, Robert	TA7
Kimball, Richard	TP31
Klinger, Beth	TP32
Leaker, Cathy	Th80
Leigh, Geoff	TP28
Levine, Louise
Levy, Sharona	TA7
Lewis, Abigail
Lewis, Tom	Th83
Long, Phillip	TP26
Lumsden, Jill	WP73
Macaluso, Cara	WA40
Maguire, Nicole	TP24
Maki, Peggy	WP67
McCully, Mary	WP69
McMillan-Coddington, Deborah
Miller, Allison	WA34
Morgano, Sarah	WA54
Mountain, Lorraine	TA8
Murphy, Ellen Marie	WP61,Th84
Napolitano, Michael	TP24
Noonan, Matthew	Th77
Norris, Margaret	TA16
Oliver, Beverley	WA49
Olmsted, Ruth	TP29
Otis, Yves	TP20
Patton, Judy	WA43
Pawlyshyn, Nancy	WA56
Peet, Melissa	Th82
Peglar, Courtney	WP63
Penners, Marcel	WA55
Penny-Light, Tracy	WA47
Petersen, Rebecca	WA39
Pinchera, Anne	WP62
Pitts, Wesley
Poklop, Laurie	WP63,Th77
Powers, Stephen
Pursely, Linda	WA39
Rafeldt, Lillian
Ramirez, Barbara	Th78
Ramirez, Kimberly	Th87
Rasowsky, Carol	Th86
Ravet, Serge	Th74
Ravishankar, Ravi	TP32
Raynauld, Jacques	Th75
Reynolds, Candyce	WA43
Reynolds, Rebecca	WP68
Rhodes, Terrel	WA45,WP59
Rice, Rich	TP25
Ring, Gail	Th78
Robinson, Deborah	TA11
Ruggirello, Rachel
Saadatmand, Mohshen
Schadt, Rob	WA52
Shupe, Davie	TA3
Slade, Samantha	TP20
Smiley, Ellen	WA54
Smith, Janice	TA12,TP21
Snayd, Judith
Stenerson, Jim	TP32
Stephens, Benjamin	TA5
Stevens, Amy	TP22
Stevens, Cindy	WP66
Stevens, Daniel	Th79
Sutaria, Norm
Sutherland, Shane	WA48
Swain, Jeff	TA14
Teng, Judy	Th86
Tolley, Ray	TA13
Torok, Judit	TA15,WA44
Trevia, Chiara	TP32
Ugoretz, Joseph	Th76
Veugelers, Marij	TA1
Volchok, Edward	TP30
Wach, Howard	TA10
Walters, Barbara	WA54
Ward, Rob	TP19
Weber, Delene	Th85
Williams, Arthur	WA35
Wills, Katherine V	TP25
Wilson, Jack	TA17
Yan, Jeffery	WA52
Young, Estelita	WP60
Zaldivar, Marc	TP27
von Konsky, Brian R	WA49

Name of Lead Presenter	Title of Session

Joseph Ugoretz - Macaulay Honors College--CUNY	Free as in Free Puppies--WordPress as Eportfolio Platform
Laura Gambino - Tunxis Community College	Culture Shock to Culture Shift: Creating an ePortfolio Culture
Jean Darcy - Queensborough Community College	Reflection in Cornerstone ePortfolio Student Learning Spaces
Benjamin Stephens - Clemson University	ePortfolios enhance learning, assessment and job applications
Ray Tolley - Maximise ICT Ltd	The Need for NOW!
Amy Stevens - MCLA	Back Door Implementation - E-Portfolios for Student Clubs
Edward Hanssen - Queensborough Community College	ePortfolios in the Classroom
Ellen Marie Murphy - Plymouth State University	When an e-portfolio system catches like fire: the rollout of Mahara at PSU
Geetha Nehemia - Broome Community College	ePortfolios for Employability
Glenn Johnson - Penn State University	From Creation to Assessment: Facilitating Transparency in Learning
Julie Hughes - University of Wolverhampton, UK	Roots, (para)chutes and ladders: on growing and nurturing e-portfolio teachers and learners
Lorraine Mountain - Northeastern University	Development of Engineering Career E-Portfolios
Helen Barrett - electronicportfolios.org	Your Digital Self: Web 2.0 as Personal Learning Environment and E-Portfolio
Beverley Oliver - Curtin University	The role of ePortfolios in mapping, assessing and evaluating graduate capabilities
Judit Török - LaGuardia Community College, Making Connections National Resource Center	Making Connections ePortolio Seminar - for Institutional Change
Chris Gallagher - Northeastern University Writing Program	Reviving inquiry: Eportfolios as an opportunity for thoughtful conversation
ichael Napolitano - LaGuardia Community College, CUNY	The ePortfolio as a catalyst for departmental change.
Katherine V. Wills - IUPUC	Supporting ePortfolios from P12 to the Workplace
Georgina Colalillo - Queensborough Community College/CUNY	Enhancing Student Engagement: Integrating ePortfolio in a Nursing Capstone Course
Richard Kimbell - Goldsmiths, University of London UK	Web-portfolios: creative performance with reliable assessment

Name of Lead Presenter	Title of Session

Howard Wach - Bronx Community College	The Degree Program Model: Reflection and Assessment in Bronx Community College ePortfolios
Linda Anstendig - Pace University	Building an "Educational Passport":ePortfolios at Pace University Using an Open Source Solution
Michele Brewer - Wilmington University	Foliotek and Wilmington University: Partnering to Measure 21st Century Learning!
Gina Rae Foster - Lehman College	Making Connections Partner Proposals: Student Leadership Reflection & Assessment
Shane Sutherland - Pebble Learning	An ePortfolio Entitlement
Susan Kahn - Indiana University-Purdue University Indianapolis	Translating Vision to Practice: A Program-Centered Model for Eportfolio
Marc Zaldivar - Virginia Tech, ePortfolio Intiatives	eFolio Thinking: Engaging students in learning and assessment
Terrel Rhodes - Association of American Colleges and Universities	Valid Assessment of Learning in Undergraduate Education
Cathy Leaker - SUNY Empire State College, Metropolitan Center	“What We Ask Them To Do Is Who We Ask Them To Be”: Fostering Student Agency Through ePortfolios
David Shupe - eLumen Collaborative	What if everything about assessing student learning changed?
Wayne Hall - University of Cincinnati	Strategies for Adoption: Faculty Development and ePortfolios
Daniel Stevens - University of Delaware	Singing the Body Electric: How E-Portfolios Empower College Musicians to Develop Creative Voices
Samantha Slade - percolab	Fine-tuning the Processes and Tools Supporting Reflection: Learning through Sharing
Anne Pinchera - Excelsior College	Evaluating Portfolios
Cyri Jones - British Columbia Institute of Technology & Capilano University	Developing e-portfolios using WordPress and other Social Media Tools
Laurie Poklop - Northeastern University	Translating Faculty Visions into Eportfolio Designs
Marcel Penners - HAN University of Applied Science	Succesful implementation! The road to a new ePortfolio system with 25.000 active users
Jacques Raynauld - HEC Montréal / MATI Montréal	Learning Portfolios : a structured approach
Peter Ingle - Westminster College	Multiple portfolio formats for facilitating educational change
Clarence Chan - LaGuardia Community College	ePortfolio for Physical Therapy Education - The Perfect Complement to National Licensing Examination

