1. ortfolio ePortfolios enhance linkages between professional preparation, academic coursework, and technological applications by supporting students, courses, and project advancement through tutoring, project evaluation, and inter-departmental collaboration . Lori L. Hager, Ph.D. Assistant Professor, Arts and Administration Program Associate Director, Center for Community Arts and Cultural Policy University of Oregon year two : 2006-2007 ePortfolio
2. ePortfolio About university of oregon ePortfolios began in the Arts and Administration Program to connect the technology course sequence with the professional development curriculum. Student created demonstration eportfolios at the end of their first year, which they maintain throughout their graduate career.
3. ePortfolio Cultural Managers university of oregon The $166.2 billion in total economic activity has a significant national impact, generating the following:5.7 million full-time equivalent jobs$104.2 billion in household income, $7.9 billion in local government tax revenues, $9.1 billion in state government tax revenues$12.6 billion in federal income tax revenues
4. ePortfolio Arts and Administration university of oregon We educate cultural sector leaders and participants to make a difference in communities. The Arts and Administration Program at the University of Oregon informs cultural sector administration, policy, research, and education. We prepare and inspire cultural leaders based on the belief that they must be familiar with the social, economic, environmental, political, technical and ethical contexts in which arts and culture flourish.
8. ePortfolio project history university of oregon Now in its fourth year, the UOFolio project is a multi-disciplinary initiative of professional programs, that include students and faculty from Arts and Administration, Architecture, and Business.
9. ePortfolio 2008-2009 goals For faculty : encourage formative assessment and portfolio learning in approaches to teaching, and evaluating learning. For administrators : support assessment goals and accreditation interests university of oregon ePortfolio Images from 2006 internships
10. ePortfolio 2008-2009 goals For students: encourage deeper, more reflective learning, more significant connections across learning experiences, and professional career development. university of oregon ePortfolio Images from 2008 internships
11. ePortfolio mashing up university of oregon The web 2.0 “mash-up” Students as experts and guides to their own learning Using Word Press Multi-User Blogging for connecting with communities of practice, of learning, of ideas
13. ePortfolio INCEPR Inter/national Coalition of Electronic Portfolio Research university of oregon Our project examines the broad question: “What eportfolio process and system can best address student-centered assessment, diverse curricular requirements, and participatory learning?” We work with three academic units to develop student learning outcomes informed through the eportfolio process, focusing on shared learning outcomes, such as collaboration, and teamwork.
14. ortfolio Ron Bramhall Director, Lunquist School of Business Honors Program Nancy Cheng, AIA Associate Professor, Department of Architecture Lori L. Hager, PhD Assistant Professor, Arts and Administration Program Associate Director, Center for Community Arts and Cultural Policy Jonathon Richter, Ed.D Research Associate, Center for Advanced Technology in Education Eric J Schiff, M.A. Adjunct Instructor, Arts and Administration Program university of oregon year two : 2006-2007 ePortfolio/Ufolio
Notes de l'éditeur
Number of students, and faculty, programs AAA AAD prototyping and innovation Unique on the west coast, come for internship and focus on community Some stats on arts management (growing field – cultural economy industry and cultural tourism) Elliot Eisner – habits of mind Arts education – teaching students team work and communication through the arts, learning in and through the arts fosters self-directed learners, positive risk takers, and innovators; teaches trust of collaboration and process; in the arts the product is inherent in the process and the participants ; the quality is dependent on the quality of each participant, and how well they work together as a team.
Course curriculum Created in HTML Add professional intent – self-reflexive learner
Course curriculum Created in HTML Add professional intent – self-reflexive learner
Course curriculum Created in HTML Add professional intent – self-reflexive learner
Blog theatre Place work people Internships as extending communities of practice and learning, supervisors as community partners; participants in the education of the next generation of cultural leadership Work learning goals, demonstrations of learning, digital documentation Last year students spontaneously created a WP internship blog…. Embedding critical reflection and analysis – constructing meaning as individuals and as a group, reflecting, and then representing the journey and learning in their community of practice
Authentic and spontaneous documentation of learning and authentic assessment – internship blog, and arts education advocacy video) after the digital storytelling workshop
Reflexive practitioner Rich experiences getting lost Professional statement Assessment of the field of of needed skills sets for the job they want Building a cache of possible sites, and extending their professional networks from day one Practicum program, community partners Need a place to capture and communicate “ Professional transcripts”
Ron’s mash up diagram I wish that Blackboard functioned more like the social networking tools we've used, because they are so much more intuitive and user-friendly -- however, I'm not sure social networking is a totally worthwhile option unless it has a specific, course-related purpose. I say this because most social networking tools are informal and for fun; most students already have their own, personal accounts. There is zero incentive for me to create yet another blog which I'll have to monitor and develop, unless it serves a function my personal account won't. Eportfolios are a great idea because they are explicitly professional and worth doing well, but it's important that, given all the user-friendly platforms available, that students will be able to access and continue using the system for their professional needs. I wish that all of my instructors had WPMU blogs so that I could have easy access to their course resources and more opportunities to communicate and network with them and students in the classes.
INCEPR
Challenges – multidisciplinary – even tutor skills, training and what we’ll use them for, what time they should be available because of the different itme frames of each degree and curriculum Peer to peer –professional development Love-hate relationship Joined at the hip Decisions are made as group But somethines they aren’t Consensus, sometimes just timeliness Different needs, different departments – but we also need each other We need to model what we are asking our students to do and to show I am the least tech savvy, but I have the abilities to drive the project forward AAD now requires – took four years to build this I see it as opportunity to model for the campus what can be done, and to set up systems to do it It’s hard to do that when I am working with a kind of renegade group – that in some ways- views itself as antithetical to the system – whereas as an artistsI have always been an outside, and I see my role now as to affect change from the inside Chameleon, Steve Dixon (get University name) Performance studies and digital archiving has something to teach us about interactivity between virtual and embodied environments….
