Karuta 2.2 Use Case Testimony
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This document summarizes a presentation on the Karuta ePortfolio platform. It discusses five use cases for Karuta, including an AAC&U assessment portfolio, a management diploma portfolio, a co-curricular learning portfolio, and two showcase portfolios. It also outlines new features in Karuta 2.2 like administrative tools and sharing options. The presentation provides strategies for successful portfolio implementation, including emphasizing documentation and reflection, gaining faculty support, integrating learning across contexts, and encouraging authenticity. Templates and workbooks are available to help users get started with Karuta.
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Karuta 2.2 Use Case Testimony
- 1. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® KARUTA 2.2 USE CASE TESTIMONY JACQUES RAYNAULD, Ph.D. HEC MONTRÉAL OLIVIER GERBÉ EPORTFOLIUM JANICE ANN SMITH, Ph.D. THREE CANOES LLC
- 2. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® Abstract Building on five use cases, we will illustrate the flexibility and the power of Karuta to quickly and cheaply reproduce very different workflows. We will review the new Karuta 2.2 features, including new administrative tools, sharing options, and improved showcase portfolio functionality. Karuta 2.2 comes with a variety of templates for the assessment of skills and accomplishments, resume development, visual representation of skills, and measurement of language proficiency. Thanks to these templates, building a portfolio is a much easier task, given that it can be done by adding and adapting existing templates.
- 3. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® Session Overview • The Karuta Project • High Impact ePortfolio Practice • Five Karuta Use Cases • New Features in Karuta • Karuta Templates Can Jump Start Implementation • Six Strategies for Portfolio Success
- 4. Credit: Photo by M. Edlow for VISIT PHILADELPHIA® THE KARUTA PROJECT
- 5. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® The Karuta Project •A next generation open source ePortfolio •Created in the spirit of the Open Source Portfolio (OSP) tools in Sakai •Partners: HEC Montréal, Kyoto University, IUT-2 Grenoble, ePortfolium, Three Canoes LLC •Graduation from Apereo incubation: October 2015 •Release of Karuta 2.2: April 2017
- 6. Credit: NPS.gov Current Karuta User Base •HEC Montréal (affiliated with the University of Montréal) •IUT-2 Grenoble (Institut universitaire de technologie 2) •University of Liege, Belgium •Kyoto University, Japan •Graduate School of Advanced Integrative Studies in Human Survivability •Inter-Graduate School Program for Sustainable Development and Survivable Societies •New Brunswick Theological Seminary, NJ, USA •RFP from the French Ministry of Education •A number of exploratory pilots
- 7. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® Technical Specifications •Modern architecture: jQuery javascript front-end, REST APIs, Java and MySQL (and Oracle) backend •IMS LTI integration with Sakai •Responsive design (works well with all type of devices) •Built-in capabilities for export of content
- 8. Credit: Photo by M. Edlow for VISIT PHILADELPHIA® HIGH IMPACT EPORTFOLIO PRACTICE
- 9. • A collection of artifacts representing learning • A place to reflect on learning • A way to manage virtual identity • A tool to assess learning and improve teaching • A showcase of individual skills and accomplishments What is an ePortfolio? https://hacklibraryschool.com/2012/03/30/eportfolio/
- 10. • Students upload, reflect upon, and document evidence of their learning. • Instructors guide the process. • Evaluators rate evidence of learning using rubrics. • Administrators capture data on learning. • Institutions, programs, and instructors use the data to reflect on their ability to promote learning. • Students showcase their learning. Portfolio Processes https://hacklibraryschool.com/2012/03/30/eportfolio/
- 11. “More information would make the higher-education market work better . . . “Students would have a better idea of what was taught well where, and employers of how much job candidates had learned.” Making Learning Visible in Our Universities http://www.economist.com/news/leaders/21647285-more-and- more-money-being-spent-higher-education-too-little-known- about-whether-it
