Portfolio presentation

Portfolio Strategies for Student
Engagement
Carolyn Oldham
Adjunct Instructor, Librarian
Library Science
Rio Hondo College

Portfolios … what are they?
• Used:
– Within a sequence of classes
– Within one class
– To document learning journey over one course,
several courses or throughout an entire program
•Website: http://eportfoliolearning.weebly.com/ (links, ppt, examples
of handouts, tutorials, etc)
eportfoliolearning.weebly.com

Portfolios
• Documenting learning in an ePortfolio … is a way for
learners to explore and reflect on their knowledge by
asking critical questions about where and how their
knowledge was derived and what to learn next.
• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning
with ePortfolios: A Guide for College Instructors Wiley.

Types of Portfolios
Career Educational Process
Showcase
Hybrid
(both)
ePortfolio
Paper

Portfolio types
•Process: Students create a product and then later reflect on the
process by answering thought-provoking questions. The important part
here is getting the students to think about their learning. Allow time to
reflect or ask more questions.
•Showcase: This type of portfolio seeks to highlight the students’ best
work. Showcased work will allow students to populate their digital
footprint, create a longitudinal learning inventory, and show growth
over time.
•Hybrid (In-Between): This is a combo of the two portfolios above.
Allows for best work to be showcased but over time demonstrating
process.
Holly Clark: Beginner’s guide to creating a digital portfolio.
http://www.hollyclark.org/2014/03/23/a-beginners-guide-to-creating-digital-portfolios-2/

Physical Formats
•Paper portfolios
eportfolios

ePortfolios
•ePortfolios: emphasize on technology, software, programs such as
websites
–Office (Word, Excel, PowerPoint)
–Websites
•Blogging
•Wordpress, other website creation sites
–Multimedia authoring programs
•Flash, Adobe Captivate

Portfolios as a Format
• The accidental ePortfolio
• Finding a format that:
• facilitated student reflection and engagement
within the course
• provided evidence of learning.
• Begin with action research and inquiry

Action Research
• Practical approach to professional inquiry.
• The improvement of practice, its understanding and the
situation in which it takes place.
– Carr and Kemmis (1986)
– http://edglossary.org/action-research/

Action Research
•Definitions: defining your practice and what you are
enacting
•Involved:
–Course structure
–Movement towards reflective, discursive format of teaching

Reflection
• Reflection as essential to the use of a portfolio in a class setting.
• Iteration: learning which emphasizes process
• Students reflect on concept, task or knowledge several times
during the term
• Social Pedagogies
• Engages students in communication intensive tasks where the
representation of knowledge for an authentic audience is central
to the construction of knowledge.
Connect to Learning: http://c2l.mcnrc.org/category/pedagogy-practices/social-practices/

Bass, R. Designing for Difficulty: Social Pedagogies as a Framework for Course Designhttps://blogs.commons.georgetown.edu/bassr/social-pedagogies/

Simplified
Student
Process
learning
Authentic
Audience
ReflectionFeedback
Voice and
purpose

Portfolio Definitions
•Portfolios are generally considered a collection of materials
–“Collection of evidence that is gathered together to show a person’s
learning journey over time, and to demonstrate their abilities”.
• Butter, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. eCDF ePortfolio Project.
Massey University College of Education

Portfolio Definitions
•“Systematic collections of student work selected to provide information
about students’ attitudes and motivation, level of development and
growth over time.”
• Kingore, B. (1993). Portfolios: Enriching and Assessing All Students (1st ed.). Des Moines: Leadership
Publishers Inc.
•“Purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas.”
• Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar
(Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.

Artifacts
•What is contained in portfolios are what we call artifacts:
–Documents
–Images
–Videos
–Charts
–Other types of visual or writing pieces
•Artifact is wide open, it could be a writing piece for a writing course, it could be a financial
analysis work for a course in business.

eportfoliolearning.weebly.comBarrett, H. http://electronicportfolios.org/

History of Use
•Use of portfolios early on were in visual courses where students
produced portfolios of artwork or other types of evidence of
improvement mainly in visual design courses
•Researchers including Helen Barrett began to draw the concept into
other disciplines and areas and developed use of these in other
disciplines:
•http://electronicportfolios.org/ (multitude of sources of eportfolios,
software, use)

Portfolios in Specific Fields
•Medicine
•Nursing
•Two areas which have used portfolios to document clinical learning
Examples
http://sfsueportfolio.myefolio.com/sfsugalleries/nursing

Benefits to ePortfolios
•For ePortfolios, there are benefits seen in:
–Skills development related to technology: Students have to use
some type of electronic technology to develop a portfolio.
–Access: easily made available to the student, instructor, or made
public.
–Portability: student can take with them, after a course or a program.

