OSP and Portfolio Thinking

1. OSP and Portfolio Thinking Helen Chen, Stanford University Sharon Hamilton, IUPUI Paul Treuer, University of Minnesota Duluth

2. What is an ePortfolio? • A collection of purposefully organized artifacts that support retrospective and prospective reflection to document, augment, and assess growth over time.

3. The Folio Thinking Problem Students’ intellectual experience of higher education is fragmented due to 3 factors: • Lack of curricular coherence • Increasing demands of an information-rich environment • Growing importance of out-of-class learning experiences Helen L. Chen, Stanford University

4. Owner Student Faculty Program/ Department Institution Purpose Learning or Development Assessment Employment E-Portfolios in Education Purposeful selection of artifacts together with reflections that represent some aspect of the owner’s learning Helen L. Chen, Stanford University

5. Benefits of the Product • Portfolios can feature multiple examples of work. • Portfolios can be context rich. • Portfolios can offer opportunities for selection and self-assessment. • Portfolios can offer a look at development over time. (Hamp-Lyons & Condon, 1998, Cambridge, 2001) Helen L. Chen, Stanford University

6. Process • Collect • Select Reflection • Organize • Share Helen L. Chen, Stanford University

7. The Folio Thinking Approach Provide structured opportunities for students to: create learning portfolios reflect on learning experiences Enable students to: • integrate and synthesize learning • enhance self-understanding • make deliberate choices in their learning career • develop an intellectual identity Helen L. Chen, Stanford University

8. Folio Thinking • The reflective practice of creating learning portfolios for the purpose of creating coherence and making meaning • Draws on: • experiential learning • metacognition • reflective thinking • critical thinking • mastery orientation to learning Helen L. Chen, Stanford University

9. Portfolio Thinking at University of Minnesota Duluth Paul Treuer, University of Minnesota Duluth

10. Folio Thinking – Developmental Stages Stage 1. Exploration Stage 2. Directed Activity Stage 3. Self-Directed Activity Stage 4. Community-Builder Paul Treuer, University of Minnesota Duluth

11. Stage 1. Exploration Characterized by: Learning how to use Portfolio software Understanding “Folio Thinking” Populating Portfolio with Objects Experimentation with Functionality Identifying Support Systems Example: UMD College Writing Introduction to College Learning (ICL) Paul Treuer, University of Minnesota Duluth

12. Stage 2. Directed Activity • Characterized by: • Formative and/or Summative Assignments • External Rewards • Purposeful Entering of Objects and Reflections • Entry/View Templates Created Externally • Portfolio Objects Used for Multiple Purposes • Use of Technical Support Systems • Examples: • UMD English Program • Quarterly Review (employment) Paul Treuer, University of Minnesota Duluth

13. Stage 3. Self-Directed Activity • Characterized by: • Individual Enters Many Objects & Reflections • Internal Rewards • User Creates Entry/View Templates • Assesses Portfolio Content • Objects used for Self-Identified Purposes • Technical Proficiency • Examples: • Portfolio Shared Prior to Job Interview • Learning Portfolio Shared with Family Paul Treuer, University of Minnesota Duluth

14. Stage 4. Community-Builder • Characterized by: • Maintains a “Strong” Portfolio • Manages a Community of Portfolio Users • Creates Entry/View/Report Templates • Manages Content, Roles, and Resources • Mentor in Community Portfolio Activities • Examples: • Manager of the CSD Portfolio (UMD) • Minnesota Quality Portfolio (UMD) Paul Treuer, University of Minnesota Duluth

15. For more information contact: • ptreuer@umd.edu Paul Treuer, University of Minnesota Duluth

16. Questions?

17. OSP and Portfolio Thinking Sharon Hamilton, IUPUI Helen Chen, Stanford University Paul Treuer, University of Minnesota Duluth with Jay Fern, Indiana University