Name of Lead Presenter	Title of Session

Geoff Irvine - Chalk & Wire Learning Assessment, Inc.	Finding Common Ground: Assessing Gen Ed in the Education Curriculum
Karen Bonsignore - New York City College of Technology	Karen Bonsignore - New York City College of Technology
Barbara Walters - SPS CUNY Online Baccalaureate	ePortfolios, Metacognition and the Double Loop in Basic Research Methods
Janice Smith - Three Canoes	Implementing the AAC&U Value Rubrics in Sakai
Ruth Olmsted - Excelsior College	Tailoring a portfolio program to the characteristics and needs of adult learners
Delene Weber - University of South Australia	Sold! How to sell e-portfolios to staff and not just students
Carol Rasowsky - The College of Saint Rose	E-Portfolio assessment in early childhood education: Perceptions of teacher candidates and reviewers
Cindy Stevens - Wentworth Institute of Technology	Static Web sites versus Linkedin e-portfolios: Results from a survey sent out to Co-op Employers
Martha Bell - Brooklyn College, CUNY	How ePortfolio Transformed our Students, Faculty and Program: The BC SEEK "Benchmarks for Success"
Johel Brown Grant - Pratt Institute	Discursive Strategies to build a community of e-Portfolio users in a Portfolio-Centric Institution
Mohsen Saadatmand - University of Helsinki	Implementing an Electronic Portfolio System in a Graduate Course: A Learning and Assessment Tool
Arthur Williams - Olivet College	Crafting an Electronic Portfolio from Your Unique Requirements
Susan Holak - College of Staten Island/CUNY	ePortfolios at the College of Staten Island: Strengthening Learning Communities on a Commuter Campus
Lillian Rafeldt - Three Rivers Community College	Developing Voices of Students and a Nursing Program
Philip Gimber - LaGuardia Community College	Holistic Assessment of Nursing Students using ePortfolio
Jeff Garis - Florida State Univ	e-Portfolios: Emerging Opportunities for Universities
Candyce Reynolds - Portland State University	Integrating Integrative Learning in the ePortfolio
Rob Schadt, EdD, Director of the Office of Teaching, Learning and Technology at Boston University	Incorporating e-Portfolio Technology into Teaching for Capturing Student Learning and Reflection
Estelita Young - Epsilen	Online Education and the Power of Social Networking for Student Success
Rebecca Petersen - Lesley University	From Concept to Reality: A collaborative framework for ePortfolio implementation


The Lead Presenter	Title of Session

Kimberly Ramirez - LaGuardia Community College	Performing Reflections: ePortfolio as a “Digital Forum Theatre”
Rebecca Reynolds - Rutgers University	Creating her Sense of Self: Feminist Advising, ePortfolio, and Integrative Learning
Marie Hanlon - LaGuardia Community College	Silver Threads and Golden Needles: Journal Writing and Storytelling to Spin Strands of Meaning
Tom Lewis - University of Washington	Why we Killed our Portfolio Tool: A New Strategy for Meeting Instructor and Student Needs
Helen L Chen - Stanford Center for Innovations in Learning	EPAC ePortfolio Community of Practice Meeting
Evangeline Harris Stefanakis - Boston University	A Developmental Look at Assessment for the 21st Century
Judit Torok - LaGuardia Community College	Learning with ePortfolios - Student Presentations
Gail Ring - Clemson University	University-Wide Implementation of ePortfolios for Learning and Assessment
J. Elizabeth Clark - LaGuardia Community College, CUNY	A Culminating Moment: Capstone ePortfolios in the Community College Setting
Nancy Pawlyshyn - Mercy College, NY	Implementing ePortfolios through engagement within a faculty learning community
Dr. William Boddie - U.S. National Defense University	U.S. National Defense University i-College Government Strategic Leader e-Portfolio Program
Cara Macaluso - Rutgers University, New Brunswick	Building on Failure: Redesigning Your University ePortfolio Project
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

Research

trentbatson — Mon, 07 Jun 2010 08:29:03 CDT

Current Research Results and Analysis within the Association

First AAEEBL Survey of Members, June 2010

Thank you for completing the Survey

July 20, 2010, at First Annual AAEEBL Conference	Preliminary Analysis of Data from Survey Announced at Annual Conference in Boston, Tuesday, July 20
September 15, 2010	Analysis of Data Distributed to Members
March 15, 2011	Second Annual Survey Launched

For those with a sense of humor:

Stonehill Conference May 18, 2010

trentbatson — Mon, 07 Jun 2010 07:58:56 CDT

The AAEEBL Stonehill Conference was held on May 18, 2010


	Photos of attendees at the Stonehill Conference. Vendor photos: Digication to the left; TaskStream and Adobe top row 3rd from the left. Thanks to our Corporate Affiliates for help in supporting this conference.	Next year's New England Regional conference will be at: Johnson & Wales University Providence, RI Spring 2011

This was the program on May 18:

Martin Center, Stonehill College (Conference site)	Portfolio Pathways and Possibilities Co-Hosted by OSHEAN; Welcome by George Loftus, President of the Ocean State Higher Education Network Welcome by Tamara Anderson, CIO of Stonehill College The first New England Regional conference for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org) REGISTER online (AAEEBL Members Save $40); check list of members to see if your institution is an AAEEBL member. Walk-in registration will be available. Join in forming the New England Chapter of AAEEBL Vendors attending and sponsoring: Digication, Taskstream, Adobe	The Stonehill campus. Just south of Boston, is in a very nice rural setting.

Martin Center, Stonehill College (Conference site)

Portfolio Pathways and Possibilities

Co-Hosted by OSHEAN; Welcome by George Loftus, President of the Ocean State Higher Education Network
Welcome by Tamara Anderson, CIO of Stonehill College
The first New England Regional conference for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org)
REGISTER online (AAEEBL Members Save $40); check list of members to see if your institution is an AAEEBL member. Walk-in registration will be available.
Join in forming the New England Chapter of AAEEBL
Vendors attending and sponsoring: Digication, Taskstream, Adobe

The Stonehill campus. Just south of Boston, is in a very nice rural setting.