•ePortfolios offer a framework within which students can personalize
their learning experiences, and create different representations of their
learning experiences tailored to specific audiences while also
developing multimedia capabilities (Chen and Penny Light, 2010).
• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A
Guide for College Instructors.

•An advantage of the ePortfolio:
–capturing evidence in a range of formats, including written
documents, audio recordings, videos, and digital photographs.

Consortiums and Institutional Research
• Research points to the contributions of e-portfolios to increased
student engagement, retention, learning skills, professional identity
development, and self-direction.
• Connect to Learning
– http://c2l.mcnrc.org/evidence/
• Association for Authentic, Experiential and Evidence-Based Learning
–http://www.aaeebl.org/

•Connect to Learning is a FIPSE-funded community of practice, linking e-
portfolio leadership teams from twenty-four campuses in a shared
effort to learn from each other, document effective practices, and
develop a resource for the field.
• Eynon, B et al (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Retrieved from
http://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-
make

•AAEEBL (“able”), the Association for Authentic, Experiential and
Evidence-Based Learning, serves as a professional association dedicated
to supporting educational leaders committed to educational
transformation relevant to 21st century learners. We are best-known
for promotion of eportfolios as a high impact practice that encourages
learners to reflect on their learning and to learn more deeply as a result
of their reflection process.
•http://www.aaeebl.org/

ePortfolio Program
•La Guardia Community college: example of an institution wide well-
known portfolio program [not just online], which all students are
required to participate in to graduate.
•Their student body is very diverse with many first-generation college
students and recent immigrants.
•Their campus-wide use of portfolios provides evidence of student
learning and also promotes ownership of learning by students.

LaGuardia Community College
•Examples of portfolios by LAGCC students:
•http://eportfolio.lagcc.cuny.edu/gallery/

•Student Engagement, Pass Rates, Retention
–Quantitative Data
–Comm. College Survey of Student Engagement (CCSSE)
–Qualitative feedback
–Student outcomes (pass rates, retention)
•CCSSE Survey indicates pass rates/retention higher in courses
employing eportfolios
• Electronic Portfolios 2.0: emergent research on implementation and impact, 2009. Chapter 6:
Making Connections: the LaGuardia ePortfolio.

•Two important considerations:
•Visual Creativity
–Integration of visual and written
–Takes advantage of new literacy; abilities of technology to enlarge
how we generate and exhibit knowledge
•Interdisciplinarity
–‘Crossing boundaries”
–‘Leaky seams .. between making sense of different experiences”
•How students reflect naturally and consciously about how day-to-
day events overlap in their learning

Individual Applications of Portfolios-ePortfolios
•Research for individual courses is not as plentiful.
•Fourie & Niekerk (1999) Using portfolio assessment in a module in research
information skills. Education for Information, 17: 333-352.
•Use of portfolio evaluation in Information Literacy courses:
–Need for authentic evaluation.
–Offered insight into student learning

Individual Applications of ePortfolios
•Research for individual courses is not as plentiful.
•Sonley et al. (2007). Information Literacy Assessment b Portfolio: a case
study” Reference Services Review, 35.1: 441-70.
•Use of eportfolio evaluation in Information Literacy courses:
•Original project:
–Bibliography of sources
–Critical evaluation of process of low quality with little analysis.
•Developed portfolio with 3 components of
–bibliography, evidence of search processes
–critical reflection on process
–evaluation of sources

Individual Applications of ePortfolios
•Conclusions
–Improved student performance on a bibliography on
topic chosen by student
–Provided evidence of student learning
–Portfolio suited to information literacy as it allowed
formative assessment throughout the process of
construction
•Sonley et al. (2007). Information Literacy Assessment by Portfolio: a case study”
Reference Services Review, 35.1: 441-70.

Process or Product?
•Helen Barrett (2010) describes the value of a learning portfolio as:
•The real value of an e-portfolio is in the reflection and learning that is
documented therein, not just the collection of work (Barrett, 2010).

A Process
•Collect: gather items based on portfolio purpose
•Select: criteria for choosing items
•Reflect: significance of each item
•Connect: publish, feedback
Adapted from
http://www.cwahlksu.info/2014/03/21/
reflection-17-eportfolios-for-teachers/
ePortfolio Center, U.S. Dept of Education.
https://sites.google.com/site/resourcecentereportfolio/home
Process
Collect
Select
Reflect
Connect

Translates to ePortfolios
Traditional vs.
Collecting
Selecting
Reflecting
Connect
ePortfolio
Archiving
Linking/thinking
Storytelling/narrative
Collaborating

Process?
•Focus on reflection.
•Research into portfolio use in education has linked reflection and
learning and the development of a portfolio:
•“…Neither collection nor selection of pieces to be incorporated into a
portfolio are worthwhile learning tasks without a basis in reflection’
(Kimball, 2005).

