Using the D2L ePortfolio Tool as a High Impact Practice
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The document discusses the use of eportfolios as a high-impact educational practice aimed at enhancing student learning and closing opportunity gaps at Minnesota State. It outlines the functionalities of D2L's eportfolio tool, its benefits for students and faculty, and the growing significance of electronic portfolios in academic and career development. Additionally, it provides examples of how different programs can incorporate eportfolios to showcase student achievements and foster reflective learning.
Using the D2L ePortfolio Tool as a High Impact Practice
- 1. Using the ePortfolio Tool as a High Impact Practice Katie Subra Director English Language Program Kelly La Venture Assistant Professor & Director Marketing Assistance and Research Solutions
- 2. Following this Session, You will be able to: 1. Explain ePortfolios (ePs) in the context of High-Impact Practices 2. Describe possible uses and benefits for using an electronic portfolio in general 3. Share ideas for how you might incorporate D2L’s eP tool in your own course 4. Identify eP in D2L and describe basic functions of how the D2L eP tool works
- 3. Minnesota State is committed to supporting and encouraging the exploration of American Association of Colleges and Universities (AAC&U) identified High-Impact Practices (HIPS) to help advance the strategic system priority to close the opportunity gap. The ePortfolio Community of Practice is one development project to enhance student learning and success and close the opportunity gap through high-impact practices.
- 4. ePortfolio Community of Practice With Minnesota State’s move to D2L’s cloud service in June 2018, D2L’s ePortfolio is available to all Minnesota State faculty (and staff) as a natural part of the learning environment. This tool allows students to present a collection of their work which can be used for a wide variety of reasons: to demonstrate learning, to put together a sample of work for an application, or to demonstrate achievements to a potential employer. This program was designed to allow faculty time and space to explore how to use the D2L ePortfolio tool to examine how an electronic folio can facilitate high impact teaching practices to support student learning and/or assessment.
- 5. ePortfolio Community of Practice Scott Gunderson-Dakota County Technical College Gretchen Flaherty-Lake Superior College Cynthia Bunting-Anoka Ramsey Community College Haley Lasche-North Hennepin Community College Kerry Johnson-Metropolitan State University Carol Lacey-Metropolitan State University Kelly La Venture-Bemidji State University Linette Manier-Normandale Community College Peggy Rogers-Northland Community and Technical Justin Rudnick-Minnesota State University, Mankato Debra Schnell-Riverland Community College Katie Subra-Winona State University Gerald Toland-SW Minnesota State University Lesley Blicker System Office/Facilitator
- 6. ePortfolio Community of Practice A year-long program in which cohort members: engaged in live presentations with faculty from all over the U.S. who showcased their knowledge and use cases of ePortfolio participated in D2L eP training together and continue to ask questions and support each other as they implement eP attended 11 meetings to date to share research, design elements, and implementation utilize the discussion tool in D2L to support each other
- 7. ePortfolio: A High-Impact Educational Practice ePortfolios are the latest addition to AAC&U’s list of high-impact educational practices, and higher education has developed a range of ways to implement them for teaching and learning, programmatic assessment, and career development. ePortfolios enable students to electronically collect their work over time, reflect upon their personal and academic growth, and then share selected items with others, such as professors, advisors, and potential employers. Because collection over time is a key element of the ePortfolio process, employing ePortfolios in collaboration with other high-impact practices provides opportunities for students to make connections between various educational experiences (Kuh, G. 2008 for AAC&U).
- 8. ePortfolio: A High-Impact Educational Practice ePortfolios are one high-impact educational practice that have “been widely tested and shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning” (AAC&U, 2019). “Educational research suggests that the high-impact practices…increase rates of student retention and student engagement” (AAC&U, 2019).
- 9. Why Use ePortfolio The American Association of Colleges and Universities recent paper titled It Takes More than a Major: Employer Priorities for College Learning and Student Success states that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring the job applicants have the knowledge and skills they need to succeed in their company or organization.”