	NOTE: Our first keynote speaker, Dr. Laura O'Toole, has a family emergency so is unable to join us on the 18th. Instead the program will begin with a team of speakers from Mercy College, explaining the portrfolio work going on there. We appreciate Associate Provost Nancy Pawlyshyn's willingness to make this last-minute change. The Mercy College, NY eportfolio team will present the overall approach to eportfolio implementation at Mercy College, NY, (Associate Provost, Nancy Pawlyshyn) and feature two faculty applications of the tool: one from School of Education (Professor Eileen Brennan) and one from School of Liberal Arts (Professor Steve Ward). [Unable to attend] Meet a new member of academic leadership in New England, recently arrived at Salve Regina University in Newport RI, who is helping lead efforts to investigate ePortfolios at Salve. Salve has a history with ePortfolios so this current effort is using lessons learned in their re-evaluation of portfolios this time around. What should the outcomes be? Join in the discussion with Dr. O'Toole Laura O'Toole joined Salve Regina University as Dean of Undergraduate Studies in July 2009. She was Professor of Sociology at Roanoke College from 2001-09, where she chaired the college's Department of Sociology for six years and worked on numerous curricular and programmatic initiatives. She has also held faculty and administrative positions at Guilford College (1993-2001) and the University of Delaware. A member of the Association for Integrative Studies, the Eastern Sociological Society and Sociologists for Women in Society, O'Toole holds bachelor's, master's and doctoral degrees in sociology from the University of Delaware. She is the author of numerous scholarly articles and the co-author/ co-editor of three books, including the widely used Gender Violence: Interdisciplinary Perspectives. [Unable to attend because of family emergency -- 5/17/10 7:45 am]

NOTE: Our first keynote speaker, Dr. Laura O'Toole, has a family emergency so is unable to join us on the 18th. Instead the program will begin with a team of speakers from Mercy College, explaining the portrfolio work going on there. We appreciate Associate Provost Nancy Pawlyshyn's willingness to make this last-minute change.

The Mercy College, NY eportfolio team will present the overall approach to eportfolio implementation at Mercy College, NY, (Associate Provost, Nancy Pawlyshyn) and feature two faculty applications of the tool: one from School of Education (Professor Eileen Brennan) and one from School of Liberal Arts (Professor Steve Ward).

[Unable to attend] Meet a new member of academic leadership in New England, recently arrived at Salve Regina University in Newport RI, who is helping lead efforts to investigate ePortfolios at Salve. Salve has a history with ePortfolios so this current effort is using lessons learned in their re-evaluation of portfolios this time around. What should the outcomes be? Join in the discussion with Dr. O'Toole

Laura O'Toole joined Salve Regina University as Dean of Undergraduate Studies in July 2009. She was Professor of Sociology at Roanoke College from 2001-09, where she chaired the college's Department of Sociology for six years and worked on numerous curricular and programmatic initiatives. She has also held faculty and administrative positions at Guilford College (1993-2001) and the University of Delaware. A member of the Association for Integrative Studies, the Eastern Sociological Society and Sociologists for Women in Society, O'Toole holds bachelor's, master's and doctoral degrees in sociology from the University of Delaware. She is the author of numerous scholarly articles and the co-author/ co-editor of three books, including the widely used Gender Violence: Interdisciplinary Perspectives.

[Unable to attend because of family emergency -- 5/17/10 7:45 am]

	In support of AAEEBL’s goal to promote authentic, experiential and evidence based learning, Griffin will present an overview of InCoRe, a model for reflective learning. InCoRe , an acronym for integration, coordination and reflection, is an approach to strengthening student learning within a four year degree program through the strategic integration of experiential education; coordination of student advising between faculty and the administrators and staff members who manage and support experiential education; and student based reflection oriented toward fulfillment of student learning outcomes. The model, which is a suitable framework for portfolio assessment, employs several theoretical constructs including a derivative of Bruner’s (1960) spiral curriculum, Tyler’s (1949) principles of curriculum and instruction, Kolb’s (1984) model of reflective thinking, and Boud, Keogh & Walker’s (1985) approach to facilitating post-learning reflection. James Griffin is Associate Provost at Johnson & Wales University. As associate provost and member of the Provost’s team, Dr. Griffin has oversight of institutional research, university policy, and several key academic initiatives related to the University’s strategic plan: FOCUS 2011. He serves on the University President’s Senior Management Committee, University Retention Team, the University Dean’s Committee and the Regional Accreditation Steering Committee. Before joining the Provost’s team, Griffin served eight years as vice president and dean of academic affairs at the Denver Campus of Johnson & Wales University. Dr. Griffin’s research interests lie in experiential learning and reflection, assessment, and faculty training and development. He has presented on these topics at regional, national, and international conferences. Griffin earned undergraduate and graduate degrees at Johnson & Wales University. He holds a doctorate in education from Boston University.

In support of AAEEBL’s goal to promote authentic, experiential and evidence based learning, Griffin will present an overview of InCoRe, a model for reflective learning. InCoRe , an acronym for integration, coordination and reflection, is an approach to strengthening student learning within a four year degree program through the strategic integration of experiential education; coordination of student advising between faculty and the administrators and staff members who manage and support experiential education; and student based reflection oriented toward fulfillment of student learning outcomes. The model, which is a suitable framework for portfolio assessment, employs several theoretical constructs including a derivative of Bruner’s (1960) spiral curriculum, Tyler’s (1949) principles of curriculum and instruction, Kolb’s (1984) model of reflective thinking, and Boud, Keogh & Walker’s (1985) approach to facilitating post-learning reflection.

James Griffin is Associate Provost at Johnson & Wales University. As associate provost and member of the Provost’s team, Dr. Griffin has oversight of institutional research, university policy, and several key academic initiatives related to the University’s strategic plan: FOCUS 2011. He serves on the University President’s Senior Management Committee, University Retention Team, the University Dean’s Committee and the Regional Accreditation Steering Committee. Before joining the Provost’s team, Griffin served eight years as vice president and dean of academic affairs at the Denver Campus of Johnson & Wales University.
Dr. Griffin’s research interests lie in experiential learning and reflection, assessment, and faculty training and development. He has presented on these topics at regional, national, and international conferences. Griffin earned undergraduate and graduate degrees at Johnson & Wales University. He holds a doctorate in education from Boston University.

