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Soft Launching An Institutional ePortfolio Initiative,[object Object],Anita Kumar, Elizabeth Nesius, Kenneth Ronkowitz Passaic County Community CollegePaterson, New Jersey,[object Object]
Process & ReviewKen RonkowitzDirector, Writing Initiative, PCCCkronkowitz@pccc.edu,[object Object],[object Object]
Face-to-face and online courses
Ripple Effect & Beyond the Initiative“soft launch”   1. launching a missile in such a way that the rocket ignites outside of the launch tube to minimize the risk of damage to the launcher by maintaining a safe distance.  2. the release of a web site or project to gather data & acceptance in the marketplace or institution,[object Object]
This presentation highlights PCCC’s approach to piloting online portfolios to support student learning and assessment after18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.,[object Object],Electronic portfolios are frequently used to enable students to use new technologies, reflect on learning through writing and document and showcase their learningacross courses, disciplines and semesters. PCCC wanted data on use over 4+ semesters before making a decision to use portfolios with all students. ,[object Object]
Electronic Portfolio / ePortfolio,[object Object],[object Object]
extension of the paper based-portfolio, but adding portability and the ability to share the portfolio
an online collection of reflections and digital artifacts (documents, images, blogs, resumes, multimedia, hyperlinks and contact information)
to demonstrate learning, skills, mastery and the development process of achievements over time
can be customized for a selected audience (teacher, employer, counselor, another institution…)
personal online spaces that should be student-driven, student-directed, student-owned,[object Object]
Product-“Neutral”,[object Object],PRODUCTS CONSIDERED,[object Object],OUR  CONSIDERATIONS,[object Object],eportfolio.org     CTDLC,[object Object],Blackboard  ,[object Object],epsilen.com ,[object Object],pebblepad.co.uk,[object Object],mahara.org    OS/Moodle,[object Object],Exabis  OS/Moodle,[object Object],digication.com ,[object Object],tk20.com  (paired w/ assessment product),[object Object],eFolio  - product selected  efolioworld.com,[object Object],Ease of use for students as admin,[object Object],Minimal components (or ability to turn off  features),[object Object],Templates,[object Object],Connections to assessment software,[object Object],Considerations for Others,[object Object],[object Object]
 Portability after graduationLinks and information on products at   pccc.libguides.com/portfolios,[object Object],Many Resources at     electronicportfolios.org/portfolios/bookmarks.html,[object Object]
Moving Traditional Portfolios Online,[object Object],Elizabeth Nesius,[object Object],Coordinator, PCCC Writing Center,[object Object],English Facultyenesius@pccc.edu,[object Object]
Creative Writing,[object Object],Introduction to creative writing for students new to some/all creative writing,[object Object],Gives students a taste of 4 genres of creative writing: poetry, short story, drama, creative nonfiction,[object Object],Students write and revise in all 4 genres,[object Object],Course culminates in final portfolio presentation,[object Object]
Why Online Portfolios?,[object Object],Portability: students can upload from anywhere, any time,[object Object],Students use new technology,[object Object],All students have access to each other’s work without being together,[object Object],Used as storage space over course of semester,[object Object],Owned exclusively by students; gives them a sense of pride and responsibility,[object Object]
Why Online Portfolios?,[object Object],More time in class for writing,[object Object],More one-on-one attention to student writing,[object Object],Available throughout student college career,[object Object],Takes up less space than traditional portfolios,[object Object],Date stamps uploads (increases student accountability),[object Object],Green,[object Object]
Portfolios over Multiple Courses,[object Object]
Introduction to Technology,[object Object],Web 2.0,[object Object],Students get feet wet with basic webpage design and management,[object Object],Students can adapt template and other visual design elements,[object Object],They decide placement of artifacts, both in terms of which folders and also on the page,[object Object],Improves Internet navigation skills,[object Object]
Introduction to Technology,[object Object],Development of troubleshooting skills and independence,[object Object],Teaches student accountability,[object Object],Students learn importance of backing up work ,[object Object],Students must be able to browse and attach documents and pictures,[object Object]
PCCC Template,[object Object]
Other Templates,[object Object]
2 Types of Reflection ,[object Object],Reflection on revisions,[object Object],Make changes to their writing,[object Object],Write short reflection on these changes,[object Object],Final portfolio and reflection,[object Object],Choose work that they feel best highlights their talent and skills (not grade-based),[object Object],Write a reflection explaining why some work submitted and not other work,[object Object]
Student Reflections ,[object Object]
Student Reflections,[object Object]
Benefits of Reflecting,[object Object],Promotes critical thinking: students revise work and choose what suggestions to accept and what to reject,[object Object],Meta-thinking: students reflect on their choices, writing a ½ page explanation of their intent and explaining why they made certain decisions,[object Object],Forces students to look critically at their own work and not only to make changes but also to reject some work,[object Object]
Lessons Learned,[object Object],Both faculty and students need to see value in eFolios in order for them to work,[object Object],eFolios must be in use throughout the semester, not just tacked on as a final assignment ,[object Object],Need to be available to troubleshoot with them or have access to adequate tech support.,[object Object],Patience! ,[object Object]
ePortfolio use in Early Childhood Education ,[object Object],Anita Kumar,[object Object],ECE Faculty,[object Object]
ePortfolio use in Early Childhood Education ,[object Object],[object Object]
Engage students effectively to focus on the ‘process’ of learning by:
Participating in their assessment (self ‑assessment)
Reflecting on their learning (meta-cognition)
Developing a plan for improvement. (Self ‑regulation)
Scaffold higher order, critical reflective thinking skills required for being a ‘reflective practitioner’
Presently PCCC students create ePortfolios as a part of their last and final course (ECE 220) in the Associates degree program,[object Object]
ePortfolio Artifact - reflection,[object Object]
ePortfolio Artifact – Self Regulation,[object Object]

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