- 12. “Freshmen and seniors at about 200 colleges across the U.S. take a little-known test every year to measure how much better they get at learning to think. The results are discouraging. At more than half the schools, the seniors were unable to make a cohesive argument, assess the quality of evidence in a document or interpret data in a table.” - The Wall Street Journal, June 6, 2017 Ensuring that Students Learn How to Think
- 13. •“high-impact practices [are those] that educational research suggests increase rates of student retention and student engagement.” - George Kuh Association of American Colleges and Universities, 2008 High-Impact Educational Practices
- 14. •First-year seminars and experiences •Common intellectual experiences •Learning communities •Writing-Intensive Courses •Collaborative Assignments and Projects Ten Original High-Impact Educational Practices •Undergraduate research •Diversity/global learning •Service learning, community- based learning •Internships •Capstone courses and projects - Association of American Colleges and Universities, 2008
- 15. “the scope and complexity of the effort are impressive and the pattern of positive findings are consistent enough to substantiate the claim that the ePortfolio – when done well – warrants joining the AAC&U HIPs list.” - George Kuh Forward to High-Impact ePortfolio Practice, 2017 ePortfolios: A Meta High-Impact Practice
- 16. ePortfolio practice done well: •Advances student success with improved pass rates, grades, and retention. •Supports reflection, integration, and deep learning. • Reflecting on and connecting learning across academic and co-curricular learning experiences. • Advancing higher order thinking and integrative learning. • Helping students construct purposeful identities as learners. •Catalyzes learning-centered instructional change. Value Propositions for High-Impact ePortfolios
- 17. Karuta Facilitates Porfolios that Are Done Well Learning Portfolios • Focus on developing academic or professional knowledge, skills, and identity Assessment Portfolios • Focus on programmatic or institutional improvement Showcase Portfolios • Focus on sharing attractive displays of evidence with others
- 18. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® FIVE KARUTA USE CASES
- 19. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® AACU Assessment Portfolio
- 28. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® Management Diploma
- 32. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® Co-Curricular Learning
- 35. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® NBTS Accreditation Portfolio
- 36. Welcome Page
- 37. Student Submissions and Self-Evaluation
- 38. Evaluator Ratings and Comments
- 40. Aggregated Report of Artifact Submissions and Evaluator Ratings
- 41. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® NBTS Showcase Portfolio
- 42. 5/10/2017 Apereo Africa 2017 42 Welcome Page
- 43. 5/10/2017 Apereo Africa 2017 43
- 44. 5/10/2017 Apereo Africa 2017 44
- 45. 5/10/2017 Apereo Africa 2017 45 CV Pop-Up
- 46. Credit: Photo by M. Edlow for VISIT PHILADELPHIA® WHAT’S NEW IN KARUTA?
- 47. Credit: NPS.gov Karuta 2.2 New Features: • Administrative Tools • New Sharing Options • Improved Showcase Portfolio Options • Improved Reporting Expertise And coming in Karuta 2.3 • Mind Mapping • QR Code
- 49. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® Access a Karuta Portfolio Using a QR code!
- 50. Credit: Photo by M. Edlow for VISIT PHILADELPHIA® KARUTA TEMPLATES CAN JUMP START PORTFOLIO IMPLEMENTATIONS
- 51. Credit: NPS.gov Karuta Templates • Now available in GitHub: • AAC&U Assessment Portfolio • Europass Language Proficiency • Forthcoming in GitHub: • Co-curricular Activities • Management Diploma • General Education Portfolio • Showcase Portfolio
- 52. Credit: NPS.gov Karuta Workbooks •Workbook 1: Getting Started with Karuta •http://www.eportfolium.com/workbook1 •Workbook 2: Creating dashboards and reports •http://www.eportfolium.com/workbook2 Follow the workbooks to create a General Education ePortfolio from scratch!
- 53. Credit: Photo by M. Edlow for VISIT PHILADELPHIA® SIX STRATEGIES FOR SUCCESS WITH KARUTA PORTFOLIOS
- 54. Credit: NPS.gov Strategy for Success #1 Continuously reinforce the purpose of your ePortfolio project -- with students AND faculty.