	The Executive Director of AAEEBL, Trent Batson, will address the future of portfolios. Batson was a tenured English professor who became a technology administrator and innovator in the mid 1980s and has been breaking new ground ever since. He has taught and worked at 8 universities, the most recent being MIT. He and his business partner David Marble founded AAEEBL in 2009, and they have shepherded the Association into a successful, broadly supported professional association today. Batson has published widely and speaks at conferences or on campuses about 10 times a year. The Director of Business Operations for AAEEBL, David Marble, will analyze some of the technology concerns of the portfolio community. David has a solid background in business, mostly in telecomm. He was a vice-president at Lucent, with 800 people working for him. He has also created a number of technology startups that have then been successfully sold to larger companies. His business savvy and strong interest in education has provided AAEEBL with a very unusual set of skills and experience for an educational non-profit.

The Executive Director of AAEEBL, Trent Batson, will address the future of portfolios.
Batson was a tenured English professor who became a technology administrator and innovator in the mid 1980s and has been breaking new ground ever since. He has taught and worked at 8 universities, the most recent being MIT. He and his business partner David Marble founded AAEEBL in 2009, and they have shepherded the Association into a successful, broadly supported professional association today. Batson has published widely and speaks at conferences or on campuses about 10 times a year.

The Director of Business Operations for AAEEBL, David Marble, will analyze some of the technology concerns of the portfolio community.

David has a solid background in business, mostly in telecomm. He was a vice-president at Lucent, with 800 people working for him. He has also created a number of technology startups that have then been successfully sold to larger companies. His business savvy and strong interest in education has provided AAEEBL with a very unusual set of skills and experience for an educational non-profit.

Enjoy a day of conversation with nearby colleagues involved in ePortfolio pilots or implementations. We will all be in one large room for most of the day. ePortfolio vendors will be in the same room as well. Number of attendees is limited to 100 so sign up now for this first regional meeting of AAEEBL.

Stonehill College in Easton, Massachusetts (http://www.stonehill.edu/) is hosting the first AAEEBL New England Regional Conference on May 18, 2010. This is a one-day conference, from 8:30 am to 6 pm (wine and cheese reception starts at 4 pm when the program is completed). We expect 100 attendees; plenary and breakout sessions; lots of chances for interaction.	Registration for registrants from AAEEBL member campuses is $80 and from non-member campuses is $120, which includes breakfast, breaks, vendor-sponsored lunch and a vendor-sponsored wine and cheese reception. Register at http://metalearning.americommerce.com Vendors will be present for consultation about platforms and functionality (vendors pls contact david.marble1@gmail.com).

Stonehill College in Easton, Massachusetts (http://www.stonehill.edu/) is hosting the first AAEEBL New England Regional Conference on May 18, 2010. This is a one-day conference, from 8:30 am to 6 pm (wine and cheese reception starts at 4 pm when the program is completed). We expect 100 attendees; plenary and breakout sessions; lots of chances for interaction.

Registration for registrants from AAEEBL member campuses is $80 and from non-member campuses is $120, which includes breakfast, breaks, vendor-sponsored lunch and a vendor-sponsored wine and cheese reception. Register at http://metalearning.americommerce.com
Vendors will be present for consultation about platforms and functionality (vendors pls contact david.marble1@gmail.com).

The Program:

8 - 9:30	Continental Breakfast

9 - 10:15	Mercy College ePorttfolio Team	What's Happening at Mercy?	George Loftus and OSHEAN welcome

	Break provided in room

10:30 - 11:15	Trent Batson, Executive Director, AAEEBL; David Marble, Director of Business Operations, AAEEBL	Future Direction of ePortfolio World	Marble: technology futures for ePortfolios

11:15- 12:00	James Griffin, Associate Provost, Johnson and Wales University	InCoRe -- a model for reflective thinking.

12 - 1 pm Lunch sponsored by Taskstream	Lunch -- visit with vendors, Digication, TaskStream and Adobe.

1 - 2 pm	Site Unseen: Reflection made visible through design Matt Noonan and Laurie Poklop of Northeastern University will use their working relationship as a faculty member and instructional designer as a framework for discussing the process of designing an eportfolio implementation for a first-year writing course. They will describe how they translated Matt’s pedagogical goals and initial inquiry questions into an eportfolio structure, how using the eportfolio with students became an opportunity to reflect on teaching practice, and how the results of the project responded to Matt’s initial questions and identified new avenues for inquiry. Matt Noonan is a lecturer in Northeastern’s Department of English. He has been teaching in the Writing program since 1991. His areas of interest include freshman composition (esp. for differently prepared students), ESOL, assessment, education systems, curriculum design and development, and mentoring. Laurie Poklop is a senior instructional designer in Northeastern's Educational Technology Center, where she consults with faculty on integrating technology to meet pedagogical goals. She has supported the implementation of eportfolios in twelve programs at Northeastern and this year participated in the writing eportfolio inquiry group.

	Break provided in room

2 -3 pm	Ellen Marie Murphy, Plymouth State University -- Can an e-portfolio catch on fire?: The roll-out of Mahara at PSU Description: When an e-portfolio system meets the needs of nearly everyone at the institution, the adoption can be swift and almost painless—from administration, to faculty, and even students. It can even generate excitement and innovation. That’s exactly what Plymouth State University experienced with its roll-out of an open source program called Mahara. We will share our experiences, and introduce our audience to Mahara, showcasing many of the ways it is being used at Plymouth. Currently the Director of Learning Technologies and Online Education at Plymouth State University, Ellen has been involved with the development and use of e-portfolios since 1998. Prior to her position at Plymouth, she was the Director of Instructional Technologies at The Sage Colleges, where she led the initiatives for the adoption of Moodle and Mahara, something she has been involved with at Plymouth as well. She was also one of the first educators in the State of Vermont to implement the use of e-portfolios in K-12. She is currently a member of the NH Moodle/Mahara K-12 group as well.

3 - 4 pm	Linda Beith, Roger Williams University and Pete Adamy, University of Rhode Island Implementation of E-Portfolios – Snapshots in Time The University of Rhode Island has been using e-portfolios for over six years to build in reflective opportunities for student learning, showcase student mastery of learning outcomes and conduct program assessment. Dr. Peter Adamy will focus on the e-portfolio journey undertaken by the School of Education as they transition to their third e-portfolio system. He will discuss how they have used e-portfolios to produce a consistent record of academic performance on critical tasks, which are aligned to state and national teaching standards for the faculty and students. Roger Williams University is just beginning its e-portfolio adoption with a small Spring 2010 pilot with the Schools of Education and Architecture. Dr. Linda Beith will share information on the goals for a virtual accreditation using e-portfolios in 2011 for the School of Architecture as well as the challenges and rewards experienced in getting started.

