Untitled Document<\/title> \n<meta http-equiv=\"Content-Type\" content=\"text\/html; charset=iso-8859-1\"> \n<\/meta><\/head><\/p>\n<body><\/p>\nAt a meeting on Friday, October 8, 2004–the final meeting of the SOE E-Portfolio \n Review Committee (PRC) of 2003-2004–I discovered that a new School of Education E-Portfolio \n Committee would continue the work that the PRC had begun last year. <\/p>\nI feel that the decision to create a standing committee in the School is a \n progressive and necessary move for responsible implementation of a new portfolio \n system, particularly an electronic portfolio. However, I grow worried that many \n of the initiatives of the PRC might be dropped or left unfinished or lost somehow \n in the transition. <\/p>\nI wonder how it is best to share ideas on e-portfolios with my colleagues? \n The issue can lead to strong or disinterested reactions. But I think most people \n are concerned, since the system we use will have a profound effect on students \n and faculty alike.<\/p>\nWhen we left for summer break, our committee had gone pretty far into fleshing \n out a particular e-portfolio model. Our model was predicated on developing Web \n literacy in students, providing students a means of control of content, growing \n the portfolio artifacts out of course work, putting the responsibility of portfolio \n development and maintenance on students, developing some "standards" \n for documenting standards, and investigating\/developing an assessment system \n based on the "<a href=\"http:\/\/electronicportfolios.org\/systems\/concerns.html\">Baylor \n model<\/a>." When we left for summer vacation, I had sketched an end-of-year \n agenda-brainstorm-type of list for our work to get to the next level. This was \n just one-person’s take on the task ahead. But as I re-read it now, several months \n later (it’s quoted, in blue<\/font>, and may be read by clicking the “Read more” link below), I think \n the issues might make for some good discussion.<\/p>\nHere’s hoping. Below I’ve pasted in the memo I wrote in May, as our committee \n began to turn its attention to developing an "implementation plan":<\/p>\n<\/p>\nHere’s what I wanted to suggest at today’s meeting: Maybe \n we should form some sub-committees to work on various components of an implementation \n plan? <\/font><\/p>\n Here are seven or so things I can think of that an implementation \n plan might address: <\/font><\/p>\n<ol>\n<li> Develop all the explanatory materials<\/em><\/strong> \n students will need. I think we need to develop written guides (in a printed \n and online handbook) that address the following areas: \n <\/font><\/p>\n<ul type=\"disc\">\n<li> Why are students required to develop E-Portfolios \n (possible answers: for "<a href=\"http:\/\/electronicportfolios.com\/metaphors.html\">mirror, \n map, sonnet<\/a>," student\/institutional assessment, building programmatic \n coherence for students, technological fluency, reflection on growth, showcasing \n of learning, employment advantages, etc.)?<\/font><\/li>\n<li> What is a standards-based portfolio (and perhaps \n how it is different from past portfolio models students may have heard \n about)?<\/font><\/li>\n<li> What constitutes the meeting of an indicator?<\/font><\/li>\n<li> How many indicators need to be met for each standard?<\/font><\/li>\n<li> How do students find tech support?<\/font><\/li>\n<li> How do students find online support?<\/font><\/li>\n<li> What is a Conceptual Framework and why is it \n important (and what is our<\/em> CF)?<\/font><\/li>\n<li> From where will artifacts for the E-Portfolio \n come?<\/font><\/li>\n<li> Why is the required E-Portfolio considered a \n "minimum threshold" document (additional requirements may come \n from the major, individual instructors in SOE or disciplinary courses, \n or students themselves)?<\/font><\/li>\n<li> What are the acceptable (and encouraged) use \n policies for Web accounts (the primary use is to support the E-Portfolio; \n but an important use is to form a digital archive of materials that might \n be of use later; students need to be taught to SAVE EVERYTHING).<\/font><\/li>\n<li> E-Portfolio as a Web site–what are the issues, \n concerns, resources, possibilities, limitations?<\/font><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<blockquote>\n I would be happy to work on these documents this summer–preferably \n with others, so the approach is comprehensive and balanced.