- 55. Strong faculty leadership is required to: •Implement the portfolio. •Introduce and maintain the portfolio. •Guide students in using it. •Constantly reinforce its purpose and value for all concerned. http://www.ucdmc.ucdavis.edu/facultydev/leadership.html
- 56. Possible ePortfolio Purposes •Support learning •Encourage deep learning •Assess learning •Improve teaching •Collect institutional data on learning •Support career development and the job search •Encourage lifelong learning http://ryanpolly.com/honor-your-purpose/
- 57. Credit: NPS.gov Strategy for Success #2 Emphasize the importance of DOCUMENTING and REFLECTING upon evidence of learning.
- 58. Documenting Evidence of Learning •How? •What? •Where? •When? •Why? http://www.pissd.com/2014/05/documenting-workplace-injury-five-things-to-remember/
- 59. Reflecting upon Evidence of Learning Not this!This! http://www.huffingtonpost.com/david-sze/introspection-research_b_7306546.html http://www.amazon.com/File-Storage-Cabinets-Racks-Shelves/b?ie=UTF8&node=1069166
- 60. There are many ways to reflect. Reflection in Action “reviewing, projecting, revising” Constructive Reflection “developing a cumulative, multi-selved, multi-vocal identity” Constructive Reflection “developing a cumulative, multi-selved, multi-vocal identity” — Kathleen Yancey, Reflection in the Writing Classroom http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1119&context=usupress_pubs Reflection in Presentation “articulating the relationships between and among creation, creator, and context of creation”
- 61. Credit: NPS.gov Strategy for Success #3 Encourage faculty and student peers to guide and support learners in the portfolio process.
- 62. Faculty can help students in every class understand: •Why to use portfolios. •When and how to add evidence to portfolios. •How to document and reflect on learning. •How to use portfolios for career development and lifelong learning. http://politicsofpot.com/archives/865
- 63. Address Faculty Workload Issues •Replace outdated teaching practices with portfolio guidance responsibilities. •Reward excellence in the use of portfolios to enhance learning. https://www.insidehighered.com/news/2014/04/09/research-shows-professors-work-long-hours-and-spend-much-day-meetings
- 64. Quality Prompts •Brief •Non-repetitive •Open-ended •Engaging •Imaginative Portfolio Prompts and Feedback Formative Feedback •Supportive •Encouraging •Informative •Frequent •Interactive
- 65. Credit: NPS.gov Strategy for Success #4 Use portfolios to help students understand and meet learning outcomes.
- 66. Help students meet learning outcomes by: •Sharing your rubrics with students. •Providing definitions of complex terms. •Reviewing relevant learning outcomes regularly in class. •Helping students identify appropriate evidence for each learning outcome. http://tqfstrategies.blogspot.com/2012/06/on-learning-outcome.html
- 67. Evaluating Evidence of Learning in Relation to Learning Outcomes •Use a rubric with clearly thought-out criteria, levels, and descriptors. •Meet regularly with evaluators to calibrate their ratings of evidence using the rubric. •Strive for inter-rater reliability. https://www.aacu.org/value-rubrics
- 68. Credit: NPS.gov Strategy for Success #5 Help students integrate their learning across contexts and disciplines.
- 69. Integrating Learning Ask students to: •Choose evidence produced in different discipline or a co-curricular context. •Reflect on how learning in one context influenced learning in a different context. •Draw an interdisciplinary mind map connecting their studies and activities. http://www.slideshare.net/gmdenatale/connecting-the-dots-integrating-learning-with-eportfolios
- 70. Credit: NPS.gov Strategy for Success #6 Encourage learners to strive for authenticity in and ownership of their portfolios.
