This document provides an executive summary of the ePortfolio project for 2006-2007 (Year Two). It discusses expanding the use of ePortfolios to additional departments and programs in the Arts and Administration (AAA) school. In Year Two, the project aimed to mentor additional faculty, continue ePortfolio workshops and trainings, and expand applications to other graduate courses. It also focused on developing a comprehensive ePortfolio website and database to disseminate ePortfolios throughout the interdisciplinary AAA school in a way that is flexible enough to meet the needs of diverse programs.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
Colorado is home to over 5 million people with Denver as the capital city. The state is known for its Rocky Mountains and tourist attractions like Pikes Peak and the Denver Zoo. Industries include manufacturing of livestock and crops. Colorado has a long history dating back 13,000 years to Native American tribes and was admitted as the 38th state in 1876. The state is also known for the 2012 Aurora shooting and recreational activities like the long Spartan Race.
This proposal seeks funding for a pilot interdisciplinary ePortfolio project between the School of Architecture and Allied Arts, School of Journalism, and College of Education/CATE at the University of Oregon. The proposal builds on existing ePortfolio projects in these areas and aims to collaborate on resources and expertise. Specifically, it proposes that students in Journalism and Education benefit from ePortfolio workshops and support from AAA ePortfolios, and that Journalism consults on implementing the PLONE platform for professional and hybrid ePortfolio functions across programs. The goal is a flexible ePortfolio environment that allows materials to port seamlessly between public, private, and hybrid spaces.
The document requests $32,000 in funding from the Ed Tech committee for a third year of funding for the ePortfolio pilot project. The funding would support beta testing a new ePortfolio website, continuing an interdisciplinary ePortfolio initiative, and workshops and tutoring to help more students create ePortfolios. Key goals for the third year include launching the new website, conducting campus outreach on ePortfolios, and expanding ePortfolio access interdisciplinarily.
Two Media Services apprentices were hired and trained to provide support to the
eportfolio project. They established regular lab hours and provided technical assistance to
students and faculty. Apprentices also attended weekly project meetings and communicated
regularly with project staff.
Assessment: The apprentices were a tremendous asset to the project. Their regular presence
in the lab helped ensure consistent support for students. Apprentices also took on additional
responsibilities like troubleshooting technical problems, tracking student attendance and
feedback, and assisting with project evaluation. Their involvement has been very positive.
Continuing this level of support from Media Services will be important as the project expands.
Goal Set 6 - Additional Faculty Participation
This report summarizes the activities and accomplishments of the first year of the Ufolio eportfolio project at the University of Oregon. The project involved faculty and programs from the Lundquist College of Business, Arts and Administration Program, and School of Architecture. In the first year, the group selected an open-source WordPress platform to use, piloted eportfolios in seven courses, and provided preliminary findings and recommendations based on student and faculty feedback. Going forward, the group aims to further operationalize support structures and expand eportfolio use across additional programs in the coming academic year.
The University of Oregon ePortfolio Research Summary discusses a coalition across professional schools at the University of Oregon that is researching the use of eportfolios. The coalition has been sharing resources for two years to build understanding of eportfolios on campus. Several schools have implemented eportfolio prototypes to integrate learning and assess students. The goals for 2008-2009 are to research platforms for a system that supports public portfolios, integrated student work, and assessment. The research will examine how to effectively scaffold and measure qualitative skills across disciplines through eportfolios.
The document discusses an ePortfolio initiative at the University of Oregon's School of Architecture and Allied Arts from 2005-2008. The initiative aimed to enhance connections between students' academic coursework and professional preparation through the use of ePortfolios. Over three years, the program expanded ePortfolio applications across departments and schools, provided workshops and training, and conducted program evaluations.
Supporting QUT academics to use the ePortfolio approach to learning and devel...ePortfolios Australia
This document discusses supporting academics at QUT to use ePortfolios for learning and development. It notes that ePortfolios are most effective when embedded in curriculum design, with appropriate support mechanisms and infrastructure in place. The ePortfolio team at QUT supports academics in using the student and staff ePortfolios. For students, this includes lab sessions, consultations, and guides to help minimize workload barriers for academics. Academics require similar technology and reflective support to engage with ePortfolios for performance planning and professional development.
