e-ports @ uvu:
reflecting, connecting, 
evolving ...
history
state mandated FYC assessment
FYC adjustments to assessment
other campus portfolio work??
requirement gathering - input sought - LB
student project INFO class - LB
concerns
past efforts -- resistance
implementation (incl pay)
cross platform confusion
tech fear
findings fear
publication of findings fear
time worries
relevance worries
broad requirements; 
      no one system or place can meet all
goals
student assessment (value +'d)
program assessment (value +'d)
instructor evaluation (maintain quality)
institutional assessment (value +'d)
external assessment (accreditation)
discover needs (ftw!)
portability for students
options
canvas
faculty resistance
faculty sense of agency
limiting potential
distrust of corporate platform 
     (Canvas is open source- LB)
re-inputting into templates
open source

faculty fear (tech)
sharing findings publicly (see privacy settings)
"not serious" enough ("images are for kids")
copyright & permissions
added development/maintenance support - LB
risks higher; can't dictate security, redundancy, 
     etc. if it's hosted elsewhere w/ no contract - LB

benefits
in-house assessment
localization
uniformity of method
purposeful inputting
we already have it 
concerns
benefits
individualized assessment
longitudinal assessment
tailored to specific course needs
attentive to design (creativity)
potential to demonstrate multiliterate skills
may generate PR-worthy "display portfolios"
+ faculty choices reduces resentment, encourages "buy in"
may coordinate w/ existing faculty use of open source tools
student ownership & accountability
student responsiveness to multimodal texts (engagement)
concerns
national standards
the ubiquity of 
electronic portfolios
examples
http://www.engl.niu.edu/mday/rvc.html
http://www.ncte.org/cccc/resources/positions/electronicportfolios
"Electronic Portfolios communicate various 
kinds of information for the purposes of assessment."
identify connections among academic and extra-curricular learning for admission to higher education and vocational opportunities.
demonstrate applications of knowledge and critical literacies for course or programmatic assessment.
provide evidence of meeting standards for professional certification.
display qualifications for employment.
showcase job-related accomplishments beyond schooling, for evaluation or promotion.
represent lifelong learning for participation in public service.

moving forward
challenges
rewards
Northern Illinois University
St. Edward's University
http://seufolios.org
Stony Brook University
http://stonybrook.digication.com/portfolio/directory.digi
CXC @ LSU
http://cxc.lsu.edu/Portfolios.html
purchase 
software
folioTek
Chalk and Wire
Digication
etc.
benefits
concerns
next steps
define what we need / want
continue to gather information
questions
what are others doing?
what do students want?
how can we leverage existing resources?
what new resources are needed?
how can we make this engaging for student and faculty?
can/should we use the cloud for storage?

needs/vision not clear
resources
resistance to change
attempting to do too much
usage of key terms in The Learning Portfolio
     ("engaged," "reflection" -- esp "radical reflection,"
       which seems unavailabe for a "guiding hand" if it's 
       also going to be "radical").
questions of coercion ... authenticity  
pizza party
sushi for Bonnie
summary easier
rely on previous development
can be specific for higher ed
costs are largely known
reliant on third party
higher up-front costs
loss of flexibility
student privacy
portability
cost
possibilities
build from existing portfolio
     scenarios (FYC, what else?)
begin process of discovery regarding
     people who might staff a center for the purpose
     of helping faculty and students work together to 
     create their portfolios
work within Canvas to test the potential 
create a Canvas study regarding outcomes of 
     existing portfolio scenarios 
create a working series of desired outcomes 
     (currently in process, but can we roughly generalize
     7 or so principles for the sake of the possible pilots?)
continue to work with Canvas to mimic SLCC's protocol, 
      with input from David Hubert and his team (this may ensure
      or gesture toward the sort of statewide method the regents 
      may mandate, so why wait to work with a local institution 
      who is making it work so successfully?)
action
additional reading:
critically sound concepts
Kathleen Blake Yancey, Kellogg W. Hunt Professor of English, Distinguished Research Professor, and Director of the graduate program in Rhetoric and Composition @ Florida State University. Former Chair, National Council of Teachers of English. 