- 71. Authenticity and Ownership To be authentic requires understanding and being true to one’s self . . . By expressing who we are, we are calling ourselves into being. – Darren Cambridge Authenticity is discovering one’s own unique essence. – Michael Meade Freedom begins the moment you realize someone else has been writing your story and it's time you took the pen from his hand and started writing it yourself. – Bill Moyers http://targetx.com/render-authenticity-part-2/
- 72. Credit: NPS.gov For More Information . . . Learn about us: •karutaproject.org •www.apereo.org/projec ts/karuta Try Karuta: •eportfolium.com/karuta Follow us: KARUTA ePortfolio KarutaOSP Download Karuta: • github.com/karutaproject Contact us: • info@karutaproject.org • jacques.raynauld@hec.ca • janice.smith@threecanoes.com
- 73. Credit: Photo by M. Fischetti for VISIT PHILADELPHIA® QUESTIONS AND CONCERNS
- 74. Credit: Photo by J. Fusco for VISIT PHILADELPHIA® SHARE THE LOVE http://unity.ac/openapereo2017/ Sponsored by Apereo OAE Open Academic Environment
- 75. Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA® THANK YOU! The Karuta Project, info@karuta.project.org Jacques Raynauld, HEC Montréal, jacques.raynauld@hec.ca Olivier Gerbé, ePortfolium, olivier.gerbe@gmail.com Janice Ann Smith, Three Canoes LLC, janice.smith@threecanoes.com
Editor's Notes
- Rocky Steps, Philadelphia Skyline http://press.visitphilly.com/media/show/id/5381/indice/3 Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA®
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4947/indice/5 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4947/indice/5 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Schuylkill Banks Boardwalk http://press.visitphilly.com/media/show/id/4560/indice/5 Credit: Photo by M. Edlow for Visit Philadelphia™
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4947/indice/5 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4947/indice/5 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Philadelphia City Hall http://press.visitphilly.com/media/show/id/5068/indice/5 Credit: Photo by M. Edlow for VISIT PHILADELPHIA®
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4948/indice/8 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Schuylkill Banks Boardwalk http://press.visitphilly.com/media/show/id/4560/indice/5 Credit: Photo by M. Edlow for Visit Philadelphia™
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4947/indice/5 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Philadelphia City Hall http://press.visitphilly.com/media/show/id/5068/indice/5 Credit: Photo by M. Edlow for VISIT PHILADELPHIA®
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- Schuylkill Banks Boardwalk http://press.visitphilly.com/media/show/id/4560/indice/5 Credit: Photo by M. Edlow for Visit Philadelphia™
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- Strong faculty leadership with a clear sense of how portfolios can improve student learning is essential to keeping the portfolio project on track. Merely introducing the portfolio as an innovative technology tool will do little to nothing to improve student learning. Guiding students and faculty in how, when, and why to use the ePortfolio will make all the difference in bringing about educational change. Without such leadership and dedication, the portfolio will become just one more tool to reinforce the status quo or worse, be abandoned and unused as a formerly attractive toy.
- There are many possible purposes for ePortfolios. Here are some of the main ones. No institution can create a portfolio that does a good job on all of these purposes, at least not at first. It is important to be clear about the primary purpose of your ePortfolio and emphasize that purpose in every possible educational and co-curricular context.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- Portfolio Success Strategy # 2 – Emphasize the importance of documenting and reflecting upon evidence of learning. Let’s look at documentation first. Portfolio evidence of learning is far more valuable when the origin of the evidence is documented. When we ask them to document their learning, we are asking students to tell the story of how they identified and/or produced the evidence of their learning. We can encourage them to use multiple types of media to tell the story of their learning, as well as show the relationship between different evidence types. The how, where, when, and why of their story telling offers a rich context for portfolio viewers to understand how the evidence represents their learning. When faculty think carefully about the documentation of evidence, they are also considering the best ways to guide students in planning for, producing, and selecting high quality evidence of what they have learned. Without the significant step of documentation, portfolio evidence can seem disjointed, irrelevant, or not very informative. Telling the story to provide documentation of the evidence can make a huge difference in the quality of claims students make about that learning.