4 - 6 pm	Wine and Cheese Reception sponsored by Digication

Conference Press Release

trentbatson — Sun, 06 Jun 2010 11:57:00 CDT

Press Release

North Kingstown, RI, May 24, 2010 – The worldwide Association for Authentic, Experiential and Evidence-Based Learning (www.aaeebl.org) is holding the first major international conference focused on electronic portfolios (ePortfolios) to be held in the United States. The conference is in Boston on July 19 – 22, 2010, at the Seaport Hotel and Seaport World Trade Center, a world-class conference venue. This conference is unique and notable for a number of reasons.

The Conference – ePortfolios and the Emergent Learning Ecology – brings together an astounding number of the world’s ePortfolio leaders in this rapidly-expanding electronic portfolio sector in education and in business. Speakers from Canada, the United States, the United Kingdom, Netherlands, Finland, and Australia are on the program. All major ePortfolio projects and initiatives around the world will be represented at the conference. The President of the University of Massachusetts System, Jack Wilson, will welcome the conferees. About 600 are expected.

“We’ve been working on this conference for 18 months. I’ve traveled to Australia to create an AAEEBL chapter there and will be traveling to London for the EIfEL conference there in early July. So, now, we’ve got people coming from Australia and Europe and speaking at our conference about what’s going on in other parts of the world,” said Dr. Trent Batson, Executive Director of AAEEBL.

This event is a watershed: electronic portfolios are vitally important to learning in today’s learning landscape because they provide a means for students/learners to be mobile and life-long learners. The electronic portfolio is therefore a critical tool for the transition of education from last century to this century’s very different learning environment.

The work that students do is stored in a permanent online repository – an electronic portfolio – that allows them to collect and organize their work, selectively present their work (as in a resume or for a grade in a course), set permissions as to who can see the work, and to continually integrate their work over time through comments and reflections, thereby developing meta-cognitive abilities. This conference celebrates the coming-of-age of the electronic portfolio movement as more than half of all American colleges and universities use electronic portfolios in one way or another, and many K-12 school systems are also adopting portfolio practices appropriate for those ages.

“The conference site is terrific,” said David Marble, Director of Business Operations for AAEEBL. “Right on the water, overlooking the Boston Skyline, a short walk from downtown. A beautiful, newly-renovated conference space, great food, great accommodations – people will love this venue!”

The reason why this conference is so important: electronic portfolios provide a permanent learning space for students of all ages, providing continuity from course-to-course, from institution to institution, and from one degree to the next and on to periodic professional development or workforce development activities throughout life. The technology is a revolutionary technology that has gained major traction around the world as a way to learn in this century. The conference will provide 95 sessions (plus a large exhibit hall shared with Campus Technology, which is managing the AAEEBL conference and which is co-located with AAEEBL) showing the many ways that electronic portfolios are used from early childhood to graduate school, from vocational training to digital story-telling, and from course portfolios to institutional assessment management systems.

The conference shows its all-inclusive nature by having a number of co-hosts: the Association of American Colleges and Universities (http://www.AACU.org), LaGuardia Community College’s Making Connections Project (http://www.lagcc.cuny.edu/connections/), and The Northeast Regional Computing Project (http://www.NERCOMP.org). Together with Campus Technology’s annual conference, which is expecting 800 attendees, we should have 1400 attendees, total, in the same building (http://events.campustechnology.com/events/ct-2010/home.aspx).

Terrel Rhodes, Vice President for Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U) said of this conference: “ePortfolio technologies help colleges and universities re-organize their curriculum for this century. At this world conference, AAC&U’s VALUE project, which produced prototype rubrics for higher education that were just released, will be featured. We’re delighted to be part of this important new Conference.”

"From Rutgers University to Brooklyn College to Connecticut's Norwalk Community College, our Making Connections campuses are very excited about this conference," said Dr. Bret Eynon, a founder of the multi-campus Making Connections programs and Dean at LaGuardia Community College. "Our 32 campuses have been learning from LaGuardia's ePortfolio successful experience and, increasingly, from each other's pilot projects. Now they can learn from ePortfolio innovators from around the world."

The keynotes: The internationally-known “Grandmother of ePortfolios,” Helen Barrett; The Director of Georgetown University’s Center for New Designs in Learning and Scholarship and Assistant Provost, Randy Bass; and The Kellogg W Hunt Professor of English at Florida State University and co-director of the Inter/National Center for Electronic Portfolio Research, Kathleen Yancey.

“This conference is a miracle: to get 16 internationally known ePortfolio leaders to speak at one conference, as keynote or featured speaker – especially when any one of them could be a marquee draw by themselves – still amazes me. These are a bunch of generous people,” said Trent Batson.

AAEEBL is a year-old association that emerged from the existing world ePortfolio community. It is funded by institutional memberships (90) and by corporate affiliates (18). AAEEBL is a non-profit organization with a Board of Directors and By Laws. AAEEBL’s goal is to help educators and institutions make the transition to a portfolio-based learning paradigm, while also helping to expand the market.

Deadline for early-bird discount is June 18; register at https://center.uoregon.edu/conferences/1105events/AAEEBL/2010/registration/ Home site for the conference: http://www.aaeebl.org/page/AAEEBL+Annual+Conference (link to hotel reservations is at this site as well).

For more information: Trent Batson, trentbatson@mac.com or 401-465-0439.

The AAEEBL Learner

trentbatson — Thu, 03 Jun 2010 13:02:04 CDT

The AAEEBL Learner, the Association's newsletter/journal is published six times a year by Virginia Tech University and features member campus stories and reports plus brief postings by vendors. The archive is at the AAEEBL member Google Group site in discussions and in the files section. The AAEEBL Learner is now available only to members on first release but will be open to the public as soon as a new edition appears two months later.

At this site, we have the April 1, 2010 issue and the June 1, 2010 issue.

