| Title | Campus-Wide On-line Environment for E-Portfolios: Moving from Project to Program |
|---|---|
| Faculty/College/Unit | VP Academic |
| Status | Completed |
| Duration | 3 Years |
| Initiation | 04/01/2003 |
| Completion | 03/31/2006 |
| Funding Details | |
| Year 1: Project Title | Campus-Wide On-line Environment for E-Portfolios: Community Building and Pilot Projects |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2003/2004 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Michelle Lamberson |
| Year 1: Funded Amount | 120,000 |
| Year 1: Team Members | Michelle Lamberson, Office of Learning Technology |
| Year 1: Summary | This project will develop a proof of concept for electronic portfolios (a-Portfolio) implementation at UBC and simultaneously cultivate a networked community that will help grow and sustain the innovative practice. The core project objectives are:
What are a-Portfolios and why are they important? E-Portfolios are personalized, web-based collections of work, responses to work and reflections that are used to demonstrate key skills and accomplishments for a variety of contexts and time periods. Emerging e-Portfolio software systems enable owners (students or professionals) to store work in a repository, add reflections, provide selective access to individuals or the public, and invite feedback. This method is fundamentally learner-centred, providing individual owners with a way to understand their work and learning through an iterative process of self-reflection and assessment. The flexible structure of e-Portfolios supports school-based learning, lifelong learning and professional practice. This project brings together academic, staff, and administrative stakeholders to understand the requirements of implementing a university wide e-Portfolio system. The pilots and aligned work of Advisory Council members encompass key concerns and needs, including application to University (aligned project. ESSDS), completing course work (AGSC, SCI), documenting progress through degree programs (PHARM, SCI) and a professional program (EDUC), demonstrating skills and competencies for job applications (EDUC), improving professional practice (TAG, SCI) and assisting lifelong learners. Students in four faculties will benefit directly through their academic programs, with the potential to impact all students. Indirect benefits will be seen through the cultivation of more reflective teachers, practitioners, and students, and the development of easier ways to conduct learner-centred practice. |
| Year 2: Project Title | Campus-Wide Online Environment for E-Portfolios: Deepening Community and Expanding Use |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2004/2005 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Michelle Lamberson |
| Year 2: Funded Amount | 150,000 |
| Year 2: Team Members | Michelle Lamberson, Office of Learning Technology |
| Year 2: Summary | E-portfolios are personalized, web-based collections of work, responses to work and reflections that are used to demonstrate key skills and accomplishments for a variety of contexts and time periods. Emerging e-Portfolio software systems enable owners (students or professionals) to store work in a repository, add reflections, provide selective access to individuals or the public, and invite feedback. This method is fundamentally learner-centred, providing individual owners with a way to understand their work and learning through an iterative process of self-reflection and assessment. The flexible structure of e-Portfolios supports school, post secondary, lifelong learning and professional practice. Aspects of the three contexts were investigated with the 2003-04 Campus-Wide Online Environment for E-Portfolios project. In parallel with the pilot projects, an e-Portfolio Community of Practice (e-Port CoP) was initiated that will serve as an ongoing avenue for scholarly dialogue and peer support. Student and community reactions are documented within the attached progress report. The 2004-05 project will build upon the 2003-04 efforts, focusing on the following core objectives:
|
| Year 3: Project Year | Year 3 |
| Year 3: Funding Year | 2005/2006 |
| Year 3: Project Type | Small TLEF |
| Year 3: Principal Investigator | Michelle Lamberson |
| Year 3: Funded Amount | 122,028 |
| Year 3: Team Members | Michelle Lamberson, Office of Learning Technology |
| Year 3: Summary | E-Portfolios are personalized, electronic collections of work, responses to work and reflections that are used to demonstrate key skills and accomplishments for a variety of contexts and time periods. Emerging e-Portfolio software systems enable owners (students and professionals) to store work in a repository, add reflections, provide selective access to individuals or the public, and invite feedback. This method is fundamentally learner-centred, providing individual owners with a way to understand their work and learning through an iterative process of self-reflection and assessment. The flexible structure of e-Portfolios supports school, post-secondary, lifelong learning and professional practice. Aspects of the three contexts were investigated with the 2003-04 and 2004-05 Campus-Wide Online Environment for E-Portfolios project. In parallel with the pilot projects, an e-Portfolio Community of Practice (e-Port CoP) was initiated and expanded that serves as an ongoing avenue for scholarly dialogue and peer support. Student and community reactions are documented within the attached progress report. The 2005-06 project will build upon the efforts of the two previous years, focusing on the following core objectives:
This project brings together academic, staff, and administrative stakeholders to understand the requirements of implementing a university wide e-Portfolio system. The pilots and aligned work of the Community Practice enable us to investigate the spectrum of uses for e-Portfolios, from preparing to enter university through to ongoing professional practice. This project will benefit a wide variety of students, including traditional undergraduate students, non-traditional students, and graduate students. Indirect benefits to UBC’s learning environment will be seen through the cultivation of more reflective teachers, practitioners, and students, and the development of a diversity of ways to conduct learner-centred practice. |