<\/font><\/p>\n<\/blockquote>\n<ol start=\"2\">\n<li> Develop a specific portfolio assessment \n strategy<\/em><\/strong> (what else besides having the artifacts assessed in \n the context of courses? Will the "<a href=\"http:\/\/electronicportfolios.org\/systems\/concerns.html\">Baylor \n model<\/a>" assessment system be enough for tracking successful completion \n of the E-Portfolio?)<\/font><\/li>\n<li> Should there be a specific "Conceptual \n Framework" assignment<\/em><\/strong>? (Who grades it? Advisor?) Should \n this assignment serve are the "Reflective Introduction" to the E-Portfolio? \n Should the CF assignment be a kind of "exit" assignment made in \n the POT course–to be assessed at a later time?<\/font><\/li>\n<li> What do we need to do with faculty this summer and \n fall to build support<\/em><\/strong> for the new portfolio?<\/font><\/li>\n<li> What is the Advisor’s<\/em><\/strong> role?<\/font><\/li>\n<li> How can we develop a strategic plan for Getting \n the Word Out in Fall, 2004<\/strong><\/em>. (I think there are all kinds of \n inventive ways we might pilot and promote the new E-Portfolio.<\/font><\/li>\n<li> Other practical details: \n <\/font><\/p>\n<ul type=\"disc\">\n<li> Set-up of the student support office<\/font><\/strong><\/em> \n (room, equipment, student workers, budget, etc.).<\/font><\/li>\n<li> Recruitment of student tutors<\/strong><\/em>.<\/font><\/li>\n<li> Software license permission<\/strong><\/em> \n to copy and distribute Netscape and SmartFTP.<\/font><\/li>\n<li> Recruitment of faculty<\/strong><\/em> to teach \n POT 200\/400.<\/font><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n In sum, there’s nothing really new here…but I’m beginning \n to think we need to hit the ground a bit with the practical matters. I think \n we need the summer, though…. <\/font>\n<\/p>\nSo that’s where we were at the end of spring. We decided in May that we all \n needed some time away from the intensities. So we stepped aside briefly; fall \n came; and now the passing of the torch to the new committee. I wish the committee \n all the best, but I do wish to share with them and others a concern that I would \n be disingenuous not to mention. For I have heard rumors the the PRC’s \n Web literacy model of e-portfolio may be replaced by a proprietary assessment \n system–LiveText, in particular. I definitely think LiveText will bring some \n advantages–but at a cost–a double cost to students. I think Helen Barrett \n excellently articulates the financial costs, but she only indirectly suggests \n the "literacy cost" that a "paste-in" or database-driven \n system would have. But I think her review is well worth reading by all SOE faculty \n who are contemplating using the system (<a href=\"http:\/\/electronicportfolios.org\/wordpress\/index.php?p=32\">click \n here to read her review<\/a>).\n<\/p>\nAnyway, I hope there might be some interested discussion in the SOE on this \n topic, and I hope I might partake in some of that. If you who are reading this \n entry wants to respond, you can do so by filling out the "Comment" form \n directly below. Join on in….\n<\/p>\n<\/body> \n<\/html><\/p>\n","protected":false},"excerpt":{"rendered":"Untitled Document At a meeting on Friday, October 8, 2004–the final meeting of the SOE E-Portfolio Review Committee (PRC) of 2003-2004–I discovered that a new School of Education E-Portfolio Committee would continue the work that the PRC had begun last year. I feel that the decision to create a standing committee in the School is … <a href=\"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/archives\/34\" class=\"more-link\">Continue reading E-Portfolios, PRC, and Beyond . . .<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,7],"tags":[],"class_list":["post-34","post","type-post","status-publish","format-standard","hentry","category-electronic-portfolios","category-reform-in-education"],"_links":{"self":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/comments?post=34"}],"version-history":[{"count":0,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts\/34\/revisions"}],"wp:attachment":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/media?parent=34"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/categories?post=34"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/tags?post=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

{"id":34,"date":"2004-10-18T01:20:48","date_gmt":"2004-10-18T06:20:48","guid":{"rendered":"http:\/\/english.sxu.edu\/bonadonna\/wordpress\/?p=34"},"modified":"2005-08-27T09:24:29","modified_gmt":"2005-08-27T14:24:29","slug":"e-portfolios-prc-and-beyond","status":"publish","type":"post","link":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/archives\/34","title":{"rendered":"E-Portfolios, PRC, and Beyond . . ."},"content":{"rendered":"

