Day 2 - 22 July 2022

The urgency to move learning online due to the Covid-19 pandemic saw a stampede by educators to identify suitable platforms. While most of this theoretical learning could be facilitated one crucial aspect of the nursing curriculum proved much more problematic, that of how we capture evidence in practice. ePortfolios pedagogy is perfectly placed to foster this learning. Tacit knowledge particularly around professionalism in practice can be open to interpretation and comparability across the undergraduate population is challenging. Within nursing it is widely agreed that personal reflection is integral to that of the professional, be that either experiential or reflective. Learning from experience is crucial to develop competency, taking responsibility for learning. The subjective nature of reflection and the introspection that it requires means that it can be challenging to evaluate in objective terms what has been achieved. Reflection can deepen understanding of learning and lines of inquiry which are fundamental to the professional. Advances in the way we capture evidence is ever evolving and and the integration of ePortfolios is fundamental to that discussion. In this emerging field of research e-professionalism requires further exploration, including how universities support students within this forum.

Transcript for 'e-Professionalism and ePortfolios'

Based on participation in the AAC&U ePortfolio Institute, a faculty team from the Kinesiology Department at IUPUI implemented a journey mapping in-class activity as a precursor to the ePortfolio. Specifically, journey mapping was used as a tool to teach students skills for self-reflection. In this session, the presenters will share their experience in the AAC&U Institute as they implemented journey mapping and what they learned from their Institute mentor. Participants will learn, explore, and reflect on how journey mapping could look for them in their own ePortfolio practices.

Resources shared in this session

• Article 'A Case Study in ePortfolio Implementation: A Department-Wide Perspective' by Stephen M. Fallowfield, Mark Urtel, Rachel Swinford, Lisa Angermeier, and Allison S. Plopper

• Article 'Developing Innovative Reflections From Faculty Development: Lessons Learned' by Mark Urtel, Rachel Swinford, Steve Fallowfield, and Lisa Angermeier

• Article 'The Blended Advising Model: Transforming Advising with ePortfolios' by G. Alex Ambrose and Laura Williamson Ambrose

• eBook Exploring the Diversity of ePortfolio Practice edited by Lisa Donaldson (page 44)

• Meaningful Work Kit, developed at Stanford University, used as values activity as part of the ePortfolio development process at Stanford

Transcript for 'Journey Mapping'

With the implementation of ePortfolios in the classroom, the need to revamp assessment and evaluation tools and strategies is a must. As a part of a multiyear collaboration, the presenters have used the showcase as a tool not only to assess student content knowledge, but also to evaluate learning, reflection, and student overall journeys. In addition, the showcase has provided a unique platform for students to network and engage in professional development with peers and prospective employers. This has given an opportunity for those students without previous networking experience or with limited access to a net of prospective employers and colleagues. For these reasons, the showcase has become a powerful ally for students with lack of professional development and it has also fostered their gain of 21st century skills such as critical thinking, collaboration, and creativity. In this presentation, two case studies will be used as the foundation for a discussion about best practices in the design and implementation of ePortfolio showcases. In addition, presenters will share success stories from previous students who participated in these showcases.

Transcript for 'The Showcase as an Authentic Tool for Assessment, Evaluation, and Networking'

Practitioners continue to innovate new strategies and practices for ePortfolios. Researchers continue to advance our knowledge around ePortfolios. We need to have this work documented for our field to continue to grow. This session is for those of you who want to learn about publishing opportunities. The AAEEBL ePortfolio Review (AePR) is an online magazine formatted publication with a focus on practice that is published 2 times a year. The International Journal of ePortfolios (IJeP) is published twice a year.

Come to this session to learn about these publications, learn what they are looking for, share your ideas for writing, and learn how to become involved.

The deadline for proposals for the next AePR issue is 1 August 2022. For IJeP you have time to submit a proposal until 1 December 2022.

Transcript for 'Writing and Publishing about ePortfolios'

Higher education institutions have become incredibly proficient at gathering quantitative data about students, but often these data fall short in conveying the most critical information needed to serve students. Utilizing ePortfolios has become one mechanism to fill some of these data gaps while deliberately elevating student voice in their learning propelling students to tell their stories.

For greater impact, journey mapping can be infused into the ePortfolio process (Meyer & Marx, 2016). It is about the journey and we want students to engage in critically thinking about their learning path while earning degrees and credentials at our institutions. Students build efficacy as learners, because using the ePortfolio as a journey map can provide insight into their learning progression and how they come to know and understand the content, and as such, we can be much better prepared to create meaningful learning experiences and achieve better outcomes as faculty.

