Electronic Portfolio Development

Electronic Portfolio Development
Course Content Guide

Title: Electronic Portfolio Development

I. Course Description

Developing and using an electronic portfolio. For one credit, students create an electronic portfolio, selecting from a variety of strategies for development, organization, storage and presentation. Second credit includes adding digital audio and video clips to the portfolio. Third credit covers reading assignments, issues, and research on electronic portfolio development for a variety of ages and situations, including useful criteria for evaluating portfolios based on national or local standards.

II. Course Design

a. Designed for all students and teachers with knowledge of and access to classroom technology. Provides strategies, methods and skills to encourage developing electronic portfolios. Students complete an electronic portfolio in this class.

b. Variable: 1.0 -3.0 credits
First credit for basic portfolio development and introduction to literature
Second credit for adding various tools for multimedia components, including digital audio and video
Third credit for active participation in reading and discussion of literature, plus publishing e-portfolio

c. Scheduled for 15.0 hours of instruction per credit. Approximately 30 additional hours will be required outside of class to complete course work for each credit.

III. Course Activities Activities include short lecture and small group and individual activities. Scheduled for a computer lab with a workstation for each participant. Use of Adobe Acrobat, AppleWorks or an integrated productivity software package, HyperStudio, Microsoft products and/or HTML editing software is required. IV. Course Pre-requisites/Co-requisites Intermediate computer skills required. This is not a course for beginning computer users. A "readiness survey" will be available to help students assess whether they have the necessary computer skills. V. Course Evaluation - Grading: P/NP Attendance and Participation - 50%: Participants must be engaged in all class sessions and actively participate in all course activities. Participants will complete all assignments.

Development of Electronic Portfolio - 50%: Participants must develop an electronic portfolio to demonstrate professional experience and abilities.

VI. Course Outline

First Credit - Introduction

1.0 Theory and Practice of Standards-Based Professional Portfolio Development

1.1 Importance of professional portfolios

1.2 Becoming a reflective practitioner through portfolio development

1.3 Key elements of portfolio assessment for teachers and students

1.4 Resources needed for portfolio development

1.5 Portfolio development process (collection, selection, reflection, projection)

1.6 Multimedia development process (decide, design, develop, implement, evaluate)

2.0 Working Portfolio Content Creation Process

2.1 Becoming a "digital pack rat" — setting up an electronic filing system

2.2 Identifying the framework/standards to be used for portfolio organization

2.3 Selecting the artifacts that demonstrate achievement of each standard

2.4 Writing reflective statements for each standard and/or artifact (or using a form)

2.5 Creating portfolio outline with word processor or slide show OR

2.6 Creating a storyboard for portfolio with Inspiration

2.7 Creating a Table of Contents for portfolio.

2.8 Creating a matrix of portfolio artifacts and standards (single page overview/cross-reference) if individual artifacts document achievement of more than one standard.

Issues to discuss in all three credits:

6.0 Discussing issues and research on electronic portfolio development, at a variety of ages and in a variety of situations in education

6.1 The role of electronic portfolios in today’s standards age.

6.2 How each stage of the portfolio development process contributes to teachers' professional development:

Collection - teachers learn to save artifacts that represent the successes (and "growth opportunities") in their day-to-day teaching
Selection - teachers review and evaluate the artifacts they have saved, and identify those that demonstrate achievement of specific teaching standards
Reflection - teachers become reflective practitioners, evaluating their own growth over time and their achievement of the teaching standards, as well as the gaps in their development
Projection - teachers compare their reflections to the standards and performance indicators, and set learning goals for the future. This is the stage where portfolio development becomes professional development.
Presentation - teachers share their portfolios with their supervisor and peers. This is the stage where appropriate "public" commitments can be made to encourage collaboration and commitment to professional development.

6.3 The implementation and evaluation of electronic portfolios at different age levels

Early Childhood portfolios
Middle-Level (grades 4-8) portfolios
Adolescent portfolios
Adult & Professional portfolios

6.4 The technologies necessary to produce electronic portfolios in various situations

Hardware needed for different purposes
Software needed for different purposes
Connectivity

VII. Course Instructional Goals and Defined Outcomes

Course Goals (first credit)

1.0 Standards-Based Electronic Portfolio Development

Instructional Goal: Participants will be able to design an electronic portfolio that demonstrates achievement of a set of national, state, or local program standards.