Class Applications
• Fundamentals of Library Research
• 3-credit course, online section
• Satisfies CSU, UC credit for library research course
• Technical skills such as online searching, citation formatting
• Theoretical aspects of information and society
– Rio Hondo College: Fund Library Research 101: This course promotes information literacy by introducing
students to the resources available in an academic library, including books, online catalogs, online
databases, and Web sources. Students learn how to define their research problem, apply appropriate
search tools, analyze and evaluate information and search strategies, and use information ethically and
legally. The critical thinking skills and research strategies learned in this class will benefit students who need
to find information for college-level research assignments, career demands, and lifelong learning.

Variety and Application of Skills and Knowledge
• Wide variety of skills
• Wide application of skills
• Integration of skills and knowledge

Course outline
•Basic skills [Weeks 1-4]: searching online catalogues, online
subscription databases, learning/reviewing some basic skills in
technology
•Weeks 5-10: 2-week units on Topic Development, Advanced Searching,
and Citation formatting.
•Weeks 11-15: new media sources, more searching skills (internet)
evaluation of sources, and theoretical aspects of information in society.

Types of Knowledge
Facts about catalogs,
databases
Boolean Search, Other
Search Types
Identify a research
topic
Formulate questions
Search Databases
Internet
Classification Schemes
(Library Congress, Dewey)
Theoretical aspects
Understand need to evaluate sources
Course Goals
Investigate the scope, content,
organization, and help features
of information retrieval systems
Plagiarism
Copyright
Intellectual property

Three areas of focus
•Reflection: reflection upon prior knowledge or experience, which feeds into
conceptualizing what has been learned, resulting in new experiences based upon
what they have learned. (Kolb, 1994)
•Choice Student choice in what is included in the portfolio. This depends on the
program. Ranges from completely student choice to required elements
•Ownership Leads to ownership of learning

Reflection
•Reflection in education, with the concept originated by Dewey (1933),
refers to:
–Cognitive activity for monitoring, evaluating and modifying thinking,
or a process and to assist in moving to a next level of skill or
accomplishment.
–The concept of reflection is linked essentially to development
–Studies link reflection, and the use of portfolios as a learning tool
(Butler, 2006, Saito, 2007).

Ownership
•A goal of the course is for students to engage in life-long learning, which
is a part of the course description:
–The critical thinking skills and research strategies learned in this class
will benefit students who need to find information for college-level
research assignments, career demands, and lifelong learning.

Criteria for Life-Long Learning
Technology
•ACRL (Association for College and Research Libraries:
–Information literacy is related to information technology skills, but has broader
implications for the individual, the educational system, and for society. Information
technology skills enable an individual to use computers, software applications,
databases, and other technologies to achieve a wide variety of academic, work-related,
and personal goals. Information literate individuals necessarily develop some
technology skills.
–http://www.ala.org/acrl/standards/informationliteracycompetency
Initiative, independence, reflection
•Essential Learning Outcomes:
–AAC&U VALUE rubric, incorporating independence, reflection and initiative in learning

Reflection in Online Learning
•In a study of Online Learning by the Dept of Education (2010) through an extensive
literature review of quantitative studies of online instruction, key findings included:
–Online learning can be enhanced by giving learners control of their interactions with media and
prompting learner reflection.
–Overall, the available research evidence suggests that promoting self-reflection, self-regulation
and self-monitoring leads to more positive online learning outcomes. Features such as prompts
for reflection, self-explanation and self-monitoring strategies have shown promise for improving
online learning outcomes (p. 4-5)
–Means, B.; Toyama, Y.; Murphy, R.; Bakia, M.; Jones, K.. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and
Review of Online Learning Studies. US Department of Education. May 2009. Retrieved from
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

•When students know that peers are looking at and commenting on their
e-portfolio, its value as a learning experience is significantly enhanced.
• Eynon, B (2014). Completion, Quality, and Change: The Difference E-Portfolios Make.
https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-
portfolios-make

Reflection, again
•Dewey (1933) originated concept of reflection:
–Form of problem solving connecting several ideas together by linking each idea
with its predecessor in order to resolve an issue
•Kolb (1984):
–Having an experience is not sufficient to learn or acquire KNOWLEDGE..
–Reflection is necessary to gain understanding of concepts engaged in the
experience and test concepts under new conditions.
–Allows practical skills to be applied in a number of meaningful situations.