In this workshop, authentic assessment strategies and examples to utilize an ePortfolio as a journey map will be shared. Attendees will also participate in completing an introductory journey map of their own.

Resources shared in this session

• Adobe Spark Accessibility Conformance Report

• Book chapter 'Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering' by Matthew Meyer, Sherry Marx

Transcript for 'ePortfolios and Journey Maps'

Assessment of student learning involves intentional engagement and is a continuous improvement process. Recent events and new times call for institutions to be agile and grow in varied ways to support student success. Institutions must find innovative ways to reframe assessment; focus on what is actionable and bring consistency to the assessment of student learning for greater utilization of existing resources. Using ePortfolio is one strategy to consider. The ePortfolio practice supports learning across boundaries. This includes inside and outside the classroom, pedagogy, and educational and career development. The collection of artifacts, reflections, and experiences form a digital narrative of a student's academic journey. Join us to learn more about using ePortfolio to showcase student work and more!

Transcript for 'Connecting Assessment and ePortfolio'

Just as students benefit from portfolio thinking, we also deserve moments to pause and reflect on our professional values, experiences, and identities. Since the unending challenges that began in Spring 2020, many of us have not yet found the time to pause and consider: What have we learned? How have our values shifted? What experiences shape our stories as professional educators? ePortfolios present us with one such opportunity to do this work.

This 2-hour workshop will focus on professional ePortfolios for faculty, staff, and administrators in higher education with the goal of jumpstarting the ePortfolio process. We will begin by reflecting on our values and experiences as professional educators. Then, we will explore example ePortfolios from professional educators from across the globe. Attendees will leave with two takeaways, a first draft of their professional brand statement and an action plan that begins them on the journey of developing their professional ePortfolio.

Resources shared in this session

• Workshop material for 'Building Your Professional ePortfolio'

• 'Shitty First Drafts' by Anne Lamott in Bird by Bird

• AePR issue 'Building Bridges: Creating Connections by Building Our ePortfolios', volume 3, issue 1, 2019

• ePortfolio action plan questions

• Digital Ethics Principles in ePortfolios

• Field Guide to ePortfolios

Transcript for 'Building Your Professional Portfolio'

Over four, fast-paced micro-shop sessions, you will use strategies from the Design for Learning Equity framework to design or redesign an ePortfolio assignment. In each 20-minute micro-shop, Kevin Kelly will introduce a variety of potential strategies to achieve specific equity goals. You and your colleagues will then discuss the most relevant strategies to address equity issues in your own classes, and identify at least one strategy that you plan to use after the conference.

The four micro-shops will follow the backward design model, beginning with assessment and ending with the instructions. When it’s all over, you will have completed the first phase of (re)designing an ePortfolio assignment with equity in mind… from back to front. Participants will follow the backward design model to (re)design an ePortfolio assignment with equity in mind.

Resources shared in this session

• Slides for 'Designing a More Equitable ePortfolio Assignment'

• Folder with material for 'Designing a More Equitable ePortfolio Assignment'

• CAST, including UDL Guidelines

• TILT Higher Ed: Transparency in Learning and Teaching

• CEWE Tool: Campus Equity Walkthrough Evaluation Tool

• Timeline of Spring 2020 at John Jay College, an example of 'belonging'

• Kevin's list of image galleries to promote accurate and equitable representation

• Paper 'Student-Faculty Partnerships in Curricula' by Kari Goin Kono and and Sophia Ryker about student engagement with curriculum development

• Todoist app

Transcript for 'Designing a More Equitable ePortfolio Assignment'

In this workshop, we’ll begin with thinking about why we use ePortfolio scoring guides. We’ll then consider several ePortfolio guides, identifying their designs, features, and implications, especially in terms of the very different ways they construct students. We’ll then close with a consideration of the relationship between an ePortfolio assignment and the guide used to assess that ePortfolio, particularly in terms of definitions and expectations.

Resources shared in this session

• St. Olaf ePortfolio values: Web Portfolios: Demonstrating the Coherence of an Individual Major

• Cheryl Emerson and Alex Reid, "Integrative Learning and ePortfolio Networks" in Yancey, Ed., ePortfolio-as-Curriculum

• Jennifer Stonaker, Jenae Druckman Cohn, Russ Carpenter, Helen L. Chen, "Metacognition Across the Curriculum: Building Capstone ePortfolios in Stanford University’s Notation in Science Communication" in Yancey, Ed., ePortfolio-as-Curriculum

• Engage Learning Rubric from Loyola University of Chicago

Transcript for 'ePortfolio Scoring Guides'

This session is an opportunity to take a pause and reflect on what you have learned so far over the course of the conference. Join us to network with colleagues to identify for future learning opportunities.