This interim report summarizes the activities and progress of the PREDICT project between May 2011 and October 2011. Key activities included analyzing collected data, auditing undergraduate program specifications against the university's curriculum framework, mentoring new program development, and disseminating guidance documents and conference presentations. Opportunities for further student engagement and collecting additional case studies were identified. Risks included potential impacts of the university's new strategic focus, and the upcoming maternity leave of the project director. The report outlined ongoing and planned outputs including publications, guidance documents, and continued data analysis and evaluation activities over the final year of the project.
The UKAN-SKILLS project aimed to develop online skills maps to support skills development for students in higher education and further education programs. It engaged academic staff to identify skills priorities and mapped skills development activities. The project collaborated with an expert in curriculum mapping and used online mapping software. User feedback on skills mapping and the mapping software was consistently positive. The project explored ways to continue developing skills mapping and mapping tools after the project ended.
Presentation for wbl event on 28 june 2011 v2balham
The document describes a pilot project using a Work-Based Maturity Toolkit to inform the design, development, and delivery of a Bachelor of Arts in Youth Work between Edinburgh Napier University, Edinburgh's Telford College, and Edinburgh City Council. Key outcomes of applying the toolkit included strengthening partnership roles and responsibilities, offering multiple entry and exit points aligned with qualifications frameworks, integrating recognition of prior learning, and identifying needs for accessible technologies and digital literacy support for students and staff.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
The document announces workshops to help graduate students in the Arts & Administration Program create electronic portfolios (ePortfolios) as part of a pilot project. It provides information on three workshop dates in February and March that will cover topics like organizing files for the web, using Dreamweaver and Adobe programs, and transferring files. Students can access tutors and post their completed ePortfolios online at eportfolio.uoregon.edu.
The document announces workshops to help graduate students in the Arts & Administration Program create electronic portfolios (ePortfolios) as part of a pilot project. It provides information on three workshop dates in February and March that will cover topics like organizing files for the web, using Dreamweaver and Adobe programs, and transferring files. Students can access ePortfolio tutors and post their completed ePortfolios online at eportfolio.uoregon.edu. Examples of existing student ePortfolios are also provided.
1) ePortfolios enhance connections between coursework, career preparation, and technology skills by supporting student learning, project evaluation, and collaboration across departments.
2) The University of Oregon uses ePortfolios in several programs, including Arts and Administration, to connect technology courses with professional development and showcase student work from internships and projects.
3) ePortfolios aim to encourage deeper student learning, reflections, and connections between experiences to support professional development.
Assessment Of Final Year Engineering Projects - An AQF8 PerspectiveAudrey Britton
The document presents draft assessment guidelines for final year engineering projects aimed at demonstrating learning outcomes at Level 8 of the Australian Qualifications Framework. It summarizes data collected from 16 universities regarding current assessment practices, which vary considerably. The guidelines focus on three key areas: emphasizing the assessment of process over just products; allowing for supervisor input in marking to evaluate process; and incorporating more formative assessment, peer assessment, and self-assessment throughout the project. The goal is to provide guidance for assessment practices that better reflect the higher-order skills and independent work expected at an AQF Level 8 qualification.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
1) The document discusses using ePortfolios to help students develop professional skills across various disciplines and business courses.
2) It provides examples of how courses in leadership, communication, and emotional intelligence incorporated ePortfolios, with students reflecting on criteria and connecting their work to the profession.
3) Rubrics, qualitative and quantitative ratings, and contextual frameworks are presented as ways to provide students structured feedback and evaluate their growth over time in developing competencies like self-awareness, relationship management, and emotional intelligence.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
The document announces three ePortfolio workshops on February 11th, 18th, and March 4th from 10:00 am to 1:00 pm in the Mill Race 1 Computer Lab. The first workshop will cover design basics for the web like file organization, prepping images, and applying concepts to ePortfolios. The second workshop will review previous work, introduce Dreamweaver, and cover Adobe tools like Illustrator, Photoshop, and FTP. The third workshop will be a working help session to continue developing ePortfolios. Evaluations can be accessed online with the provided username and password. Basic design concepts like contrast, repetition, alignment, and proximity are also defined.