Fund of Library Research
•Discussion threads (11 per semester)
•Assignments
•Core assignments (bigger assignments on topic development, search
skills and citation formatting)
•Quizzes/final exam
•Annotated bibliography final project
–MLA formatted
–Citations formatting
–Annotations for some sources
–Research questions and thesis statement

Types of Reflective and group Exercises – Lib 101
Rough draft
(Fall 2011
PPT
presentation)
Final
bibliography
(total points
including
rough draft)
% of reflective
exercise to
final
bibliography
Additional
Reflection
exercises
[blog,
journal]
% of
reflection
exercises
out of final
points**
Group
Exercises
(group blog,
wiki)
Discussions
(11, 25 pts
each)
Spring 07-
Fall 08
0 250 0 0 0 0 275
Spring 09
Spring - 11
20 230 8 0 2 50-75 275
Fall 11-Fall
14
50 200 25 60-100 15 0 275
Spring
2015
70 150 20 150 22 0 275
**1000 total points

Rough Draft … to Reflective Exercise
•Rough Draft due Week 12 - should
include
•1) potential topic statement;
•2) two paragraphs on aspect of
topic
•3) at least three possible sources in
MLA citation format Include all
these sections to get 50 pts for
rough draft
• http://eportfoliolearning.weebly.com

•Artifacts: presentation to illustrate some of steps of their development
of topic
List of keywords (concept map) search strategies citation
formatting
•Began with: 4 artifacts: include to present to class
•Spring 2015: 11 artifacts: revise/additional material

Revise for inclusion
in portfolio
Collection
Selecting
Reflecting –
revisions/additions
Connecting --
presenting

Reflection Exercises
•PowerPoint Presentation
–4-5 artifacts: Concept Map, Annotation, thesis statement and a summary or
description of search techniques
–11 artifacts: concept Map, thesis statement, Research Questions, Search
example, Citation example, annotation, journal entries (3), choice of one
additional assignment, summary of process

Reflection Exercise
Post a journal entry (120 words, 1-2 paragraphs) about what you have
learned over Week 1-4.
–Describe at least 3 Key Concepts that you found interesting, and that you can
apply to upcoming exercises, or to academic work in general.
–Some suggestions: definitions of technology/Internet; online
catalogs: including field names, keywords, subjects, subject versus keyword
searching; online databases: field searching, Boolean searching, or, any other
concepts you find useful.
–Also, if you have any questions about Weeks 1-4, include questions in your
reflection.
–http://eportfoliolearning.weebly.com

Reflection Exercise
•To include in Final portfolio:
•Revising of journal entries (do at least two of the following):
–correcting for grammar/punctuation
–adding websites that might be related to your journal entry,
–add additional paragraph with additional reflection about one more Key
Concept]
–http://eportfoliolearning.weebly.com

Process and Product
• Process: reflection on, and documentation of learning process
• Product:
– Materials or artifacts student chooses to include
– Serves as final project in class
– Assessment is summative, with grades awarded at end of term
Lane, Cara “Technology and Change” Electronic ePortfolios 2.0, Stylus, 2009.

Organizers and Checklists
• How to
document
process?

Matrix
•Matrix rubric
for
assessement
of gen ed
requirements
Diller & Phelps. Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an
Information Literacy Program. Libraries and the Academy Vol. 8, No. 1 (2008), pp. 75–89.

Groupwork as social pedagogy
•Audience
•Positioning
–Of peers
–Of instructor
•Backstage interaction

Technology?
Three Iterations of a Portfolio Project
Microsoft PowerPoint
Google Docs
Google Blogger

ePortfolio technology
• Whole range of options
• Generic Tools:
– Word processing
– HTML editors,
– multimedia authoring tools,
– portable document format (PDF), and other commonly used productivity
tool software.
• customized systems approaches (CS) that involve servers, programming, and
databases
• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Ppt
presentation retrieved from

Technological Issues?