Resources shared in this session

• Jamboard for 'Reflect and Connect'

• Jay Shetty's podcast 'On Purpose'

• Notes from Terry Rhodes and Kathleen Blake Yancey's rubrics workshop

• book Illogical: Saying Yes to a Life Without Limits by Emmanuel Acho

• book Dare to Lead by Brené Brown

Transcript for 'Reflect and Connect'

It's common in assessment practice to ask students if they have learned what we expected them to learn; it’s a worthy practice. But it’s also incomplete, often focusing more on our expectations than on students’ learning. What might students tell us if we asked them, quite simply, 'What did you learn—quite apart from our expectations?' That question—'What did you learn?'—focuses the 2022 Batson Lecture, in which I’ll point to three very different ePortfolio models that collectively ask and accept more open questions about student learning. In other words, rather than exclusively asking closed questions about whether students meet our expectations for their learning, open ePortfolio questions ask students about what they think they learned—and about what they value. And as we will see, students composing these ePortfolios are learning much that will interest us.

Resource shared in this session: University of Buffalo Capstone ePortfolio experience (IJeP article)

Transcript for 'Tracing Learning in ePortfolios'

Discover how community-college stakeholders highlight and reflect on their civic engagement experiences and social justice efforts through ePortfolio. The ePortfolio helps us document and link learning experiences through engaging platforms using reflection and multi-media. The documentation that occurs through ePortfolio helps with academic and personal growth as well as professional and career development.

Hear from Salt Lake Community College (SLCC) faculty and staff as they discuss their experiences in teaching and learning and high-impact practices via their ePortfolios. The presenters will briefly highlight aspects of their ePortfolios that promote equity, inclusion, and belonging. Then workshop participants will engage in a conversation about how to document learning and impact from engagement efforts and achievements through signature assignments and artifacts. Participants will also create or revise personal and professional social justice and equity philosophies.

Resources shared in this session

• Lucy Smith's portfolio

• Emily Thompson's portfolio

• Martin Gaucin's portfolio

Transcript for 'Highlighting Engagement Efforts through ePortfolio'

Although ePortfolio pedagogies are more common in humanities courses, their promise for authentic, experiential, and evidence-based learning in STEM fields is increasingly recognized. In this interactive session, we draw on our experience of ePortfolio assignments in undergraduate science and technical writing courses and AAEEBL’s Digital Ethics Principle, Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD).

After introducing the principle, we discuss how our assignment designs have evolved in our attempts to meet the needs of our diverse student populations.

After modeling our own process of reviewing our assignments to explore potential biases that might impact our students’ motivation or their sense of belonging in our courses, we discuss changes that we have implemented to foster success for all of our students.

Next, we invite participants to critique their own STEM-focused and applied technical writing ePortfolio assignments to gain a deeper awareness of potential biases and how they might be ameliorated.

We conclude by exploring some of the equity-related challenges we face in trying to balance the needs of students, faculty, program directors, and administrators.

Resources shared in this session

• Padlet for Davida and Theresa's session

• AAEEBL Digital Ethics Principles in ePortfolios

Transcript for 'Adapting and Improving Our ePortfolio Assignments'

EPortfolios can aid in the development of metacognitive strategies, by providing a forum for students to revisit examples of their work, make connections between a diverse set of learning experiences, and reflect on their academic growth. This makes them a powerful tool for promoting equity, by helping to address disparities in college-readiness and foster student self-efficacy. However, ePortfolio assignments that cultivate metacognition require intentional design. One barrier to successful implementation is that faculty can lack experience in designing effective portfolio assignments. Flaws in assignment design can produce underwhelming results, leading students and faculty to doubt the value of producing a portfolio.

This workshop will provide faculty with principles for designing effective assignments, and ePortfolio administrators with a framework for communicating effective ePortfolio pedagogy and enabling successful assignment design. We will discuss principles of metacognition, inclusive pedagogy, and Universal Design for Learning, learn about common pitfalls in designing assignments, and review example assignments and assignment frameworks (a model that faculty can use to create their own assignments). Participants will have the opportunity to develop an example assignment or assignment framework, and will receive feedback.