The memorandum summarizes the history and current state of educational technology support at the University of Oregon over the past 13 years. It describes how funding has evolved from a focus on basic infrastructure to also support faculty development and curriculum projects. Recent changes implemented a strategic plan with phases to improve classroom technology, support large-scale initiatives, and continue individual faculty grants. While progress has been made, achieving widespread transformation in teaching and learning through technology remains challenging given resources, needs, and varying faculty perspectives. Continued improvements are needed in strategic priorities, funding predictability, and promoting a wider use of technologies.
The GTF position for ePortfolio at the University of Oregon became active in the second week of Fall 2005. The first few weeks were spent getting up to speed on ePortfolios and familiarizing herself with relevant classes. She helped many students with technical issues on their websites and organizing their online content. The GTF worked closely with Lori Hager and the ePortfolio team to develop the ePortfolio website and standards system. By the end of the term, research had been compiled on rubrics and an overview of standards had been started. Student and tutor feedback was collected and analyzed. Meetings were also held to explore collaborations between ePortfolio and other programs.
The document outlines an ePortfolio project timeline for the 2005-2006 academic year between the AAA/AAD departments and Media Services at a university. It lists the project partners and details the planned activities each semester, including website development, tutoring and support for students, faculty and staff involvement, student course enrollments, and ongoing evaluation and reporting of the project.
The document announces three ePortfolio workshops on February 11th, 18th, and March 4th from 10:00 am to 1:00 pm in the Mill Race 1 Computer Lab. The first workshop will cover design basics for the web like file organization, prepping images, and applying concepts to ePortfolios. The second workshop will review work from the previous week and introduce Dreamweaver, Adobe tools, and file transfer protocol. The third workshop will be a working help session to continue developing ePortfolios. Evaluations can be accessed online with the provided username and password. Basic design concepts like contrast, repetition, alignment, and proximity are also defined.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
1. ePortfolio Executive Summary 2006-2007
ePortfolio
PROFESSIONAL
PREPARATION
ACADEMIC
Prepared by Dr. Lori Hager COURSEWORK
June 2007
TECHNOLOGICAL
APPLICATIONS
Arts & Administration Program | School of Architecture & Allied Arts | UNIVERSITY OF OREGON
2. ePortfolio Year Two 2006-2007
TABLE OF CONTENTS
Executive Summary 3
Project Description 3
Vision at end of Year One 4
Goals for Year Two 4
Summary of Year Two 5
Implementation Timeline, Year Two 5
Year Three Goals 6
Year Three Sustainability Plan 6
Proposed Year Three Timeline 7
Interdisciplinary ePortfolio Initiative 9
AAA PODS/ePortfolio Workshops 9
Tutor and Lab Assessment Summary 9
Tutor and Lab Assessment Figures 10
Lab Hour Topics 10
Lab Hour Figure 11
Project Participants 11
Images from 2007 ePortfolios 13
ePortfolio Executive Summary 2005-2007 Created by Dr. Lori Hager June 13, 2007 Page 2 of 13
3. ePortfolio Year Two 2006-2007
EXECUTIVE SUMMARY
PROJECT DESCRIPTION
ePortfolios enhances linkages between professional preparation, academic
coursework, and technological applications by supporting students, courses, and
project advancement through tutoring, project evaluation, and inter-
departmental collaboration.
ePortfolios is a three-year initiative supported through a grant by the University of
Oregon Education Technology Committee. Directed by Dr. Lori Hager, Assistant
Professor in the Arts and Administration, ePortfolios connects professional development
with Information Design and Multimedia. In the Arts and Administration Program,
graduate students create and post their ePortfolios at the end of their first year, which
they manage throughout their graduate studies.
The Ed Tech-supported initiative expands ePortfolios to other AAA departments, offering
workshops and tutors to undergraduate and graduate students to design, develop, and
publish their ePortfolios in support of internships, research, and career advancement.
We received funding from the Ed Tech committee as a multi-year project. At the end
of Year One, we submitted extensive program evaluation materials, in addition to the
re-application materials requested by the Educational Technology Committee.
