The maker portfolio

Editor's Notes

1. Let's look at the different uses electronic portfolios and their unique owners. Bringing creative inquiry into the mix, we'll consider the needs of The Maker Generation.
2. Dr. Helen Chen defines an eportfolio as collection of organized artifacts that support reflection to document, and assess growth over time. ePortfolios provide authentic evidence of learning
3. The Stony ePortfolio Wheel shows the various uses of eportfolios. These hybrid eportfolios can be categorized as learning, professional, and assessment. The hub is the Showcase eportfolios and owners can maintain their eportfolios for life. Anyone at Stony Brook can create and maintain an eportfolio. When they leave Stony Brook, they are still able to maintain their eportfolios and continue to be a part of the Stony Brook learning community.
4. Most of us have seen diagrams of the ePortfolio Learning Process, Collect, Select, Reflect, Connect, and Project. Autonomy, Self Relatedness, and Self Efficacy (Self Determined Learning Behaviors) should be at the top of the listed outcomes of this process. Basically, this means nothing to the students and students need to drive this process.
5. Our longevity study on the value of eportfolios to shows 78% of our ePortfolios are created as a course requirement, 36% of those students abandon their eportfolios at end of course, 59% of students that continued to develop their eportfolios had instructors that maintained their own eportfolios.
6. #1 reason for not maintaining an eportfolio was that is was because it was viewed as an added assignment . #1 incentive for maintaining eportfolio after the course was because the instructor had a cool eportfolio of their own.
7. Bumping up the eportfolio learning process to a level of Inquiry and Discovery increased student-engagement in the course and eportfolio design at Stony Brook. Create is a key component. Autonomy, Self Relatedness, Self Efficacy increased.
8. Here is an example of the Inquiry process organized in a team Biomedical Engineering eportfolio. The professor created a temple to guide the students through the process. Students felt the eportfolio help them to organize and review their work and made it easier for them to collaborate.
9. Instead of written reflective papers, students post answers to guided reflective prompts that provide evidence of applied learning in their eportfolios. All steps in the Inquiry cycle are completed in the eportfolios. Biomedical Sr. Design includes prompts that measure learning according to ABET standards.
10. MAKE way for the Maker Generation, beyond a shift to a JOLT in the Paradigm of learning as students viewed as Consumers gives way to Students as Creators. Students across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. –NMC 2014 Horizon Report
11. Again, the shift from to the flat ePortfolio Learning Process to Evidenced-Based Inquiry injected a sense of inventiveness and creation into the course, raising the levels of student-engagement. Naturally, Autonomy, Self Relatedness, Self Efficacy increased. But, Let’s kick it up a notch.
12. Enter the Maker Generation. With Creative Inquiry the learning shifts from building content and evidence to the Makers Mindset embracing creativity and the spirit of imagination and invention. EXPLORE: BRAINSTORM: EXPERIMENT: INVENT: ITERATE. The components of CREATIVE INQUIRY entice students to take control of their learning in a DIY manner.
13. Stanford University's Design Thinking Program (as they describe it) takes on the world’s messy problems together. Human values are central to this collaborative approach to invention. Teams choose a challenge that with a human need. The steps of Design Thinking help with understanding people, gaining insights of the problem or need, and experimenting to find a solution. Iteration is lead by the feedback from the targeted audience. You can find a 90 minute Virtual Crash course at their site.
14. VERY IMPORTANT - Makerspaces come in all shapes and sizes. They all serve as a gathering point for tools, projects, mentors and expertise.  A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making. These are scenes from Dr. Stephanie Wade's Composition Design course at Stony Brook University.
15. Consider a quote from Dr. Yi-Fu Tuan's book on Space and Place,- Place has a history and meaning. Place (beyond space) incarnates the experiences and aspirations of people…it is also a reality to be clarified and understood from the perspectives of people who give it meaning.
16. With this in mind, let's explore the Virtual Makerspace and view it as a place, a virtual gathering place with cloud technologies and software tools; a creative environment for inquiry, experimentation, invention, and discovery; organized collaborative efforts and brainstorming events, and mentors and industry experts.
17. Here's an example. Recent Stony Brook graduate in Computer Science, Michael Matza, works in the software industry, but he also is a musician and composer. He experiments and invents various formats of music and digital sound presentations. He uses Soundcloud and other digital media tools. Michael organizes and displays his compositions and sound inventions in his eportfolio. Again, we define a makerspace by what it enables: making.
18. Sara Azzura teaches writing composition at Stony Brook. Outside of Stony Brook, she is involved in the Music Industry and is a talented musician, vocalist, and composer. She includes her composition and performances in her teaching eportfolio. Her WRT 102 students are inspired by her eportfolio and create beautifully designed eportfolios that include self-directed activities. Sarah, also, comments and encourages Michael on his work in his eportfolio and pushes it out to other professionals in the industry..
19. A recent study by the AACU indicated employers do look at ePortfolios and encourage eportfolio use They want to see evidence of Creative and Critical Inquiry; Creative Design and Technical Ingenuity; Inventiveness and Enterprise; Venturesome Collaboration and Resourceful Communication.
20. Consider Dr. Tuan’s definition of place one more time.