- Portfolio Success Strategy # 2 – Emphasize the importance of documenting and reflecting upon evidence in the portfolio process. Portfolios can easily be relegated to the role of filing cabinet. While useful, this purpose does little to deepen learning. Instead, we can use portfolios to support introspective activities with opportunities for metacognition. We can encourage students to return again and again to the portfolio by providing varied activities and carefully constructed reflective prompts to stimulate thinking. To do this, we need to tighten up vaguely focused portfolio activities with clear (but brief) instructions and use our imagination and creativity to limit mechanically constructed requests for data. When setting up the portfolio process, we need to consider ways to motivate students to adopt portfolios for lifelong learning or at minimum learn strategies to continue lifelong learning using methods other than portfolios. Many students are unprepared for reflective activities and require scaffolding to learn how and why to reflect. While there is no one right way to reflect, reflection is NOT students telling faculty precisely what they want to hear. Learners need support in finding their own voices, gauging their own progress, and telling their own truth about the state of their learning. Reflection is most successful when learners come to understand their strengths and weaknesses in learning, how they learn best, and what motivates them to learn. Carefully constructed reflection prompts (in the form of instructions or guidance) and thoughtful evaluative commentary by faculty on portfolio entries can inspire students to take risks in using reflection to better understand and appreciate the learning process.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- #4 – Encourage faculty and student peers to guide and support learners in the portfolio process. When faculty members are unsure how, or in some cases unable, to offer continuing guidance for or attention to the portfolio process, students quickly lose interest and apply their efforts to activities that are more valued by faculty. In addition, when portfolio processes are uninspired, mechanical, or overly repetitive, students have difficulty maintaining an interest in providing quality responses to portfolio prompts. Because the faculty to student ratio at the Jikei School of Nursing is so advantageous, there is ample opportunity to improve this situation at Jikei University. This slide suggests that portfolios need reinforcement and guidance throughout the curriculum. For portfolios to succeed in their mission, faculty in every classroom need to help their students understand why to use them, when and how to add to them, how to document and reflect upon their learning, and how to use portfolios for career development and lifelong learning.
- In their defense, faculty members rightfully resist additional responsibilities placed on top of an already challenging workload. Time needs to be carved out of their busy schedules to devote to guiding students through the portfolio process. The best way to find time for portfolio activities is to reduce time spent on educational or administrative activities that are outdated and can be replaced by the ePortfolio. One way that faculty can be encouraged to make changes in their teaching strategies is by demonstrating the results that are possible when students take charge of their own learning using portfolios. Interacting with peer faculty members who have experienced dramatic success using ePortfolios with their students can also be very effective for faculty who are reluctant to devote their efforts to portfolios.
- Effective portfolios provide varied activities and sufficient scaffolding tailored to each activity. Prompts or instructions for student input are open-ended rather than asking for predictable information. The ideal portfolio process models a creative, supported, and interactive approach to learning. An uninspiring, overly repetitive portfolio process with little guidance is likely to produce inadequate and unrepresentative evidence of student learning. Learning is best accomplished as a social rather than a solitary endeavor. A major challenge to portfolio implementations is the need to make the portfolio process social. The temptation is for portfolio owners to go off on their own to produce a complete portfolio for final approval and admiration by portfolio viewers. Instead, quality portfolios are more often produced with a rich blend of iterative feedback from many sources woven into the learning process. Feedback that is constructive and suggests concrete steps for improvement is far more likely to encourage learners to improve upon their choice of evidence, quality of documentation and reflection, and depth of learning, than punitive, minimal, or unsupportive feedback. Accompanying students in the portfolio process by providing thoughtful feedback and modeling successful portfolio work may be a new experience for some faculty, but is decidedly worth the effort in modifying instructional strategies.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- #7 – Use portfolios to help students understand and meet diploma policies. A valid critique of many educational endeavors is that students are not able to identify what they are learning or why they have been asked to learn it. The effective use of learning outcomes (sometimes called standards, competencies, or objectives) addresses these two issues by helping students understand what they have been asked to learn and why. As we have already understood, here at the Jikei School of Nursing the term that will be used for learning outcomes is “diploma policies.” Portfolios that present diploma policies or ask students to identify diploma policies provide transparency in learning. Faculty evaluation of student evidence in relation to diploma policies can be very helpful to the learning process. Student self-evaluation of their evidence in relation to diploma policies provides a useful comparison to faculty ratings of that evidence. The focus on diploma policies is most effective when the students are encouraged to direct and monitor their own progress in meeting the policies. The portfolio process can become problematic when relevant diploma policies are not identified or not shared with students, or when students misunderstand the intended diploma policies for portfolio activities. For students to own their learning with portfolios, diploma policies must be identified and clearly understood by learners. In addition, the diploma policies must be expressed at a level appropriate to the background and potential of the learners involved.