In response to the Ed Tech Committee’s request, and in line with our Year Two goals, we
focused on establishing vehicles for extending ePortfolios throughout AAA; began
conversations with School of Journalism and the College of Education CATE about
partnerships across campus in ePortfolio applications, continued to research
applications for ePortfolios in other colleges and universities, and began the
development phase for a comprehensive ePortfolio website and database. We have
been in an extensive research and development phase for a comprehensive website
and database that will function in three ways: full public student professional ePortfolios,
hybrid public/private space that is course-based where students and faculty post and
archive course projects, is searchable, and which has project collaboration functions;
and a fully private site to track student learning throughout their academic career.
Our vision and proposal is based on the best models currently available, and is
designed to address the unique composition of the professional schools involved. We
have put into place a system that can be expanded upon to meet the deliverables of
each of these goal sets.
We are advocating for two things during Year Three: the continuation of funding for the
AAA-level pilot project. Since this project was designed as a three-year pilot, it is critical
that the level of funding for Year Three be maintained so that we can accomplish what
we set out to do. A significant degree of momentum has been generated through our
efforts, and the efforts of our interdisciplinary partners in Journalism and Education. This
project design is based on the best available models for ePortfolios in professional
schools and colleges, and extends the model in a comprehensive and flexible design.
ePortfolio Executive Summary 2005-2007 Created by Dr. Lori Hager June 13, 2007 Page 3 of 13
4. ePortfolio Year Two 2006-2007
Secondly, we would like to offer to the campus a year-long Interdisciplinary ePortfolio
Initiative composed of School of Journalism, College of Education, and AAA to share
resources across our schools for the purposes of engaging with the larger campus
community concerning ePortfolio applications.
During the first term implementation in 2005-2006, we directly assisted 40-45 students to
create and post their ePortfolios on ePortfolio.uoregon.edu. ePortfolio tutors assisted
students in the Millrace Computer Lab for a total of 144 tutoring sessions, averaging 2
hours duration, in Dreamweaver, Illustrator, InDesign, Acrobat, FTP, graphic design and
digital editing. We began with one faculty and one support staff from Media Services,
and expanded to include 2 undergraduate students, 1 graduate student, 1 adjunct
instructor, 1 additional AAA faculty, the AAA PODS director, and developing
partnerships with additional AAA departments and faculty, as well as programs across
campus. We deployed the project website, ePortfolio.uoregon.edu.
During Year Two, we will have assisted 45 students to create and post their ePortfolios,
and 80 students to post their projects on the project gallery space, for approximately
125 students from across AAA in the project.
VISION AT THE END OF YEAR ONE FOR YEAR TWO (from end of Year 1 report to Ed Tech):
“We are currently in conversation with PODS (Professional Outreach and
Development for Students), the Architecture Program, Digital Arts, the College of
Education, and the School of Journalism to further connections with ePortfolios.
We will strengthen our connections with the AAA PODS, and expect that by the
third year, ePortfolios and PODS will share webspace and resources. The
Architecture Program is interested in utilizing the project to assist students to
create and post ePortfolios, and we expect to continue to expand next year
throughout AAA departments. We will begin conversations with other universities
piloting ePortfolios across the country and with arts organizations to build
capacity and assess our project website. We expect to increase the visibility of
the student ePortfolios during fall quarter, when we re-design the website and
create a database. Conversations about cross-disciplinary collaborations with
Education and Journalism, and with Media Services, have just begun, and reveal
the high demand that ePortfolios have for students and faculty across academic
disciplines. I believe that next year will be a very exciting year for the
development of ePortfolio applications on the University of Oregon campus.”
GOALS FOR YEAR TWO
Year Two Goals:
• Mentor additional faculty in the development and use of ePortfolios.
• Continue workshops and trainings in design and applications specific to
ePortfolios.
• Expand ePortfolios applications to other graduate student courses.
ePortfolio Executive Summary 2005-2007 Created by Dr. Lori Hager June 13, 2007 Page 4 of 13
5. ePortfolio Year Two 2006-2007
SUMMARY OF YEAR TWO
First, we wanted to focus this year on identifying an effective vehicle to disseminate
ePortfolios throughout AAA. We were fairly confident in the system and organizational
structure we had established, but needed to find ways to meet the needs of the
interdisciplinary school. So, we began an intensive research and development phase
for developing a platform and system flexible and responsive to the different
disciplinary standards in a school that houses such diverse programs as Arts
Administration, Architecture and Digital Arts. We began conversations with web
developers across campus, and in December 06 determined to work with SSIL to
develop our multi-functional ePortfolio website. Ultimately, we were only successful with
one level of the development process, and this was the Architecture project gallery for
Nancy Cheng’s ARCH 384 site. At the same time, Andre Chinn was piloting PLONE in
the School of Journalism, and as a result of conversations with the ad hoc group, we
determined that this open source content management system would be better suited
to the multi-functional and flexible system that we conceived. This research and
development process is the basis for what we have proposed for Year Three.