AAEEBL Board of Directors and Administrative Staff

trentbatson — Sun, 09 May 2010 12:58:41 CDT

	The AAEEBL Administrative Team:
	Trent Batson AAEEBL Executive Director	Gary Brown AAEEBL Co-Director Washington State University
	Helen Chen Stanford Director for Research	Helen Barrett electronicportfolios.org Director for Web 2.0 ePortfolio Futures "Grandmother of ePortfolios"
	Steve Ehrmann TLT Group Director for Institutional Research	David Marble Director, Business Operations

The AAEEBL Board of Directors: Following are the Members of the AAEEBL Board of Directors, 2010 The Board meets in person once a year at the annual AAEEBL Conference
	Darren Cambridge AAEEBL Board Chair George Mason University	Janet De Vry University of Delaware
	Lisa Gray JISC (The Joint Information Systems Committee)	Sheryl Hansen Ohio State Regents

	Susan Kahn Indiana University-Purdue University Indianapolis (IUPUI) Vice-Chair	Craig Shepherd University of Wyoming
	Gail Matthews-DeNatale Associate Dean Emmanuel College	Phil Long Executive Director and Professor University of Queensland and MIT
	David Porter Director, University of Rhode Island Secretary of the Board	John O’Donoghue Professor University of Central Lancashire
	Kathleen Blake-Yancey Professor, Florida State University	Terrel Rhodes Vice-President Association of American Colleges and Universities (AAC&U)
	Nancy Carriuolo President, Rhode Island College	Beverley Oliver Curtin University Perth

Master Schedule

trentbatson — Mon, 03 May 2010 15:21:26 CDT

1-Apr	Begin Review of Boston Proposals Register	July 19-22 Seaport Hotel	Conference
1-Apr	Membership Renewal open	June 30 deadline	Membership
1-Apr	Register Stonehill May 18	May 13 deadline	Conference
1-Apr	Corporate Affiliates renew	Contact David Marble or Trent Batson	Membership
1-Apr	AAEEBL Learner issued	6Xyear; Publ @ VT	Publication
1-Apr to 15-May	Second Voice draft proposal completed	Grant project; contact Trent Batson for info	Research
25-May	AAEEBL Survey issued	All members	Research
5-May	Final deadline, proposals for Boston Conference	Program Committee Reviews proposals online	Conference
6-May	Collabtech Case Western	AAEEBL Midwest Regional meeting and presentation	Conference
13-May	Registration Deadline Stonehill	Caterer's deadline	Conference
18-May	Stonehill, MA AAEEBL Regional Conference	Plenary speakers, food, reception	Conference
June	Second Voice Proposal submitted		Research
25-May	Accepted Proposers Informed	For Boston July 19-22	Conference
1-Jun	All renewals due during June	For 12 months	Membership
1-Jun	AAEEBL Learner issued	6Xyear; Publ @ VT	Publication
30-Jun	Membership Renewal Deadline	Member discounts for Boston Conference	Membership
5-7 July	First AAEEBL official presence @ EIfEL	Begin collaboration with EIfEL	Conference
19-22-July	Boston: ePortfolios and the Emergent Learning Ecology	Co-Located with Campus Technology	Conference
20-Jul	New AAEEBL Board of Directors announced	New members elected to 3-year terms	Governance
20-Jul	Results of 1st AAEEBL Survey Released	Survey of AAEEBL Members	Research
1-Aug	AAEEBL Learner issued	6Xyear; Publ @ VT	Publication
1-Aug	Possible start of Second Voice Work		Research
1-Oct	AAEEBL Learner issued	6Xyear; Publ @ VT	Publication
3-5 Nov	Australian ePortfolio Conference		Conference
12-Nov	AAEEBL-NEFDC	Collaborative Conference with New England Faculty Development Consortium	Conference
1-Dec	AAEEBL Learner issued	6Xyear; Publ @ VT	Publication

List of Members

trentbatson — Mon, 19 Apr 2010 12:17:52 CDT

Following are the schools, colleges, universities and organizations that have officially joined AAEEBL:

University of Rhode Island	Indiana University Purdue University Indianapolis
University of Northern Iowa	Providence College
Curtin University, Perth, AU	Carlow University
North West Technical College	University of Virginia
Georgetown University	Roger Williams University
University of Wolverhampton	Community College of Rhode Island
Baruch CUNY	New England Institute of Technology
Brooklyn CUNY	Johnson & Wales University
Borough of Manhattan CUNY	Rhode Island College
Bronx College CUNY	Salve Regina University
City College CUNY	Bryant University
Graduate Center CUNY	University of Delaware
Hostos CUNY	Stonehill College
Hunter CUNY	Plymouth State University
Journalism CUNY	Portland State University
John Jay CUNY	Pace University
Kingsborough CUNY	Graham Group of Schools, Ohio
LaGuardia Community College CUNY	Rhode Island Network for Educational Technology
Law CUNY	Cuyahoga Community College
Lehman CUNY	Clemson Univeristy
Macauley CUNY	Champlain College
Medgar CUNY	Stanford University
NYC Coll of Tech CUNY	Minnesota State Colleges and Universities
Queens CUNY	Cambridge University
Queensborough CUNY	Centre For Recording Achievement
Staten Island CUNY	Singapore Management University
York CUNY	Three Rivers Community College
UFS CUNY	Columbia Unversity
Central CUNY	Cornell University
University of Michigan	Tufts University
Washington State University	University of Massachusetts Pres Office
Ancilla College	University of Massachusetts, Dartmouith
University of Washington	University of Queensland
Connecticut Distance Learning Consortium Ofc	Wheaton College
Virginia Tech University	North West Technical College
Queensland University of Technology	SURF (Netherlands)
Royal Melbourne Institute of Technology	Tunxis Community College
Simmons College	Drexel University
University of Cincinnatti	South East Regional School District (MA)
University of Wyoming	University of Central Florida
MIT
Case Western Reserve University
Pennsylvania State University
California State University Ofc of Chancellor
Northeastern University
University of New Hampshire
NCHEMS
Bridgewater State College
Ohio Learning Network

ePortfolio Resources

trentbatson — Sun, 18 Apr 2010 07:26:43 CDT

ePortflio Resources:

ePortfolio Source: http://www.eportfolio-source.org/
EPAC (Electronic Portfolio Action and Communication): http://epac.pbworks.com
Helen Barrett: www.elecronicportfolios.org
ePort Consortium: www.eportconsortium.org/
ePortfolio at LaGuardia: www.eportfolio.lagcc.cuny.edu
LaGuardia Community College's Making Connections National Resource Center: http://www.lagcc.cuny.edu/connections/
WSU CTLT: https://my.wsu.edu/portal/page?_pageid=177,1&_dad=portal&_schema=PORTAL
Inter/National Coalition for Electronic Portfolio Research: www.ncepr.org/
The EIfEL Community: http://www.eife-l.org/
Centre for Recording Achievement: http://www.recordingachievement.org/
Washington State University Center for Teaching, Learning, and Technology:
https://my.wsu.edu/portal/page?_pageid=177,1&_dad=portal&_schema=PORTAL
Gathering Case Studies in Australia: http://www.eportfolios.net.au
OpenEdPractices.org: http://openedpractices.org

Teaching and Learning Resources:

The TLT Group: http://www.tltgroup.org
Virginia Tech ppt slides about ePortfolios at VT: http://www.slideshare.net/teggin/eportfolio-overview

Assessment Resources:

The TLT Group

Affiliates: Corporate and Non-Profit

trentbatson — Sat, 03 Apr 2010 06:49:33 CDT

Corporate Affiliates

Digication	TaskStream
CommonNeed	Longsight Group
Blackboard	Pearson
Adobe	PebblePad
eCollege	Three Canoes
Desire2Learn	Chalk and Wire
Epsilen	FolioTek

Educational Non-Profit Organizations:

Association of American Colleges and Universities (AAC&U)

IMS Global Learning Consortium

EPAC

www.electronicportfolios.org

Centre for Recording Achievement

EIfEL

LaGuardia Community College's Making Connections National Resource Center

Corporate Role in AAEEBL

trentbatson — Mon, 29 Mar 2010 12:27:03 CDT

To help support AAEEBL and join the association, click here.

