3. May 12, 2009, Ottawa, Canada CNIE 2009 Comprehensive exams E-Portfolios Benefits Promote program quality Constrain workload for students & faculty Positive final experience Benefits Promote program quality & currency Meaningfulness - Constructivist learning Use after graduation Issues Meaningfulness of experience? Purpose of the activity Currency of questions Issues Ongoing vs. end of program portfolios Implementation – choice of platform Extend workload for students & faculty?
Debra Onset of e-portfolio could be traced back to year 2000. When I first heard about the term from one of the pioneers of introduction of e-portfolio Professor Helen Barrette. Paper portfolios are around for several years. With the beginning of e-learning the concept of e-portfolio emerged. It simply started with developing pdf documents or power point slide based on one’s own work and reflective comments on the product (artifacts). Quickly then faculty realised that process approach to e-portfolio is more meaningful as a learning tool and also proof of one’s own learning for assessment purposes. Therefore, the web based tools were developed and still being developed Marguerite will talk more about that. With the introduction of internet in education and requirements for the complex set of 21 st century skills and competencies e-portfolios became essential. Why? we will discuss that in the next slide. Since the introduction of e-portfolio there has been several studies towards its use as a learning and assessment tool.
We teamed up to work on this project when we had our first CDE meeting in fall 2007. Initially Marguerite, Rick and Terry worked on creating the initial documentation. Then I took up the e-portfolio project as one of my research agenda and started the work on e-portfolio. Initially we had to look for any document available on the graduate profile of MDE students. We got some information from the CDE website and based on my prior work on development of skills and competencies I proposed a partially filled draft list. Then we as a team went through the refinement of the skill list and provided the details.
Marguerite
Marguerite
Rick
Rick
Rick The final e-portfolio will be based on a set of competencies that faculty have derived from the various course learning outcomes in the program and will consist of the following components: an Introduction, a minimum of 5 artefacts with short reflections (300 – 500 words) on how each meets some or all of the competencies, and a concluding synthesizing reflection. Artefacts can be in text or audio visual form and can consist of a variety of items reflecting learning from the program, including course papers, course projects (e.g., a Moodle course developed for MDDE 604), or even materials or projects from work or other activities from outside the program which have been influenced by knowledge and skills developed in the program. The examination of the e-portfolio will follow the same process as the Comprehensive Exam. When candidates are ready to (formally) share their e-portfolio, they will notify their academic advisor, who will then find a second reader. Both faculty members will review the e-portfolio and prepare questions for the oral exam, which will be held using the Elluminate audio conferencing program (in order to allow viewing of the e-portfolio!) at a mutually acceptable time.
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