- 10. Uses of ePortfolio Showcase/Professional ePortfolio — These ePs are primarily a way to demonstrate (showcase) the highlights of a student’s academic career. Learning ePortfolio — These ePs are typically created by a student as part of a course as a way to demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer feedback. Learning portfolios support the idea of formative feedback as an essential part of the learning process. Assessment/General Education ePortfolio — The use of ePs can play a substantive role in the assessment of competencies. Using both formative and summative assessments feedback can be provided to colleges, departments and instructors on the quality of evidence students use in their ePs to demonstrate specific competencies (Clemson University).
- 11. Benefits of Using ePortfolio ePortfolios can provide a means for assessment based on evidence of an individual’s growth over time and effort- not a list of test scores. Evaluating the learner’s work using a variety of artifacts – graphics, pictures, multimedia, stories, journals, or projects – provides a view into the individual’s mind and capabilities as well as the teaching and learning environment. The collection of work provides a powerful and comprehensive digital resumé of the multiple intelligences of an individual, as a linguist, an artist, a scientist, a mathematician, an athlete, a reflective learner, a self learner, or a cooperative learner. A longitudinal view of a learner’s work paints a picture of growth, progress, and continuity over time that the learner can collect, select, and reflect upon to present a profile of accomplishment based on evidence (Boston University).
- 12. Benefits of Using ePortfolio Students generally use e-portfolios to collect their work, reflect upon strengths and weaknesses, and strive to improve. Equally beneficial are the data that faculty, departments, and institutions derive when they assess the work in portfolios, reflect upon it in curricular contexts, and use the data and reflections to plan for improvement. E-portfolios provide a rich resource for both students and faculty to learn about achievement of important outcomes over time, make connections among disparate parts of the curriculum, gain insights leading to improvement, and develop identities as learners or as facilitators of learning (Miller & Morgaine, 2009).
- 13. Ideas to Incorporate ePortfolio Marketing Management at Bemidji State University Showcase/Professional ePortfolio A way to demonstrate (showcase) the highlights of a student’s academic career English Language Programs at Winona State University ESL Portfolio Development Workshop A way to demonstrate (showcase) students' English proficiency and academic readiness as they prepare to matriculate into degree-seeking programs at WSU
- 14. ELP Example https://winona.learn.minnstate.edu/d2l/home/4507852 English Language Programs at Winona State University • International students with 2 years of EFL practice • Ss fall short of English proficiency requirement for admission to WSU or choose study ESL only • Complete courses in Speaking/Listening, Reading, Writing, Integrated Skills, and new 1-hour Portfolio workshop • Complete cultural and academic immersion activities as well Student Objectives • Utilize D2L interface • Develop metacognitive skills for reflection on English rhetorical, vocabulary, and grammatical skills • Build a collection of artifacts to showcase accomplishments in academic and cultural literacy
- 16. ELP Example Assessment https://winona.learn.minnstate.edu/d2l/home/4507852 ELP ePortfolio Competencies 1.Academic Skills – 18 points a) Personal Learning Styles b) Short and Long-term Goals c) Academic Vocabulary Development d) Using Infographics e) Academic Integrity f) Group Work 2.Integrated Skills – 9 points a) Academic Success Plan b) Multiple Intelligences c) Literacy Theme Capstone 3.Writing – 6 points a) Multi-Draft Writing Example 1 b) Multi-Draft Writing Example 2 4. Reading – 6 points a) Reading Summary – Fiction or Popular Media b) Reading Summary – Non-fiction or Textbook 5. Speaking and Listening – 9 points a) Presentation Visual b) Social Work Group Meetings c) Speech Recording 6. Campus Involvement – 9 points a) Socializing with non-ELP students b) Out of class learning c) Community engagement + Points for organization and reflective summaries + Separate rubrics for peer and campus presentations