Technological Issues
•When learning new tools, use familiar tasks
•When learning new tasks, use familiar tools
• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Ppt
presentation retrieved from http://electronicportfolios.com/web20.html

Google Blog
• Link

Connect2Learning
http://c2l.mcnrc.org/technology/ Two examples of implementation of
portfoflios: Salt Lake Community College uses
free websites for students to create
portfolios

•SLCC Use of Technology
•http://slcc.mcnrc.org/tech-story/

Commonly Available Tools
• Powerpoint
• Accessible to Students
• Readily available through programs provided at school labs
• Easily transfer to Google Docs
• Integrate in any CMS

Course Management Capabilities vs. Stand Alone Sites
• Course Management Capabilities
• Weebly
• Pathbrite
• Stand Alone Sites
– Google Drive
– Google sites
– Evernote
• My sample Google Blog: http://lib101rhc.blogspot.com/

Weebly student websites
http://www.weebly.com

Questions to Ask
• Can student work be made public
• Can students view and comment on each other's work?
• Can the teacher provide feedback for the student privately?
• Does the platform allow for multiple file types (documents, sound files, video
files)
• What are the costs for using the tool or platform?
• Can a teacher create a teacher account and student accounts, or do students
sign up on their own?
• Can the tool be integrated into an existing SMS or other school-wide
database and/or gradebook?

Course Management versus Portfolio or blog sites
• Portfolio sites now offer features of course management system
– Discussion forums
– Assignment submission
– Course materials
– Embedded media

Where did I end up?
Evidence and Transparency
•Evidence of learning
–To other students
–As process of learning
–As summative assessment at end
•La Guardia findings:
–Visual and textual integration
–Interdisciplinarity

Semester
assignments/discussion
threads
‘one-shot’
assignments
Portfolio
Presentation
Organized
presentation

Improvements in course performance?
•Improvement in completion
•Chang (2007) found that self-perceived learning performance was
significantly enhanced by use of web-based portfolio assessment among
junior high students in two computer classes.

Students demographics
•From intro survey each semester:
–Adult students
–Working students
–Students with family responsibilities
•Adult learning theory
–Adults are characterized by maturity, self-confidence, autonomy, solid decision-
making, and are generally more practical, multi-tasking, purposeful, self-
directed, experienced, and less open-minded and receptive to change.
–8 Important Characteristics Of Adult Learners http://elearningindustry.com/8-important-characteristics-
of-adult-learners

eFolio Thinking
• Adult students supported by:
• Reflective Practice
• eFolio as a way to
• Reflection
• ownership

Pedagogic Tool
• Promote, assist and improve students’ learning
• Inform teaching and learning
• Provide cognitive framework for learning and teaching

Course Organization, Integration
• Portfolio assignments as advance organizers
• Identifying Critical Content
• Importance of effectively cueing critical information
• Advance organization of content
• Course Integrators
– ePortfolios as course integrators. Mason et al (2004) reported that a
majority of students found the portfolio served as a course
integrator:
– Mason, R., Pegler, C., Weller, M. (2004). E-Portfolios: an assessment tool for online learning. British
Journal of Educational Technology 35.6: 717-727. Retrieved from
http://caeldompel3.pbworks.com/f/E-portfolios.pdf

Formative and Summative Assessment
A process used by teachers and students during instruction that provides
feedback to adjust ongoing teaching and learning to help students
improve their achievement of intended instructional outcomes.
A tool used after instruction to measure student achievement which
provides evidence of student competence or program effectiveness.

Responses to Spr 15 semester survey of Lib 101
Research Powerpoint: Choose as many options below that are relevant to
you in describing the Research Presentation [only the Powerpoint
presentation, not bibliography portion of final project]. If something is not
listed, include under "Other'" (Mandatory )
Response # responses percent
Relevant to coursework in other subject areas 5 20.00%
Helped me in understanding course concepts 4 16.00%
Helpful in reviewing prior assignments and revising for inclusion 4 16.00%
Is something I can 'take away' from the class as a finished proposal 4 16.00%
Helped me see the process of developing a topic and searching for sources 3 12.00%
Seemed like a lot of work 2 8.00%
Was not helpful as a final project 2 8.00%
Other Option 1 4.00%
88.00% 1 skip

References
• http/eportfoliolearing.weebly.com/
• Barrett, Helen. http://electronicportfolios.org/
• Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero &
R.A. DeVillar (Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.
• Mason, R., Pegler, C., Weller, M. (2004). E-Portfolios: an assessment tool for online learning. British Journal of
Educational Technology 35.6: 717-727. Retrieved from http://caeldompel3.pbworks.com/f/E-portfolios.pdf
• Saito, H., Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of
information seeking on the Web. Computers & Education 49: 214–229. Retrieved from
http://miwalab.cog.human.nagoya-u.ac.jp/Paper/saito07.pdf

References
•Sonley, V. et al. (2007). Information literacy assessment by portfolio: a
case study, Reference Services Review, 35.1: 41-70. Retrieved from
http://tees.openrepository.com/tees/bitstream/10149/41456/7/41456
.pdf

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Portfolio presentation