Current and future portfolio innovations in sakai

Current and Future
Portfolio Innovations
in Sakai
Janice Smith, Three Canoes LLC
Lynn Ward, Indiana University
Lucy Appert, NYU
Chris Maurer, Indiana University
Bob Squillace, NYU

June 10-15, 2012

Growing Community;
Growing Possibilities 2012 Jasig Sakai Conference 1

Panel Contributions
 The NYU Portfolio in OAE
 The Tufts School of Dental Medicine Portfolio
Training for OSP in the CLE
 An OSP Reports Package for the CLE
 Enhancements to the Portfolios Tool in the
CLE

2012 Jasig Sakai Conference 2

The NYU ePortfolio
in the Sakai OAE
Lucy Appert
Bob Squillace
New York University

See the screencast at
http://www.youtube.com/watch?feature=
player_detailpage&v=_WeawYLLdSg

ePortfolio
User Guide

Version 1.5


TUSDM ePortfolio Purpose
The purpose of the TUSDM ePortfolio is to:

 Foster the reflective practice of dentistry.
 Support the integration of learning across TUSDM program
components.
 Encourage dentistry students to become active members of a
supportive community of practice.
 Provide guidance in planning and organizing an oral case
presentation.
 Offer students structure for a comprehensive showcase portfolio to
share with others.
 Aggregate and preserve information about TUSDM student learning
for purposes of assessment and accreditation.


TUSDM ePortfolio Components
 Students use the TUSDM  TUSDM faculty
portfolio to: ◦ Encourage students to use
◦ Interact with two assessment the TUSDM portfolio to:
matrices to:  Document and reflect
 Document and reflect upon learning
upon learning.  Integration learning across
 Integrate learning for case courses and program
study presentations. activities
 Communicate with others  Participate in peer
about their TUSDM interaction about learning
learning experience. ◦ Guide students in creating
◦ Create a showcase portfolio and maintaining a TUSDM
to share with others ePortfolio.
incorporating evidence of ◦ Provide formative feedback
 Evidence of their TUSDM and summative evaluation
learning on learning via the TUSDM
 Information about their portfolio.
skills and
accomplishments.


TUSDM Showcase Portfolio
TUSDM students will showcase their learning via the TUSDM
Portfolio.
◦ Combining TUSDM learning, reflection, and accomplishments with
artifacts of their choice.
◦ Selecting, naming, and completing pages for a Welcome, Profile,
CV, information from two assessment matrices, Contact
Information, and optional additional learning artifacts.


Welcome, Profile, and CV Pages
 The Welcome page draws viewers in.
 My Profile adds high level
information about the portfolio
owner.
 The CV page provides in-depth
detail.
 Students may omit any page and/or
rename the tab for the page.


Reflection and Case Study Pages
 Students may add the content of either or both of two assessment
matrices to a portfolio.
 Viewers click on matrix cells to reveal their content.


Artifacts and Contact Page
 Students can add any number of pages with sub-tabs for additional
learning artifacts.
 The Contact Page concludes the list of portfolio pages.


Accessing the TUSDM Portfolio Site

Go to https://trunk-sandbox-01.atech.tufts.edu/xsl-portal/

Log into Trunk with your Tufts Username and Tufts Password:

Navigate to the TUSDM Pilot Site:


Managing Portfolio Artifacts
 Portfolio artifacts include:
◦ Multimedia files uploaded to a folder
in My Workspace Resources.
◦ Saved form instances in the folder for
My Workspace Portfolio Interaction
from:
 Matrix interaction workflows
 Portfolio creation workflows

 Upload Download Multiple Resources
◦ Not activated for the pilot.
◦ To be activated when the TUSDM
portfolio is transferred to production.
◦ For the pilot, upload files one at a
time or in batches via the Add button.

 Access your My Workspace Resources
folder from any site in Trunk.


Making Portfolio Artifacts Sharable
 For a Showcase Portfolio:
◦ Create a folder named My Artifacts in My Workspace Resources.
◦ Use the Edit Details button to make the folder publicly viewable.
◦ Place all artifacts you want to share in a portfolio in this folder.