\n
\nUntitled Document<\/title> \n<meta http-equiv=\"Content-Type\" content=\"text\/html; charset=iso-8859-1\"> \n<\/meta><\/head><\/p>\n<body><\/p>\nAt a meeting on Friday, October 8, 2004–the final meeting of the SOE E-Portfolio \n Review Committee (PRC) of 2003-2004–I discovered that a new School of Education E-Portfolio \n Committee would continue the work that the PRC had begun last year. <\/p>\nI feel that the decision to create a standing committee in the School is a \n progressive and necessary move for responsible implementation of a new portfolio \n system, particularly an electronic portfolio. However, I grow worried that many \n of the initiatives of the PRC might be dropped or left unfinished or lost somehow \n in the transition. <\/p>\nI wonder how it is best to share ideas on e-portfolios with my colleagues? \n The issue can lead to strong or disinterested reactions. But I think most people \n are concerned, since the system we use will have a profound effect on students \n and faculty alike.<\/p>\nWhen we left for summer break, our committee had gone pretty far into fleshing \n out a particular e-portfolio model. Our model was predicated on developing Web \n literacy in students, providing students a means of control of content, growing \n the portfolio artifacts out of course work, putting the responsibility of portfolio \n development and maintenance on students, developing some "standards" \n for documenting standards, and investigating\/developing an assessment system \n based on the "<a href=\"http:\/\/electronicportfolios.org\/systems\/concerns.html\">Baylor \n model<\/a>." When we left for summer vacation, I had sketched an end-of-year \n agenda-brainstorm-type of list for our work to get to the next level. This was \n just one-person’s take on the task ahead. But as I re-read it now, several months \n later (it’s quoted, in blue<\/font>, and may be read by clicking the “Read more” link below), I think \n the issues might make for some good discussion.<\/p>\nHere’s hoping. Below I’ve pasted in the memo I wrote in May, as our committee \n began to turn its attention to developing an "implementation plan":<\/p>\n<\/p>\nHere’s what I wanted to suggest at today’s meeting: Maybe \n we should form some sub-committees to work on various components of an implementation \n plan? <\/font><\/p>\n Here are seven or so things I can think of that an implementation \n plan might address: <\/font><\/p>\n<ol>\n<li> Develop all the explanatory materials<\/em><\/strong> \n students will need. I think we need to develop written guides (in a printed \n and online handbook) that address the following areas: \n <\/font><\/p>\n<ul type=\"disc\">\n<li> Why are students required to develop E-Portfolios \n (possible answers: for "<a href=\"http:\/\/electronicportfolios.com\/metaphors.html\">mirror, \n map, sonnet<\/a>," student\/institutional assessment, building programmatic \n coherence for students, technological fluency, reflection on growth, showcasing \n of learning, employment advantages, etc.)?<\/font><\/li>\n<li> What is a standards-based portfolio (and perhaps \n how it is different from past portfolio models students may have heard \n about)?<\/font><\/li>\n<li> What constitutes the meeting of an indicator?<\/font><\/li>\n<li> How many indicators need to be met for each standard?<\/font><\/li>\n<li> How do students find tech support?<\/font><\/li>\n<li> How do students find online support?<\/font><\/li>\n<li> What is a Conceptual Framework and why is it \n important (and what is our<\/em> CF)?<\/font><\/li>\n<li> From where will artifacts for the E-Portfolio \n come?<\/font><\/li>\n<li> Why is the required E-Portfolio considered a \n "minimum threshold" document (additional requirements may come \n from the major, individual instructors in SOE or disciplinary courses, \n or students themselves)?<\/font><\/li>\n<li> What are the acceptable (and encouraged) use \n policies for Web accounts (the primary use is to support the E-Portfolio; \n but an important use is to form a digital archive of materials that might \n be of use later; students need to be taught to SAVE EVERYTHING).<\/font><\/li>\n<li> E-Portfolio as a Web site–what are the issues, \n concerns, resources, possibilities, limitations?