AAEEBL invites companies to both sponsor AAEEBL and to participate in these ways:

Join the AAEEBL Corporate Affiliate Group at this site
Participate in the annual conference:

as exhibitors (register at Campus Technology site; exhibit floor shared between CT and AAEEBL)
as event sponsors (contact David Marble at david.marble1@gmail.com)
AND as co-presenters; submit proposal

Receive regular and exclusive executive briefings from the AAEEBL survey group (first survey underway as of April, 2010)
Receive the AAEEBL Learner every two months for reports about activities within the ePortfolio community (published at Virginia Tech)
Learn from AAEEBL trends and needs in user requirements

Take a seat at the AAEEBL table where the world's ePortfolio leaders sit.

AAEEBL has 90 institutional members, building toward 200 by the end of 2011; U. S., Canada, the U. K., Netherlands, and Australia.

For a list of institutional paid members, see List of Members.

Renew Membership or Join AAEEBL

trentbatson — Tue, 23 Mar 2010 09:04:51 CDT

To Join or Renew annual institutional membership in AAEEBL, click here:

Institutional membership (college, university, community college, K-12 district) is $800 USD per year. Joining now covers from now to June 30, 2011. Individual high schools can join for free.
By joining now, individuals from your institution receive a $100 member discount from the registration fee for our annual world conference held in Boston this year, from July 19 to July 22 (applies to first three registrants from each member institution). Member discounts are also offered for AAEEBL regional conferences and other events
Corporate affiliates contact David Marble at david.marble1@gmail.com to discuss membership as a Corporate Affiliate.

Why Join AAEEBL?

Approaching 100 institutional members
Approaching 15 Corporate Affiliates
Collaborating with all current ePortfolio projects and initiatives world-wide
AAEEBL's Second Voice Initiative, creating a path for portfolio practices and institutional transformation
Conferences: 5 in 2010
Forums for discussion and information
Back-end support for activities: an AAEEBL ecommerce site, Quickbooks Office, EventBrainz proposal management
Create a career path
Learn from colleagues
Establish collaborative projects
Have your story published in The AAEEBL Learner
Participate in strengthening the portfolio movement

With 90 institutional members in the U. S., Canada, the U.K., the Netherlands, and Australia, a growing number of regional chapter conferences in the U. S., and fifteen corporate affiliates (sponsors), AAEEBL is moving toward establishing a world-federation for the ePortfolio community in collaboration with all existing portfolio organizations and initiatives.

AAEEBL emerged from the pre-existing ePortfolio community. It is a community effort, more a coalescing of energies than a startup. By joining AAEEBL, members of your campus community can influence the direction of the portfolio movement and industry, can establish a professional identity, can join in research projects sponsored by AAEEBL, can publish in The AAEEBL Learner, issued 6 times a year, learn about portfolios and can present at either our world conferences or at our AAEEBL regional conferences. Individuals receive member discounts for conferences.

Portfolio concepts about active learning, assessment for learning, reflective and integrative thinking, and about outcomes-based curricular design are demonstrating the test of time. The number of institutions, states, and countries engaged with portfolios continues to grow. The number of vendors also continues to grow. A realization is emerging that portfolio thinking and approaches are a vehicle for institutional transformation toward practices appropriate in the knowledge economy of this century. Big mouthful, but we talk with many campuses and schools and find more and more evidence that portfolios are becoming a part of the permanent landscape, that administrators and faculty are gaining awareness of the value of portfolio thinking and practices, and that accreditation bodies find value in certain kinds of portfolio-based assessment.

AAEEBL is a community-based (literally -- the community was there before AAEEBL) association whose goal is to increase the use and understanding of portfolios for all of education globally. This can only be accomplished in partnership with leading schools and colleges and universities, existing portfolio initiatives, the industry and with government agencies involved with portfolios. We hope you will want to be part of AAEEBL, or continue to be part of AAEEBL, and to help portfolios continue to spread in influence.

Trent Batson: trentbatson@mac.com

AAEEBL Regional Chapters

trentbatson — Thu, 18 Mar 2010 15:00:03 CDT

[In operation: New England Chapter, Midwest Chapter, Southeast Chapter, ANZ Chapter; In Discussion: Northwest, Rocky Mountain, U.K. and Northern Europe]

Southeast AAEEBL Regional Chapter: Conference at Clemson University, March 22-24, 2010 [postponed to fall 2010]
New England Regional Chapter: Conference at Stonehill College, May 18, 2010
Midwest Regional Chapter: organizing meeting at Collabtech Conference at Case Western Reserve University, May 6, 2010
ANZ Chapter: Conference or meeting in discussion

The Association for Authentic,
Experiential and Evidence-Based Learning

Guidelines and Accepted Practice for the
Operation of AAEBL Regional Chapters
Fiscal Year 2010, July 1, 2009 to June 30, 2010

The following guidelines apply only to AAEEBL’s first year of operation. A revised version of the guidelines will be released in June, 2010.

AAEEBL is a local and regional, national, and international organization. The following guidelines apply only to the local and regional chapters of AAEEBL and only for the first year of operation.

Rationale

The reason for forming local or regional chapters is that the chapters can support regular periodic communication and meetings, providing continuity for shared initiatives and grant projects. AAEEBL will have just one national meeting each year, so much of the real work of AAEEBL will occur at the local and regional level.

The First Year is Different

During the year from July 1, 2009 to June 30, 2010, AAEEBL member institutions can lead the formation of local and regional chapters and include campuses or schools that are not yet members of AAEEBL. We hope that the other participating institutions will choose to join AAEEBL during this fiscal year but in AAEEBL’s second year, they must join to participate fully in the day-to-day activities of the chapter. If the chapter holds a chapter conference for its region, non-members can attend but will be charged at the non-member rate, to be determined.