Resource shared in this session: CAST UDL Guidelines

Digital ethics in ePortfolios Task Force: Past, present, and future

Members of the AAEEBL Digital Ethics Task Force: Christine Slade (University of Queensland) and Kristina Hoeppner (Catalyst IT)

This Ignite presentation will reflect on the beginnings of the AAEEBL Digital Ethics in ePortfolios Task Force, explore the achievements made over the last three years, and briefly outline its future plans. Understanding ethical challenges and providing appropriate answers is increasingly important as teaching and learning institutions, faculty, staff and students acclimatize to continuing online curriculum design and delivery in response to COVID-19. The Task Force’s Digital Ethics Principles: Version 2 illustrates the vast menu of principles involved and provides strategies, scenarios and other resources to assist you maintain currency in this important topic. This presentation will showcase how an international group of ePortfolio researchers and practitioners are contributing to the field and supporting others in their endeavours.

Digital Self-Identity: An ePortfolio Assessment Matrix

Cindy P. Stevens (Wentworth Institute of Technology)

The Future of Jobs Report 2020 from the World Economic Forum (2020) lists the top 10 skills needed for 2025 and beyond. Can these skills be detected in ePortfolios to determine if students understand and represent these skills from a digital identity perspective? A review of artifacts and/or reflections can be detected in all 10 areas in a sampling of ePortfolios by this reviewer. Some artifacts represent multiple areas, indicating an overlap of interconnected skills. While a broader representation of these areas with additional artifacts and reflections would further support the representation of all 10 skills for these students, all ePortfolios from this assessor’s perspective represent the skills listed from the World Economic Forum (2020). Digital self-identity, through a review of ePortfolios samples indicates that students understand and reflect all 10 World Economic (2020) skill areas.

Article on Cindy's research project on digital self-identity

From Folio Thinking to Social Media: There and back again...

Sonja Taylor (Portland State University)

Social media can be seen as a precursor for folio thinking. I will discuss the connection between folio thinking and social media by showing that the path between these concepts is not linear and that there exists a reciprocal relationship between folio thinking and social media spaces that fluctuates depending on purpose and audience. I will demonstrate how a practice in folio thinking can inform social media use. Images shown will be photos taken to document our recent Inquiry 4 Justice program for our Instagram account.

An Education Focussed Academic Fellowship program to support a systematic approach to ePortfolio pedagogy and practice at UNSW Sydney

Patsie Polly (University of New South Wales)

Growing the garden of reflection: Composting as a metaphor to guide our thinking

Candyce Reynolds (Boise State University, AAEEBL Board) and Melissa Shaquid Pirie (Portland State University, PebblePad)

Reflection is the centerpiece of ePortfolio practice. How do we help students understand the value of reflection as well as teaching them how to reflect effectively? This presentation will share the value of the metaphor of composting. How do we grow the garden we want? This metaphor will help us find the answer.

Resources shared in this session

• Helen Barrett's collection of portfolio metaphors

• ePorticulture: Growing A New Culture of Assessment' by Kevin Kelly in Darren Cambridge, E-Portfolios and Global Diffusion: Solutions for Collaborative Education

• Portland State University History

• Resources from the AAEEBL Digital Ethics Task Force for the conference

• The Learning Landscape: A conceptual framework for ePortfolios

• Book chapter 'The Learning Landscape: A Conceptual Framework for ePortfolios' by Tosh, Werdmuller, Chen, Penny Light, Haywood, in Jafari & Kaufmann, Handbook of Research on ePortfolio, 2006, ​​​​​​​talks about social media as linked to ePortfolio practice

• Article 'Growing a New Culture of Assessment: Planting ePortfolios in the Metro Academies Program' by Alycia Shada,Kevin Kelly, Ruth Cox, Savita Malik

• ASCILITE Learning Design Special Interest Group webinar recordings

Transcript for 'Ignite Talks'

This is a facilitated workshop. The purpose is to provide insight into and sharing of emerging and ongoing ePortfolio practice(s) during COVID-19 times. In this second session, we will collect and collate key recommendations and report back to the ePortfolio community.

Resources shared in this session

• Notes and saved whiteboards of the two re-boot sessions

• PEARL database of peer-reviewed articles on ePortfolios

• Oregon State University's Database on Online Learning Efficacy

• Book Get Lucky: How to Put Planned Serendipity to Work For Your Business by Thor Muller

Transcript for 'ePortfolio Re-Boot Part 2'

Resource shared in this session: Jamboard for the closing session

Transcript for 'Closing Session'