Defined Outcomes:

1.1 Participants will be able to discuss various strategies for creating electronic portfolios and the importance of portfolio development in ongoing professional development.

1.2 Participants will design a personal electronic portfolio by following an instructional design model (assess, design, develop, implement, evaluate):
Assess/Decide:

deciding on the purpose of the portfolio (based on standards);

describing the audience for the portfolio;

Plan/Design:

deciding on the contents of the portfolio;

deciding which software tools are most appropriate for the context;

2.0 "Working Portfolio" Content Development Process Instructional Goal: Participants will be able to collect and select the artifacts that demonstrate achievement of the standards.

Defined Outcomes:

2.1 Participants will demonstrate understanding of the portfolio development process (collect, select, reflect, project) and the role of portfolios in ongoing professional development.

2.1 Participants will develop a working portfolio by: (develop)

gathering portfolio artifacts which represent achievement of the standards

writing reflections on each standard and/or each artifact

outlining and organizing the portfolio

6.0 Research and Issues in Electronic Portfolio Development (included in all three credits) Instructional Goals: Participants will be able to discuss issues and research related to developing and using electronic portfolios at a variety of age levels and in a variety of situations.

Defined Outcomes:

5.1 Participants will be able to discuss the role of electronic portfolios in today’s standards age.

5.2 Participants will be able to discuss how each stage of the portfolio development process contributes to ongoing teacher professional development.

5.3 Participants will be able to discuss the implementation and evaluation of electronic portfolios at different age levels.

5.4 Participants will be able to discuss the technologies necessary to produce electronic portfolios in their own situations.

VIII. Bibliography or References Instructor will provide handouts of reference materials and exercises. These can also be found at instructor's WWW site

Baron, Cynthia (1996). Creating a Digital Portfolio. Indianapolis: Hayden Books

Barrett, Helen (1998). "Strategic Questions." Learning & Leading with Technology (October, 1998)

Brown, Genevieve and Irby, Beverly (1997). The Principal Portfolio. Thousand Oaks: Corwin Press

Burke, Kay (1997). Designing Professional Portfolios for Change. Palatine, Illinois: IRI/SkyLight Training & Publishing

Burke, Kay (ed.) (1996). Professional Portfolios. Palatine, Illinois: IRI/SkyLight Training & Publishing

Campbell, Cignetti, Melenyzer, Nettles & Wyman (1997). How to Develop a Professional Portfolio: A Manual for Teachers. California University of Pennsylvania.

Danielson, Charlotte; Abrutyn, Leslye (1997) An Introduction to Using Portfolios in the Classroom. Alexandria: Association for Supervision and Curriculum Development.

Glatthorn, Allan (1996). The Teacher's Portfolio: Fostering and Documenting Professional Development. Rockport, MA: Pro>Active Publications.

Guskey, Thomas (ed.) (1996) Communicating Student Learning 1996 ASDC Yearbook. Alexandria: Association for Supervision and Curriculum Development.

Lyons, Nona (ed.) (1998). With Portfolio in Hand: validating the new teacher professionalism. New York: Teachers College Press.

Martin, Debra Bayles (1999) The Portfolio Planner - Making Professional Portfolios Work for You. Upper Saddle River, NJ: Merrill.

Martin-Kniep, Giselle (1998). Why Am I Doing This? Purposeful Teaching through Portfolio Assessment. Portsmouth: Heinemann

McLaughlin, Maureen; Vogt, MaryEllen (1996). Portfolios in Teacher Education. Newark: International Reading Association.

McLaughlin, Vogt, Anderson, DuMez, Peter, Hunter (1998). Professional Portfolio Models: Reflections across the Teaching Profession. Norwood, MA: Christopher-Gordon Publishers.

Niguidula, David (1997) The Digital Portfolio: A Richer Picture of Student Performance. The HTML version of an excellent CD-ROM on the research conducted by the Coalition on digital portfolios in five different schools.

Porter, Carol & Cleland, Janell (1995) The Portfolio as a Learning Strategy. Portsmouth: Heinemann.

Seldin, Peter (1997). The Teaching Portfolio. Bolton: Anker Publishing

Shaklee, Beverly D., [et al.] (1997) Designing and Using Portfolios. Boston: Allyn and Bacon