Operations

Chapters will of course look for common needs and collaboration and all the usual things that regional organizations of a national association do.

1. AAEEBL provides a national agenda for the chapter: it's not about the technology, but about the learning; it's not just about one campus showcasing work (although that may well happen at your meetings) but about helping academia and the industry learn from your local experience.

2. AAEEBL is not looking for revenue from regional chapter meetings per-se, but from our business perspective of just increasing membership in AAEEBL, which of course does add to AAEEBL revenue. In other words, if you want to use the AAEEBL name and materials, get help from our regionals coordinator, and in other ways depend on AAEEBL to get up and running, there's no cost. If you want to charge for in-person meetings in the region just to cover expenses, then budget just for that.

3. Some of your meetings can perhaps be one-day meetings hosted by the campus in question. Providing box lunches only is not that pricey, especially if you have just 20 or 30 people. Others might be 2-day meetings to provide for travel time in larger regions, which is much more complicated, of course because it involves arranging for lodging. Although we do help with facilitating the regionals (marketing, communications, materials), we don't do logistics for meetings.

4. We found from our previous experience with the New England ePortfolio Project, 2004-2006, that it was very helpful to have 2 or 3 lead people. So, The University of Rhode Island partnered with Brown and UConn. That helped ease the workload for any one person. We three let the host campuses pretty much take on as much of the work of organizing, publicizing, agenda-setting, program-creation, and logistics as they were willing to do. We found that campuses were eager to put together programs. We had 6 meetings in 19 months.

5. At each of our meetings, a new campus would commit to doing the next one. Again, this reduced the central organizing burden. It is important to have a way to assure continuity.

6. We had one "big event" (100+ people) every year, which worked well. Our other meetings drew 25 to 35 attendees. 32 colleges and universities in New England participated.

7. AAEEBL central leadership must be consulted and must participate in the creation of a regional so that we can assure consistency across the various chapters.

Connect to AAEEBL Community

trentbatson — Thu, 18 Mar 2010 10:20:00 CDT

AAEEBL "exists" online in two places:

This Web site -- click on left navigation bar to find information about AAEEBL
The AAEEBL Google Groups sites -- this is the dynamic, day-by-day conversation within the AAEEBL community.

Below are lists of other AAEEBL discussion lists and also of other ePortfolio lists.

DISCUSS! General Discussion: open to all. Join at:
http://groups.google.com/group/w2ep?hl=en

About joining AAEEBL as an institution: contact trentbatson@mac.com

All AAEEBL Google Group Sites:

AAEEBL -- larger community: /w2ep Discussion, dissemination. Open to all qualified participants. All the other groups are open to members only.
AAEEBL Members: /aaeebl-members Members only.
AAEEBL Chapters: /aaeebl-chapters Organizing chapter activities. Members only.
AAEEBL Conference: /aaeebl-conference Planning annual conference. Members only.
AAEEBL Board: /aaeebl-board For the Board of Directors
AAEEBL Corporate Affiliates: /aaeebl-corporate-affiliates
AAEEBL Research: coordinating research projects

Relevant Google Group Sites:

Researching Lifelong ePortfolios and Web 2.0 Helen Barrett's Group site
Value Partner Campuses AAC&Us Groups site
MLE Reference Group The New Zealand K-12 ePortfolio Groups site

EPAC: http://epac.pbworks.com

JOIN! Is your institution a member? List of Members
If not, JOIN!

Become a Corporate Affiliate: contact david.marble1@gmail.com

LEARN! Learn more about AAEEBL at: http://aaeebl.wordpress.com

Submit proposal for the AAEEBL annual conference, Boston, July 19-22

Digital Identity; benwerd's page

benwerd — Sat, 13 Mar 2010 06:19:57 CST

Web-based portfolios are establishing themselves as a way to present a student's learning and offer opportunities for reflection and dissemination. The web, meanwhile, is moving from a site based model to one that centers around digital identities: web-based representations of ourselves and our work.

This page is a work in progress that aims to introduce educators to some of the issues and resources relating to web-based identity.

The new web model

The web is evolving from a series of sites containing pages and documents into a multi-purpose platform that also serves as a collection of applications:

When the web was conceived, it consisted of documents and pages linked with hypertext: linked words and phrases that, when clicked, would load another, relevant document. Each page had its own Uniform Resource Locator, which allowed you to return to that specific page at any time. Each page could be a destination in itself, and although the sites (collections of pages) could be linked together through hypertext, each one had no need to know about your activities elsewhere on the web. Why would they? Documents don’t have memory; their role is simply to impart information.

Step forward to today, and the web is not entirely made of pages: applications now represent a large amount of the web. [...] The benefits are tangible: you can access an application’s functionality from any web-compatible device, anywhere in the world. You’re no longer bound to the software you happen to have installed on a particular machine, and you no longer need to worry about whether you’ve remembered to save a particular file onto a particular drive. Because of historic resource limitations, web applications tend to be easier to use, and entirely bypass the need for IT departments, which have unfortunately earned a reputation for being obstacles to productivity in many organizations.

Building the user-centered web

Necessarily, these applications need to save their data somewhere. Currently that means within the application itself, but that creates problems when you need these applications tointer-operate, or to use the data from one application in another. It makes sense, therefore, for digital identities to be established, which serve as digital representations of a user, and as a store of that user's data from applications around the web. Such identities would be entirely under the control of their owners, from the visual look and feel to access over individual items of stored data.

Personas, portfolios and user control

Of course, our identities in the real world are fragmented: your professional and personal lives are often kept separate. In the digital identity realm these are refered to as personas, and may be entirely separately hosted. I would argue, however, that this is an aspect of user control over their identity: if the user wants their personas - or some of their personas - to be linked, then they should be. The technologies are now in place to allow this to happen, but need to be embraced by software vendors and users alike.

Personas may serve a use in education as portfolios for assessment and/or learning. In turn, education may have an opportunity to contribute an important piece of functionality back to the wider web.

User control remains important, for the same reasons it's important in the wider web. Facebook revealed their discovery recently that:

When people can control who can see their content, they share more meaningfully.

This has clear implications for identity use in reflective learning.

Identity blogs and events

Kaliya Hamlin, aka Identity Woman, is one of the principal organizers of the identity movement in Silicon Valley. She is involved in the Internet Identity Workshop, the best event for discussing and learning about the cutting edge of identity technology.
As discussed in the link at the top of this page, identity and the social web are intrinsically tied. These social web blogs are all worth reading, and run the gamut from the social to the very technical.
My own blog, Benwerd, will continue to address these issues, including how they directly pertain to education.