Reflection in the Writing Classroom. Logan; USU P, 1998.

Situating Portfolios: Four Perspectives. Ed. Kathleen Blake Yancey and Irwin Weisser. Logan, UT: USU P, 1997.

Rebecca Moore Howard's Portfolios bibliography. Howard is Professor of Rhetoric and Composition and Director of The Writing Program at Syracuse University. 



"Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.
Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program." -- USU Press
Yancey and Weiser bring together thirty-one writing teachers from diverse levels of instruction, institutional settings, and regions to create a stimulating volume on the current practice in portfolio writing assessment. Contributors reflect on the explosion in portfolio practice over the last decade, why it happened, what comes next; discuss portfolios in hypertext, the web, and other electronic spaces; and consider emerging trends and issues that are involving portfolios in teacher assessment, faculty development, and graduate student experience.

Contributors include Peter Elbow and Pat Belanoff, Gail Hawisher and Cynthia Selfe, Brian Huot, Sandra Murphy, and William Condon.
http://www.usu.edu/usupress/books/index.cfm?isbn=2204
http://wrt-howard.syr.edu/Bibs/Pfs.bib.htm
http://www.usu.edu/usupress/books/index.cfm?isbn=2389


distinctions: "free," "open," 
and "free open source software"
non-negotiables
as determined by the GE Committee on 10/30/2011
characteristics of UVU's e-portfolios that we imagine will be of primary and necessary value. 
multi-use across departments and GE
accessibility, ease of use, flexibility 
     (easy for students to build, ADA compliant)
ability to connect to rubric & summarize data 4 reporting 
no cost to students
center for support (cappuccino machine!)
portability ... student ownership
aesthetics ... the "cool factor"
in alignment with national trends; see Section V from e-pac resources, @ the "ubiquity" node
"canvas tastes like open"
http://www.instructure.com/blog/2011/11/02/canvas-tastes-like-open/
instructure argues for canvas' openness, arguing that:
"Canvas is open source. AGPL, baby. This equals freedom for DIY’ers and code junkies, and seeds a new community that benefits everyone involved.
Canvas has an open API. No exclusive, members-only club here; we actually want people to innovate and expand Canvas’s capabilities.
Canvas uses open standards. Sure, our code is standards-compliant, but we also use open learning standards like Common Cartridge for bringing learning content in and out, and LTI to let your custom tools talk to Canvas.
Canvas courses can be open published and assigned a Creative Commons license. Why rebuild your course as OER when all it takes is one click? (Been doing this since 2009.)"
(see http://www.instructure.com/blog/2011/11/02/canvas-tastes-like-open/).
      reflective 
      learning

GE assessment
program assessment
capstone assessment
guiding principle:
essential 
learning 
outcomes
shared values
mission-sensitive pedagogies
transdisciplinary
...really??
display portfolio
online resume ...
The Learning Portfolio
http://teachingcommons.cdl.edu/eportfolio/documents/LearningPortfolio_000.pdf
Zubizarreta
image credit: JiEun Rim
http://www.learningtoloveyoumore.com/reports/63/rim_jieun.php.
integrative & applied learning
intellectual & practical skills foundation
people of integrity
professional competency
stewards of place
knowledge foundation
characterized by ...
 i 

❤
<heart>
elos
http://www.tees-on.com/wp-content/uploads/2011/06/1307321295-32.jpg
new questions
"radical reflection" as defined in Ch 9 of TLP is radical?
maybe we should say "guided reflection"?
... and if so, we should include room for both ...
truly radical reflection, and ...
... guided reflection
re: "reflection"
re: actual 
faculty work
1.) given the challenges of the gen ed assessment plan, should we be thinking, pragmatically, about a "willing few" for a Phase I-type scenario?
2.) instead of "enforcing" the ELO's, perhaps we could work in faculty workshops with our "willing few" to find ways of *accommodating* course and/or particular program outcomes within them? 
3.) can we see these sorts of workshops and scenarios as the future work of the e-ports "center"?
re: how much digital?
see: the question of "the digital native"
http://www.danpontefract.com/?p=1300
marc prensky
resisting "digital natives"
dan pontrefact