Secondly, we ascertained the best delivery mechanism for ePortfolio was through AAA
PODS (Professional Outreach and Development for Students), rather than through
identifying faculty in individual departments and programs. Toward this end, we
continued planning with PODS on delivering workshops in ePortfolio development,
sharing resources, and aligning our program strengths and goals. With PODS, we
presented ePortfolios at the Spring AAA Career Fair and Board of Visitors, to a very
favorable review. Additionally, we again offered ePortfolio development workshops to
AAA students during Spring term, which reaches students throughout AAA. ePortfolio
development continued in AAD, and began in Architecture.
IMPLEMENTATION TIMELINE, YEAR TWO
Fall, 2006
•One additional AAA faculty added to project from Architecture (Nancy Cheng)
•PODS, Kassia Dellabough, added formally to the project
•ePortfolio tutoring continues
•Evaluation continues
•Students enroll in Advanced Information Design and Presentation (AAD 585).
•Web R&D Begun
•Campus-wide ePortfolio ad hoc group begins
•AAD students enroll in Internship II and present their ePortfolios
Winter, 2007
•ePortfolio tutoring continues
•Web R & D with SSIL begins
•AAD students enroll in Internship I (AAD 604), and begin to develop ePortfolio
content materials
•Campus-wide ePortfolio ad hoc group continues
•Planning for PODS workshops
•Planning for Career Fair and BOV
ePortfolio Executive Summary 2005-2007 Created by Dr. Lori Hager June 13, 2007 Page 5 of 13
6. ePortfolio Year Two 2006-2007
Spring 2007
Project Planning for Year Three
EPortfolio presentation at the campus IT Symposium
Students enroll in Internet Media (AAD 585) and develop ePortfolio websites.
Student and GTF support continues.
PODS ePortfolio intensive workshops offered
Additional AAA students added to ePortfolio
Interactive ePortfolio presentation at AAA Career Fair
Met with Columbia College, Chicago, ePortfolio group
Proposal for interdisciplinary ePortfolio initiative, 2007-2008 (see accompanying
material)
Planning for campus-wide and international communication and development
We met and exceeded each of the goals stated above within AAD and AAA, and are
extending ePortfolios to other departments on campus, such as the School of
Journalism and the College of Education.
YEAR THREE GOALS (from pilot project proposal):
•Continue to expand AAA departments involved, and other schools on campus.
•Increase visibility of ePortfolios through conference presentations and
workshops.
•Explore feasibility of expanding ePortfolios to include undergraduate fine and
performing arts students and faculty.
Focus: Platform for ePortfolio (web development); Organizational system (PODS);
Interdisciplinarity (ad-hoc group)
Vision: ePortfolios enhances connections with the professional communities, alumni and
families through a fully public site that demonstrates the best student work.
YEAR THREE SUSTAINABILITY PLAN
We have two primary goals for Year Three relative to sustainability:
1. Website development that allows students to create and manage ePortfolios,
provides a searchable database, and which includes a project gallery for each
department/program.
2. Partner with PODS to offer administrative support and increase ePortfolio
workshops and ePortfolio development for students throughout AAA.
Goal 1: Our immediate goal is to pilot PLONE, an open source content management
system successfully piloted and tested by the School of Journalism for their ePortfolio
application, as the platform for the ePortfolio project. Initially, we will develop two
functional levels, the fully public professional portfolio and hybrid/group collaboration
and project/course gallery space. This will allow us to include an authentication
function so that students can create and manage their ePortfolios and post them to the
dedicated server, and allow students to maintain their ePortfolios for a specified
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7. ePortfolio Year Two 2006-2007
amount of time after graduation. Each department will be provided with both
functionalities in a department/school page, which allows them to develop their
functionality, as the need arises. The development of this website is essential in order for
this project to have the capability of reaching every student in AAA, and of creating a
platform for faculty and students to share, create, and house course projects in a
searchable gallery space.