Reflection Matrix
 The Reflection Matrix invites students to reflect upon their development in
relation to TUSDM competencies for pre-doctoral dental education.
 Click on a cell to reveal the workflow for the intersection of row and column
names.
 Use the drop-down menu (with permission) to access each student’s copy of
the matrix.


Reflection Matrix Cells
 Click the Add button to fill out and  Use the Edit button to revise form
save reflections in forms entitled content.
◦ One-Minute Paper
◦ Clinical Incident Reflection  Use the Select button to access
content from previous forms you
have saved.

 To provide feedback
◦ Use the drop-down menu to
access a particular user’s matrix.
◦ Use the Add Feedback button to
provide feedback on entire matrix
cell or on an item-by-item basis.


Rich Text Editor
 The Rich Text Editor allows  When selecting files via the rich text
students to provide a editor
multimedia response to to include in a portfolio, make sure
prompts. they are in a Resources folder that you
 When using a rich text editor, have made public using the Edit Details
remember that Trunk times button.
out after 30 minutes. Save
early, save often, or compose
your responses elsewhere to
be sure not to lose data.
 Use the Paste from Word
button to insert text from an
MS Word document.
 Use the Source button to
removed unwanted
programming language.


Case Study Presentation Matrix
 Students use this
matrix to plan and
organize their 3rd
and 4th year oral
case presentations.
 Click on a cell to
access the workflow
and forms within.
 Cells in the last row
are for faculty to
evaluate student
work.
 Those with
permission can use
the drop-down
menu to access each
student’s copy of
the matrix.


Case Study Forms
 Forms in the matrix workflow
assist students in planning and
organizing an oral case
presentation.

◦ Patient Profiles
◦ Assessment, Diagnosis, and
Planning for Treatment
◦ Peer-Reviewed Journal Article(s)
◦ Clinical Photography
◦ Summary of Case Findings

 Use the Display Name field to
identify the specific information in
a particular saved instance of the
form (for later reference).


Glossary Terms
 Glossary entries are intended
to explicate the titles of rows
and columns in matrices.
 Glossary terms provide short
mouse-over definitions and
longer pop-up definitions for
each term listed.


Matrix Cell Feedback
 Students may request feedback for  Feedback may be requested of:
their work in a matrix cell by using ◦ Individual users by username
the Request Feedback button. ◦ Individual users by email
address
 All roles in the portfolio site
designated to provide feedback for
the cell will also receive the
request for feedback


Providing Feedback
To provide feedback
for a matrix cell:
 Access the matrix
and locate the
user with the drop
down menu at the
top.

 Provide formative
feedback using
the rich text
editor feedback
form.


Evaluating Matrix Cells
 The Evaluations tool aggregates matrix cells for faculty with permission to
evaluate.
 View the list of matrix cells along with the names of their owners.
 Click on the matrix cell you wish to evaluate.
 Click the Add button next to the evaluation form, fill it out, and save it.
 If you are to be the only evaluator, set the cell status to “Complete.”
 The matrix cell title and owner will disappear from your list.


Matrix Cell Evaluations
Students may view evaluations
of their oral case presentations
via the matrix.


TUSDM Portfolio Template
The TUSDM portfolio template allows students to:
◦ Create any number of portfolios with different content to share with
different viewers.
◦ Encourages student self-expression in the process of sharing artifacts
from the TUSDM learning experience.


Creating a TUSDM Portfolio
 Open the Portfolios tool and click the Create New Portfolio button.
 Select the TUSDM Portfolio Template and click Create.
 Provide a title for the portfolio you are creating.
 The Description field is not activated for the TUSDM pilot.
 Under Quick Start Links, click the Add/Edit Content button.


Creating/Editing Portfolio Content
 Pages are structured via rich text editors that allow students to arrange text,
images, links to multimedia files, and URLs in a format of their own creation.
 Once a version of a page is created, it can be used in any number of
portfolios.
 When a page is edited, changes in the portfolio take effect immediately.


Completing Portfolio Pages
 Use forms with Rich Text
Editors to:
◦ Select text, images,
links to multi-media
files and URLs.
◦ Layout content on each
portfolio page.
 Use the Paste from Word
and Source buttons to
omit intrusive
programming code.


