The Indiana University Eportfolio is designed to:
IU is partnering with the Open Source Portfolio Initiative (OSPI) to develop the eportfolio software. Software development is made possible by a matching grant from the Mellon Foundation with supporting funding from IUPUI, IU University Information Technology Services, and r-smart. The result of this collaboration will be a rich portfolio environment called Open Source Portfolio version 2.0 and will be tested as a pilot application at IUPUI and Sarah Lawrence College.
In addition to eportfolios, IU has embarked on the Sakai project, a multi-institutional initiative which will develop a Tool Portability Profile (TPP) for software development. The TPP will provide open source development partners specific direction by which to build Sakai-ready applications. Sakai-ready tools will be easily shared across institutional boundaries thus leveraging and adapting existing learning applications in course management, portals, eportfolio and library. ePortfolios will represent the first application built on the Sakai TPP.
The Open Source Portfolio Initiative (OSPI). The OSPI consists of an evolving group of individuals and organizations whose goal is to collaborate on the development of non-proprietary, open source electronic portfolio software. The first release of the Open Source Portfolio (OSP), July 2003, was based on the University of Minnesota (UMN) Electronic Portfolio software. IU engaged with the OSPI as a partner in mid 2003 and in collaboration with the organization, began the process of developing version 2.0 of the OSP. Version 2.0 is being designed by the OSPI council, a national, multi-disciplinary team of practitioners whose purpose is to encapsulate the current best thinking in portfolio and develop the foundation for a rich, flexible and open environment so that a variety of portfolio approaches can be accommodated. To accomplish tool portability across institutions, the ePortfolio infrastructure will be developed using a Sakai-based process using OKI OSiDs and IMS standards to enable seamless integration throughout the entire suite of Sakai applications. The eportfolio will interoperate with other learning applications to build a rich and flexible learning environment in open source.
The Design. OSP v.2 software design begins with the notion that portfolio is individual centric and thus the individual manages the work of portfolio in the Workspace. The workspace represents the portfolio owner’s interaction experience with managed objects or artifacts. The personal workspace is where the portfolio owner will manage the portfolio experience through the Management Core and build meaningful interactions through the Services Core.
The Management Core represents management activities around the entire portfolio experience. Here, a portfolio owner will manage permissions to individual objects (artifacts) or objects aggregated by a service. This might include objects such as documents, graphics, videos or data sets located in the object repository or a set of aggregated objects created by the “presentation builder.” Additionally, the user will manage libraries of templates (matrices, rubrics, reports, presentations and checklists) as well as preferences associated with the look and feel of the portfolio experience, notification services and portfolio learner profile information that may come from an institutional database.
Within the personal workspace, the portfolio owner will be able to interact with a subset of the workspace called Common Interest Groups (CIG). CIGs provide a means of grouping portfolio users by shared interest or activity. A portfolio owner will interact with CIG workspaces designed to foster community around shared interests or activities through group specific interactions and assessments.
CIG creators, whether portfolio owner or institutional representative, will utilize the Services Core which represents functional tools that enable the user to build meaningful interactions in the personal and CIG workspace. Services are tools that are used to organize and aggregate objects into meaningful arrangements. Some examples of services core tools are presentation builder, reports builder, scaffolding tools and transaction tools. The Presentation Builder will enable users to construct presentations such as resumes, class projects and scrapbooks to share with viewers or simply to save for personal viewing or reflection. The presentation service aggregates objects located in the object repository and can be created by using a wizard-based creation tool or through modifying an existing presentation template found in a presentation library. In much the same way, users can create reports using a wizard-based creation tool or through modifying an existing report template found in the reports library. Reports will be designed to query portfolio information for things such as knowing how many times a resume or a shared presentation has been viewed, progress in satisfying criteria associated with assessments where data is aggregated for the purposes of self, course, department and institutional assessment.
Scaffolding services include a “rubric builder” designed to create criteria for guided assessment. The process of completing a rubric will dynamically create a learning matrix. Based on the criteria establish in the rubric, CIG participants will upload evidence in the learning matrix. As an option, the rubric author can attach a number of services such as reflective prompts, transactions (transaction services) and guided help to the CIG experience to help facilitate the assessment process.
The IUPUI Student Electronic Portfolio
The core of the IUPUI electronic portfolio is the learning matrix, which allows IUPUI students to archive scholarly products that demonstrate their mastery of the PULs at the introductory, intermediate, advanced and co-curricular levels. The matrix enables students to upload documents that provide evidence of their learning with respect to each PUL at each level of competency. When students are satisfied with the documents they have chosen to upload in each cell, they will be prompted to write a reflective essay that describes how the evidence demonstrates a particular level of competence with respect to one of the PULs. What is important to note is that students are asked to reflect on how all of the evidence together demonstrates their competency. This model is particularly powerful because students are asked to review the evidence they have uploaded, which will most likely include assignments from different disciplinary domains, and then reflect on what they have learned about the PUL across these domains. Consistent with the triple helix metaphor, how students have been taught and what they have learned is captured not only through authentic assessment of their learning, but perhaps more importantly through reflection on their learning. The PULs provide the structure for authentic assessment of student learning, while the reflection provides assessment data intended to improve not only the learning of individual students, but also inform pedagogy across the campus community.
updated: 22 February 2004
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