Goal 2: Additionally, an enhanced partnership with PODS, with its focus on alumni
relations, and peer review through the Board of Visitors, as well as an administrative
support structure, will be essential for ePortfolios sustainability
Goal 3: We are submitting a proposal to Don Harris for an Interdisciplinary ePortfolio
Initiative between AAA, School of Journalism, and College of Ed/CATE. (see attached).
If supported, this provides a larger sustainability structure for ePortfolios in the long term.
However, the AAA infrastructure and resources requested in this proposal are a critical
next step in order to prepare for that eventuality, and ensure that the project continues
and benefits the most students and faculty possible.
PROPOSED YEAR THREE TIMELINE
Summer, 07
•Eric Schiff acts as Project Manager on the web development and design of
ePortfolios (see attached). Andre Chinn has agreed to act as consultant to us
for utilizing PLONE as the platform for the website. Ed Parker and Eric Schiff (with
additional student support, if necessary) work throughout July to finish the basic
structure of the site in preparation for fall.
•ePortfolios co-sponsors the July 9 visit of Helen Barrett, the foremost authority on
ePortfolios in the United States, to the UO campus.
Fall, 07
•Planning for PODS ePortfolio workshops to be offered Winter and Spring
quarters.
•Advising students on ePortfolio tracks (see below)
•Marketing for ePortfolio and for workshops
•AAD students incorporate Internships into ePortfolios and present their
ePortfolios to the learning community.
•ePortfolio tutors provide one-on-workshops to AAD students, and AAA students
who are on ePortfolio Track 3 (see below)
•Students from interdisciplinary initiative take tools classes in preparation for
ePortfolio workshops
•Eric Schiff monitors website and development, and participates in instructional
sessions for departments/programs to activate/utilize ePortfolio site functions
(hybrid/project gallery, standards, etc)
•ePortfolio Advisory Committee begins meeting
ePortfolio Executive Summary 2005-2007 Created by Dr. Lori Hager June 13, 2007 Page 7 of 13
8. ePortfolio Year Two 2006-2007
ePortfolio Fall 2007 presentations
The following presentations have been planned to disseminate and
communicate our ePortfolio efforts both on campus and internationally.
Fall, 07 - Joint presentations to the School of Journalism, College of Education,
and School of Architecture and Allied Arts at fall school-wide faculty meeting.
Andre Chinn, Jonathon Richter and I will be presenting jointly at each other’s
college and schools on our efforts in ePortfolios, and future vision.
October, 07 - Presentation submission for the international ePortfolio conference
(Eifel), in Maastricht, the Netherlands, on ePortfolios and Higher Education in the
United States. The theme of the 5th international ePortfolio conference is
“Employability and Lifelong Learning in the Knowledge Society” – a topic
particularly apt to our efforts here at UO.
November, 07 -Faculty workshop for TEP on campus ePortfolios,
•Additionally, we will be pursuing an article for UO IT Connections
•Jonathon Richter and Lori Hager will submit jointly authored paper for
publication.
Winter, 08
•AAA PODS/ePortfolio workshops (see below for details)
Our multi-year assessment revealed that the best system for delivering ePortfolios
throughout AAA outside of the course structure is through AAA-level self-support
courses that guide students through the tools development process, and in
posting their ePortfolios. Consequently, we support PODS’ request to the Dean’s
office for an increase in the PODS staff budget to include administrative of these
courses and student advising. Students will undergo a preliminary assessment
relative to technological and design skills. Based on their score, they will be
directed through the ePortfolio process in one of three ways:
ePortfolio Tracks
Track 1 - Minimal to no skills – directed to take a tools course, either
through Digital Media Tools (Skip McFarlane and others), a quarter-long
digital arts courses, or other.
Track 2 - Intermediate Skills – ePortfolio workshop.
Track 3 - Advanced skills – one-on one sessions with the ePortfolio tutors.
•AAD Internship course – students work on portfolio content
•AAD Technology - students work on design elements
•Students in ePortfolio Track 2 take PODS workshops and post ePortfolios on
website.
•ePortfolio tutors provide one-on-one sessions to Track 3 students from AAA and
the interdisciplinary initiative participants, and students post ePortfolios on
website.