<\/font><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<blockquote>\n I would be happy to work on these documents this summer–preferably \n with others, so the approach is comprehensive and balanced.<\/font><\/p>\n<\/blockquote>\n<ol start=\"2\">\n<li> Develop a specific portfolio assessment \n strategy<\/em><\/strong> (what else besides having the artifacts assessed in \n the context of courses? Will the "<a href=\"http:\/\/electronicportfolios.org\/systems\/concerns.html\">Baylor \n model<\/a>" assessment system be enough for tracking successful completion \n of the E-Portfolio?)<\/font><\/li>\n<li> Should there be a specific "Conceptual \n Framework" assignment<\/em><\/strong>? (Who grades it? Advisor?) Should \n this assignment serve are the "Reflective Introduction" to the E-Portfolio? \n Should the CF assignment be a kind of "exit" assignment made in \n the POT course–to be assessed at a later time?<\/font><\/li>\n<li> What do we need to do with faculty this summer and \n fall to build support<\/em><\/strong> for the new portfolio?<\/font><\/li>\n<li> What is the Advisor’s<\/em><\/strong> role?<\/font><\/li>\n<li> How can we develop a strategic plan for Getting \n the Word Out in Fall, 2004<\/strong><\/em>. (I think there are all kinds of \n inventive ways we might pilot and promote the new E-Portfolio.<\/font><\/li>\n<li> Other practical details: \n <\/font><\/p>\n<ul type=\"disc\">\n<li> Set-up of the student support office<\/font><\/strong><\/em> \n (room, equipment, student workers, budget, etc.).<\/font><\/li>\n<li> Recruitment of student tutors<\/strong><\/em>.<\/font><\/li>\n<li> Software license permission<\/strong><\/em> \n to copy and distribute Netscape and SmartFTP.<\/font><\/li>\n<li> Recruitment of faculty<\/strong><\/em> to teach \n POT 200\/400.<\/font><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n In sum, there’s nothing really new here…but I’m beginning \n to think we need to hit the ground a bit with the practical matters. I think \n we need the summer, though…. <\/font>\n<\/p>\nSo that’s where we were at the end of spring. We decided in May that we all \n needed some time away from the intensities. So we stepped aside briefly; fall \n came; and now the passing of the torch to the new committee. I wish the committee \n all the best, but I do wish to share with them and others a concern that I would \n be disingenuous not to mention. For I have heard rumors the the PRC’s \n Web literacy model of e-portfolio may be replaced by a proprietary assessment \n system–LiveText, in particular. I definitely think LiveText will bring some \n advantages–but at a cost–a double cost to students. I think Helen Barrett \n excellently articulates the financial costs, but she only indirectly suggests \n the "literacy cost" that a "paste-in" or database-driven \n system would have. But I think her review is well worth reading by all SOE faculty \n who are contemplating using the system (<a href=\"http:\/\/electronicportfolios.org\/wordpress\/index.php?p=32\">click \n here to read her review<\/a>).\n<\/p>\nAnyway, I hope there might be some interested discussion in the SOE on this \n topic, and I hope I might partake in some of that. If you who are reading this \n entry wants to respond, you can do so by filling out the "Comment" form \n directly below. Join on in….\n<\/p>\n<\/body> \n<\/html><\/p>\n","protected":false},"excerpt":{"rendered":"Untitled Document At a meeting on Friday, October 8, 2004–the final meeting of the SOE E-Portfolio Review Committee (PRC) of 2003-2004–I discovered that a new School of Education E-Portfolio Committee would continue the work that the PRC had begun last year. I feel that the decision to create a standing committee in the School is … <a href=\"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/archives\/34\" class=\"more-link\">Continue reading E-Portfolios, PRC, and Beyond . . .<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,7],"tags":[],"class_list":["post-34","post","type-post","status-publish","format-standard","hentry","category-electronic-portfolios","category-reform-in-education"],"_links":{"self":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/comments?post=34"}],"version-history":[{"count":0,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/posts\/34\/revisions"}],"wp:attachment":[{"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/media?parent=34"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/categories?post=34"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bonadonna.org\/sites\/wordpress\/bonadonna\/wp-json\/wp\/v2\/tags?post=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}