- 17. How the D2L ePortfolio Tool Works • Students create an ePortfolio template through Brightspace tool • The same ePortfolio will be accessible from any registered class page • Students add "artifacts" (i.e. files, images, reflections, links, more) • Students create an organizational structure using "Pages" and "Components" (Components are artifacts) • Students can share ePortfolio with a specific Minnstate member or a sharing group if one is set up by instructor or system administrator Let's look at the tool together: https://winona.learn.minnstate.edu/d2l/home/4507852
- 18. Useful Links AACU's examples, assessments, and field guide https://www.aacu.org/eportfolios WSU Knowledge Base https://learn.winona.edu/EPortfolio D2L Resource Center https://elearn.memphis.edu/shared/Documentation/10.5/Instructor/Instructor _documentation/D2L%2010.5.5%20for%20Instructors/en/ePortfolio.html
- 19. Take Aways 1. Explain ePortfolios (ePs) in the context of High-Impact Practices 2. Describe possible uses and benefits for using an electronic portfolio in general 3. Share ideas for how you might incorporate D2L’s eP tool in your own course 4. Identify eP in D2L and describe basic functions of how the D2L eP tool works
- 20. Contact Us Katie Subra – ksubra@winona.edu Kelly La Venture – Klaventure@bemidjistate.edu
Editor's Notes
- #2: Short Introductions Katie Subra, Winona State University Kelly La Venture, Bemidji State University
- #3: Following this session, you will be able to: Explain ePortfolios in the context of High-Impact Practices Describe possible uses and benefits for using an electronic portfolio in general Share ideas for how you might incorporate D2L’s eP tool in your own course Identify eP in D2L and describe basic functions of how the D2L eP tool works
- #4: Minnesota State is committed to supporting and encouraging the exploration of American Association of Colleges and Universities (AAC&U) identified High-Impact Practices (HIPS) to help advance the strategic system priority to close the opportunity gap. The ePortfolio Community of Practice is one development project to enhance student learning and success and close the opportunity gap through high-impact practices. Katie and I are a part of this eP community.
- #5: D2L’s ePortfolio is available to all Minnesota State faculty (and staff) as a natural part of the learning environment. This ePortfolio Community of Practice program was designed to allow faculty time and space to explore how to use the D2L ePortfolio tool to examine how an electronic folio can facilitate high impact teaching practices to support student learning and/or assessment.
- #6: Designed and facilitated by Lesley Blicker, these are the 13 members of the first ePortfolio Community of Practice.
- #7: The ePortfolio Community of Practice was initiated through a year-long program in which cohort members: Engaged in live presentations with faculty from all over the U.S. who showcased their knowledge and use cases of ePortfolio went through D2L eP training together and continue to ask questions and support each other as they implement eP have attended 11 meetings to date to share research, design elements, and implementation, and use the discussion tool in D2L to support each other
- #8: ePortfolios enable students to electronically collect their work over time, reflect upon their personal and academic growth, and then share selected items with others, including professors, advisors, and potential employers. According to D2L, Brightspace ePortfolio is a personal portfolio tool for storing, organizing, reflecting on, and sharing items that represent your learning. You can include items such as documents, graphics, audio files, videos, presentations, and course work to demonstrate your improvement or mastery in certain areas. You can control what items you want to include in your portfolio, how they are organized, and who you want to share them with. When you share items with your peers, mentors, or potential employers, you can give them permission to view items, edit items, see or add comments, and see or add assessments to receive feedback. https://documentation.brightspace.com/EN/eportfolio/-/all/eportfolio_intro.htm
- #9: ePortfolios are one high-impact educational practice that have “been widely tested and shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning” (AAC&U, 2019). “Educational research suggests that the high-impact practices…increase rates of student retention and student engagement” (AAC&U, 2019).
- #10: The American Association of Colleges and Universities recent paper titled It Takes More than a Major: Employer Priorities for College Learning and Student Success states that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring the job applicants have the knowledge and skills they need to succeed in their company or organization.” This tool allows you to help students showcase their work and differentiate themselves from like candidates.