Spring, 08
•ePortfolio Track 2 students take EPortfolio workshops, Second Session
•AAD Multimedia course – Students develop and post ePortfolios
•ePortfolio tutors provide one-on-one sessions to Track 3 students from AAA and the
interdisciplinary initiative participants, and students post ePortfolios on website.
•Ad Hoc ePortfolio group presents findings from interdisciplinary ePortfolio initiative
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9. ePortfolio Year Two 2006-2007
INTERDISCIPLINARY EPORTFOLIO INITIATIVE
ePortfolios has established a formal partnership with the School of Journalism and CATE
(College of Education) to pilot an interdisciplinary ePortfolio project during 07/08. (See
accompanying materials.)
AAA PODS/EPORTFOLIO WORKSHOPS
Our multi-year assessment revealed that the best system for delivering ePortfolios
throughout AAA outside of the course structure is going to be through AAA-level self-
support courses that guide students through the tools development process, and in
posting their ePortfolios. Consequently, we support PODS’ request to the Dean’s office
for an increase in the PODS staff budget to include administrative of these courses and
student advising. Students will undergo a preliminary assessment relative to
technological and design skills. Based on their score, they will be directed through the
ePortfolio process in one of three ways:
1. Minimal to no skills – directed to take a tools course, either through Digital
Media Tools, a quarter-long digital arts courses, or other.
2. Intermediate skills – ePortfolio workshop.
3. Advanced skills – one-on one sessions with the ePortfolio tutors.
Students will work with the PODS office to identify the appropriate sequence. The
ePortfolio workshop requires students to have taken the AAA Portfolio content
development course prior to enrolling in the ePortfolio course. The content course
assists students to have their professional documents ready for digitization. Our two-
year assessment has demonstrated that the ePortfolio tutors are an essential
component of the ePortfolio system. The tutors are available for one-on-one sessions
during lab hours and by appointment. Currently, the tutors have worked with Eric
Schiff’s course throughout the year, providing in-class and out-of-class support. This has
allowed Eric to move deeper and further in design and web development tools. The
success of this year’s class demonstrates the importance of this support. We have seen
a 30% increase in the success of students completing their ePortfolios from last year,
and a 70% increase from the year before the implementation of the project.
Additionally, the caliber of the ePortfolios have increased each year, with this year
demonstrating the best work so far.
TUTOR AND LAB ASSESSMENT SUMMARY
Throughout the 2006-2007 school year, the ePortfolio program has provided AAD and
other AAA students working on developing ePortfolios with open lab hours. Colin
Williams, the ePortfolio Tutor, has been a key part of the ePortfolio team since the
beginning of the ePortfolio project in 2005. During lab hours, students are able to work
on their ePortfolios and access the ePortfolio tutor for in-depth, individual sessions on
ePortfolio development, design, technical tools, and uploading ePortfolios onto a web
server.
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10. ePortfolio Year Two 2006-2007
ePortfolio holds open lab hours for 15 hours per week during the academic year. Over
the course of this year, AAA students received individual tutoring during 69 Lab Tutor
Sessions for a total of 138.5 hours. The Lab Tutor Sessions lasted approximately two hours
each.
TUTOR AND LAB ASSESSMENT FIGURES
The ePortfolio tutors were evaluated by students in their ability to provide clear direction
and their technical proficiency. The ePortfolio lab was evaluated by students regarding:
hours and availability and workstation quality. Both the tutors and the lab were given
the highest rating by most of the students in the 45 session assessments completed.
LAB HOUR TOPICS
In order for students to create ePortfolios, they must first have a strong foundation in
design, design tools, and web hierarchy and architecture. In the AAD Technology
courses and the ePortfolio PODS workshops, students learn the basics of design and
design tools like Adobe’s Illustrator, InDesign, and Photoshop. Theses design tools
enable students to prepare ePortfolio designs, images, and documents. Students used 7
lab hours in web hierarchy and architecture; 21 lab hours in design; 25 lab hours in
learning design tools; and 31.75 lab hours creating, uploading, and updating their
ePortfolios. However, students used the majority of the Lab Tutor Sessions to learn and
practice web development software tools such as Macromedia Dreamweaver and
Fireworks for a total of 43.5 hours.