Sharing Portfolios
 Students initiate the creation and
sharing portfolios using
programmatic templates.
 Different portfolios may be
constructed from the same
portfolio template to share with
different groups of people.
 Creators of portfolios may share
them with:
◦ Any user in the site or in Trunk
◦ Any role in the site or in Trunk
◦ Any email address (password-
protected with notification)
◦ As a public URL


Summary
 The TUSDM ePortfolio pilot seeks to foster reflection, integration,
and social interaction in relation to TUSDM learning.
 Students are invited to:
◦ Reflect upon their emerging practice in dentistry via the Reflection
Matrix.
◦ Plan and organize their case study presentations in the 3rd and 4th
years via the Case Study Presentation Matrix.
◦ Assemble evidence of and reflection on learning in a TUSDM
Showcase Portfolio to share with others.
 Faculty are invited to:
◦ Provide formative feedback and summative evaluation for aspects
of student work in the ePortfolio.
◦ Encourage student use of the TUSDM ePortfolio as a step toward
life-long learning.


 > 25 active portfolio projects underway,
many in professional schools
 Majority focus on outcomes assessment
at the program level
 Highly individualized approach to
assessment
 Individual differences accommodated via
custom scaffoldings and forms


 .25 FTE developers
 .10-20 FTE designer
 1.25 FTE combined consultant, analyst,
tech writer, trainer, QA specialist
 Faculty support through teaching centers
 Outsource some QA and development
work
 Growing knowledge among consultants in
campus teaching centers


 Project coordinators need to aggregate,
analyze, and summarize evaluation (and
other types of) data
 Reflection, feedback, and evaluations
forms are customized for each project.
◦ Evaluation forms differ widely in terms of
 # of rating fields
 # rating scale
 # labels assigned to each point on scale
 Most schools, including IU, do not have
programmers available to develop custom
reports for each project


 Define local form standards
◦ Flexible
◦ Predictable
 Publish and promote standards
 Define report definitions based on those
standards
 Reports look for specific form elements
and renders them in a standard way if they
exist.


 Naming convention for rating fields
(elements)
◦ Rating fields (rating, rating 1, rating2, rating3
…rating20)
◦ Comments (comments)
 Rating fields must be represented as a
selection field (drop-down menu)
 All rating fields in the form (except
“rating”) must use the same rating scale.
 Values in rating field must be a whole or
decimal number, “n/a”, or null
 Rating fields may not be repeatable


 Rating fields and comments fields can use
any display name
 Rating scales can have any number of
values
 The display label for each value in the
scale can be any valid string
 Evaluation forms can have any valid name
 Each matrix cell can use a different
evaluation form.


Click to see
summary
report for cell


Click to return Click to see
to main (matrix) detailed report
view. for cell

July 2009 2012 Jasig Sakai Conference 41

Click to return
to main
(matrix) view.

Click to return
to summary
Click NetID to view
open cell in
new window.


 Download definitions and instructions
from:
http://openedpractices.org/resource/osp-
report-definitions
 Merge Reports tool code on a local test
instance
 Install report definitions in Reports tool
 Test and tweak as needed
 Evaluation forms for rating reports must
conform to IU standards. Template
included in package.


 Keeping site size lean and manageable
 Student needs to interact with PDP in multiple
contexts (courses and other learning
experiences)
 Instructors and advisors need to be able to
view the PDPs of their students, regardless of
when and where the PDP was originally
created
 Students need to be able to review and reflect
on their past as they prepare for their future
(snapshots)


Solution 1: Add an “All Sites”
option to the Portfolio list


Solution 2: Add a search box
and request/accept workflow


2012 Jasig Sakai Conference

Solution 3: Allow users to copy
existing forms


Janice A. Smith, Three Canoes LLC
janice.smith@threecanoes.com
leward@iupui.edu
Lucy Appert, NYU
lucy.appert@nyu.edu
Chris Maurer, Indiana University
chmaurer@iupui.edu
Bob Squillace, NYU
rs84@nyu.edu

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