What have students learned? And how? Electronic portfolios offer a space and often a structure for students to show what they have learned and to explain how they have learned. The discourse connecting the what and the how is reflection. This interactive session/workshop will focus on ways to bring the what, the how, and the discourse together so two goals are served: students are |
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| supported; and program assessment is informed by student work and student experience. Kathleen Blake Yancey, the Kellogg W. Hunt Professor of English at Florida State University, directs the graduate program in Rhetoric and Composition Studies. Past President of The Council of Writing Program Administrators, she is also a Past Chair of the Conference on College Composition and Communication, the largest scholarly organization for college writing faculty. Currently, she is President of the National Council of Teachers of English, a 50,000+ member organization of literacy educators from pre-K to graduate school. With Barbara Cambridge and Darren Cambridge, she directs the International Coalition on Electronic Portfolio Research, which has brought together over 40 institutions to focus on and document the learning that takes place inside and around electronic portfolios. And as part of her near-decade-long work with the middle and high schools in Virginia Beach, she is working with English teachers to develop a "new literacies" curriculum culminating in electronic portfolios. Yancey is also the author, editor or co-editor of over 60 chapters and refereed articles and ten books, several of which focus on reflection, portfolios, and/or assessment. They include Portfolios in the Writing Classroom (1992), Assessing Writing across the Curriculum (1997), Self-Assessment and Development in Writing (2000), Situating Portfolios (1997), and Reflection in the Writing Classroom . The section editor for student portfolios in the AAHE publication Electronic Portfolios (2001), she guest edited the 1996 issue of Computers and Composition dedicated to electronic portfolios. In the June 2004 issue of College Composition and Communication , she published an analysis of electronic portfolios that contrasts them with print portfolios and that defines them as "web-sensible" digital compositions. In summer, 2008, Stylus Publishing will release her co-edited volume (with Barbara Cambridge and Darren Cambridge), Electronic Portfolios 2.0 , which documents the electronic portfolio projects on many campuses, in general education programs, and in various disciplinary contexts. If there is a theme in her work, it's the teaching and learning that is fostered through the reflective activities we see in both print and digital portfolios. |
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| Darren Cambridge is assistant professor of Internet Studies and Information Literacy at New Century College, which offers integrative studies, first-year experience, and experiential learning programs at George Mason University in Fairfax, Virginia, USA. He is associate director of the Inter/National Coalition for Electronic Portfolio Research, |  |
| coordinating research teams from forty-four higher education institutions in the United States, Canada, England, Scotland, and the Netherlands. He also leads the IMS Global Learning Consortium's work on ePortfolios and contributes to the development of the Open Source Portfolio and Sakai. With Barbara Cambridge and Kathleen Yancey, he is editor of _Electronic Portfolios 2.0: Emergent Research on Implementation and Impact_, to be published in July 2008 by Stylus. | |
| This presentation considers: How should we use ePortfolios in higher education if we take the vision of portfolios as a means for lifelong and lifewide learning seriously? It begins with an imagined story about a learner's experiences with ePortfolios through multiple stages of life. The philosophical and sociological grounding of that vision is read through the work of Charles Taylor on authenticity, Richard Sennett on integrity, Mary Catherine Bateson on life narratives, and Howard Gardner and collaborators on good work. This analysis reveals two styles of integrative learning, networked and symphonic, which both are essential to personal and professional development. Supporting both these styles has implications for how we integrate portfolios into the curriculum, as both ongoing reflective practice and iterative reflective synthesis; for how we think about assessment, moving beyond quality assurance to community dialog; and for the technology we use to support both. Throughout, examples from research on existing projects are used to ground the discussion. | |
Barbara Cambridge is director of alliances and advocacy for the National Council of Teachers of English and consultant for the Carnegie Academy for the Scholarship of Teaching and Learning. Past president of the International Society for the Scholarship of Teaching and Learning and commissioner for the Western Association of Schools and Colleges, she |
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| currently serves on the Boards of the Washington Internship Institute and the Teacher Education Accreditation Council. Cambridge co-directs the Inter/National Coalition for Electronic Portfolio Research and serves as consulting editor for Change magazine. Cambridge is professor of English at Indiana University Purdue University Indianapolis. Her latest publications include edited books on electronic portfolios for students, teachers, and institutions and on campus support for the scholarship of teaching and learning. | |
This presentation describes eportfolios as learning sites and as research sites, the nexus of the scholarship of learning. Scholarly practices are enacted in creating and sharing eportfolios, so that students and teachers become scholars together as they consider context, examine evidence, build arguments, open their arguments to feedback and critique, and alter their arguments as they gather more evidence. This merger of learning and research links to current issues in higher education, including increased attention to student learning outcomes, access and success of diverse student populations, and preparedness for work and civic life. |
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