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11. ePortfolio Year Two 2006-2007
LAB HOUR FIGURE
PROJECT PARTICIPANTS
AAA PODS & Kassia Dellabough
The AAA Office of Professional Outreach and Development for Students works directly
with students to clarify career goals and develop appropriate job and internship tools.
The portfolio is central to career development and job search. The PODS office serves
as a career hub in the School of Architecture and Allied Arts and as such provides
information and direction to students creating ePortfolios and other job search tools.
This year in collaboration with the ePortfolio Project, the PODS office offered a Portfolio
development class winter term that fed into the ePortfolio class spring term. PODS also
facilitated a presentation by the ePortfolio Project Director to the AAA Board of Visitirs
during the Career Symposium and worked with several students who were creating
ePortfolios independently. As member of the campus-wide ePortfolio ad-hock
committee, the PODS office strongly supports the continued development and
expansion of ePortfolio development for all students in AAA and advocates for
resources to expand the ePortfolio in AAA.
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12. ePortfolio Year Two 2006-2007
Eric Schiff, Arts & Administration Adjunct Faculty
My involvement focused on three primary areas: Continued development and
refinement of the AAD ePortfolio model and standards; Pursuing implementation of
storage/hosting capability, and creating a new delivery mechanism/website for
student and faculty, public and private access to ePortfolio sites, instructional resources,
and community, professional, and employer networks and resources; Broadening the
scope and reach of the ePortfolio project to include other AAA programs and
departments.
Ongoing development and refinement of the AAD ePortfolio model and standards
involved regular discussion and weekly meetings with my colleagues on the ePortfolio
project team, and has been beneficial to moving AAD’s ePortfolio effort (requirement)
forward successfully. This is evidenced by the successful completion and quality of
ePortfolios by AAD students this Spring term. Standards still need to be formalized, and
will be in place by the Fall.
One aspect of my work this year that has proven both rewarding professionally and a
benefit to the ePortfolio project, has been my involvement with the ad hoc campus
ePortfolio committee. The group meets monthly and has provided a forum and
opportunities to explore and investigate leading edge development and application of
ePortfolio programs across the UO campus and nation wide. This colleageal sharing
and support helped validate our efforts, and opened opportunities for collaboration
with other departments and schools to develop best practices for emerging ePortfolio
application. I am hoping that one such opportunity will enable AAD to move forward
with our goal of creating a new website, hosting, and resource network facility for our
students, and eventually all AAA students. This was the one area of the ePortfolio
project where we fell short this year – lesson’s learned.
I was also involved in presenting AAD/AAA ePortfolio project development and intents
to the Portland Board of Visitors this spring. The presentation was very well received with
feedback fully supportive of pursuing additional development and support of ePortfolio
initiatives.
Finally, I designed and taught a 3 session, 1 credit ePortfolio workshop for AAA students
this spring. While the sign up for the course was small – due to scheduling conflicts which
are to be resolved next year, it was well received and student outcomes met a high
degree of success with all students completing and posting their ePorfolios.
I am looking forward to continued involvement possibly this summer, definitely next
year, in advancing the ePortfolio initiative in AAA, and with other campus
collaborators/partners. Activities will most likely include research, meetings, and design,
development, and implementation of ePortfolio tools and resources. Along with
teaching ePortfolio design in my Spring term AAD course, I am also planning on
teaching 2 ePortfolio workshops, one Winter and one Spring term.
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13. ePortfolio Year Two 2006-2007
Reed Davaz McGowan, Arts & Administration Graduate Student
During the Spring term of 2007, I joined the ePortfolio team as the project’s GTF. Over the course
of the term, I created presentation materials for ePortfolio, worked on assessment and
evaluation, provided Dr. Hager with administrative support, and helped students to post their
ePortfolios. As an AAD graduate student, I had firsthand knowledge of the ePortfolio project
during its first year. In 2006, I worked closely with Eric Schiff and Colin Williams to create my own
ePortfolio. With the tools that I learned through the ePortfolio coursework, I have continued to
design websites for several friends and working artists. I consider the process of developing,
designing, and implementing my ePortfolio to be one of the most practical pieces of my
education.
IMAGES FROM 2007 EPORTFOLIOS
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