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WPA
Assessment Institute 2006 Electronic Portfolios,
Writing Classrooms, and College Programs: Practices, Theories, Issues,
and Challenges |
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Exploring
ePortfolios on the Web
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Group 1: Charlotte, Becky, Jonikka, Sandra, David ePortfolio
Assignments: Jamie Lynne Wojsko’s English 101
ePortfolio http://skywalker.cochise.cc.az.us/mirage//Electronic_Portfolio_Template_101/Jamie.htm Jeffrey A. Jumper’s Meteorology ePortfolio http://www.personal.psu.edu/users/j/a/jaj225/eportfolio.html |
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Group 2: Linda, Colin, Michelle C., Dee, Ed ePortfolio
Assignments:
Melissa
Schmidt's M.A. portfolio http://www.plu.edu/~dmc/gallery/MDP/schmidt
m/Files/home.html |
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Group
3: Joseph, Barbara, Derek, Alison, Scott ePortfolio
Assignments: An LSU
Architecture portfolio http://my.lsu.edu/cbeall1/index.html http://www.stolaf.edu/depts/cis/wp/manlove/Templates/index.html |
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Group
4: Kelly, Patricia , Peggy, Alice,
Gerri ePortfolio
Assignments: An LSU engineering portfolio http://dportfolio.lsu.edu/dportfolio/amybreaux/index.html http://www.stolaf.edu/depts/cis/wp/nervig/index.htm |
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Group
5: Melinda, Bill, Laura, Marcia,
Stephanie ePortfolio
Assignments: The ABET templated
flash portfolio from Melissa
Schmidt's M.A. portfolio http://www.plu.edu/~dmc/gallery/MDP/schmidt
m/Files/home.html |
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Group
6: Lori, Michelle S., Linda,
Elizabeth, Adrien ePortfolio
Assignments: Second Semester
FYComp class from NIU: |
Step 1. Hands-On Research & Observation:
(30 minutes)
Working individually or in pairs, please explore the ePortfolio Projects linked
to your respective group. Please be
prepared to comment on what you observed in the ePortfolios you examined,
considering these issues.
PRIMARY QUESTIONS:
What’s the purpose of the ePortfolio?
Who is the audience? How is this ePort similar to and different from a print portfolio?
How is it different from a website? What
is the learning history displayed in each ePortfolio? Which are your favorite
ePortfolios and why? How do these students use
ePortfolios for hypertextual and multimedia folio thinking? What
challenges did students face in creating these ePortfolios? What might be the
challenges you’d face in teaching with and assessing these ePortfolios?
SECONDARY QUESTIONS:
As a classroom instructor
what do you hope that students will gain from using ePortfolios in your
course? As a WPA, what do you hope that
the ePortfolio would show you about a student’s writing? How might the ePortfolio help you to
understand your writing program better?
What are the advantages and possibilities of the ePortfolio? What are the challenges facing faculty in
teaching/assessing ePortfolios?
Step 2. Prepare for Large Group Discussion: (15
minutes)
Before you return to the large group, please write down--so that
you can identify for the large group--the purpose, audience, design and
contents of one portfolio. Please be prepared as well to identify one aspect of
this ePortfolio that you found valuable; one goal for the use of ePortfolios in
assessing writing; and finally, one challenge you see for using ePortfolios in
teaching and assessing writing.
Together after the identification of one portfolio per group
(see above), we will discuss the following questions:
What
are some pedagogical implications of the ePortfolio? As an instructor, what
would you like to emulate in what you’ve seen today? As a WPA, what you would like to emulate for
your program? How can these
ePortfolios inform your goals as a
faculty member? As a WPA? What are the uses of ePortfolio for hypertextual
and multimedia folio thinking? How might
this enhance your current assessment process? What problems or issues do you perceive in
using ePortfolios for teaching and for assessment? What are the technological challenges you
face in using ePortfolios?