- #11: There are multiple uses for eP, and Clemson University suggests these three primary uses of ePortfolio: Showcase/Professional ePortfolio — are primarily a way to demonstrate (showcase) the highlights of a student’s academic career. Learning ePortfolio — are typically created by a student as part of a course as a way to demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer feedback. Assessment/General Education ePortfolio — can play a substantive role in the assessment of competencies. Using both formative and summative assessments feedback can be provided to colleges, departments and instructors on the quality of evidence students use in their ePs to demonstrate specific competencies (Clemson University).
- #12: Boston University sees these benefits of using ePortfolio: ePortfolios can provide a means for assessment based on evidence of an individual’s growth over time and effort- not a list of test scores Evaluating the learner’s work using a variety of artifacts – provides a view into the individual’s mind and capabilities as well as the teaching and learning environment The collection of work provides a powerful and comprehensive digital resumé…and A longitudinal view of a learner’s work paints a picture of growth, progress, and continuity over time …and
- #13: …Ross Miller and Wende Morganie published an article in Peer Review titled “The Benefits of E-portfolios for Students and Faculty in Their Own Words” in which they provide a host of benefits including these… Students generally use e-portfolios to collect their work, reflect upon strengths and weaknesses, and strive to improve. Equally beneficial are the data that faculty, departments, and institutions derive when they assess the work in portfolios, reflect upon it in curricular contexts, and use the data and reflections to plan for improvement. E-portfolios provide a rich resource for both students and faculty to learn about achievement of important outcomes over time, make connections among disparate parts of the curriculum, gain insights leading to improvement, and develop identities as learners or as facilitators of learning.
- #14: There are many ways to incorporate eP: At Bemidji State University, students create an ePortfolio in Marketing Management – the capstone course for the Marketing degree program. This eP is a showcase or professional ePortfolio and way for students to demonstrate, or showcase, the highlights of their academic career. Students use eP to create collections of artifacts from their courses, clubs, athletics, etc. during their time at BSU and reflect on their work. These ePs are used in the job search process and in masters applications. At Winona State, students…
- #15: At Bemidji State University, students create an ePortfolio in Marketing Management – the capstone course for the Marketing degree program. This eP is a showcase or professional ePortfolio and way for students to demonstrate, or showcase, the highlights of their academic career. At Winona State, students…
- #16: At Bemidji State University, students create an ePortfolio in Marketing Management – the capstone course for the Marketing degree program. This eP is a showcase or professional ePortfolio and way for students to demonstrate, or showcase, the highlights of their academic career. At Winona State, students…
- #17: At Bemidji State University, students create an ePortfolio in Marketing Management – the capstone course for the Marketing degree program. This eP is a showcase or professional ePortfolio and way for students to demonstrate, or showcase, the highlights of their academic career. At Winona State, students…
- #20: Hopefully, you will now be able to: Explain ePortfolios in the context of High-Impact Practices Describe possible uses and benefits for using an electronic portfolio in general Share ideas for how you might incorporate D2L’s eP tool in your own course Identify eP in D2L and describe basic functions of how the D2L eP tool works
- #21: Please contact us if you have questions and connect on LinkedIn Sources https://www.aacu.org/publications-research/periodicals/benefits-e-portfolios-students-and-faculty-their-own-words https://www.aacu.org/sites/default/files/files/LEAP/hip_tables.pdf https://www.aacu.org/resources/high-impact-practices https://www.bu.edu/eportfolio/using/ https://www.clemson.edu/academics/programs/eportfolio/information.html https://documentation.brightspace.com/EN/eportfolio/-/all/eportfolio_intro.htm http://www.minnstate.edu/system/asa/innovations/index.html https://mnscu.sharepoint.com/sites/asa/sitepages/topic.aspx?topicID=24&pageID=107&state=pages https://mnscu.sharepoint.com/sites/asa/sitepages/topic.aspx?topicID=24&pageID=106&state=pages