- In addition to making the Jikei School of Nursing diploma policies visible and applicable to all aspects of nursing student education, it is important to consider how student learning is evaluated in relation to the diploma policies. When evaluating evidence of learning in relation to diploma policies, it is important to consider the validity and reliability of the evaluation process. Otherwise, faculty evaluation of the learning represented by student portfolio entries can be arbitrary, inconsistent, and not a valid measurement of the learning taking place at your institution. To ensure better validity and reliability in faculty evaluation of portfolio evidence, consider the following: Use a rubric with clearly thought-out criteria, levels, and descriptors. The criteria describe the qualities of learning you are looking for in each diploma policy. The levels predict how far from or near to students will come to mastery of each diploma policy, and the descriptors describe student behavior in relation to each level of performance for each diploma policy. Meet regularly with evaluators to calibrate their ratings of evidence using the rubric. The risk in not calibrating raters on the rubrics is a wide disparity in how different faculty members may rate the same student’s learning using the same rubric. Strive for inter-rater reliability by using multiple raters and regularly comparing their ratings of the evidence of learning by the same students.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- Portfolios provide opportunities for students to repurpose evidence of learning from one discipline or context in order to apply it to their experience in another discipline or context outside of the regular curriculum. Neuroscience tells us that the process of transferring knowledge and skills across contexts is not automatic and requires conscious effort. Portfolios encourage integration across contexts by offering a unique environment in which to practice this important behavior. In setting up a portfolio process, faculty can ask students to identify knowledge and skills from one discipline or learning context that can be applied in another discipline or context. Students may be asked to identify incidences when the transfer was successful or ways in which the transfer of knowledge and skills could be helpful in the future. Skillful application of diploma policies can also be used to support the integration of learning across contexts. Another idea for integrating learning using ePortfolios would be to ask students to include in their portfolio an interdisciplinary mind map like the one on the screen to connect their studies and co-curricular activities.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- #6 – Encourage learners to strive for authenticity and ownership of portfolios. An additional critique of educational endeavors is that students are encouraged to speak and write in ways that please their teachers, rather than express themselves in ways that represent their authentic selves. Portfolios are an ideal way to encourage truth telling (with appropriate attitudes and language) and to affirm the unique identity of each individual learner (in harmony with the surrounding culture). Portfolio prompts should discourage students from supplying false or grandiose images of the self in the effort to please faculty or from ignoring the need for more personal growth to take place. Each student has his or her own learning trajectory, his or her own path to improvement. Selecting and creating portfolio evidence, documentation, and reflection on learning is an exercise in truth-telling, in getting as close as possible to the actual status of one’s own level and quality of learning. Without understanding where they are in the learning process, learners are not equipped to chart their own progress in moving forward with their learning. Correspondingly, faculty who focus too much on the critical commentary of portfolio entries are problematic in that they can easily discourage students from making additional progress in learning. A more constructive method for providing feedback would be to suggest ways for students to improve or better explain their learning rather than to criticize them for less than expected progress.
- Visiting the Liberty Bell Center https://www.nps.gov/inde/planyourvisit/libertybellcenter.htm
- One Liberty Observation Deck http://press.visitphilly.com/media/show/id/4948/indice/8 Credit: Photo by M. Fischetti for VISIT PHILADELPHIA®
- Love Sculpture at Locust Walk http://press.visitphilly.com/media/show/id/3905/indice/108 Credit: Photo by J. Fusco for Visit Philadelphia®
- Rocky Steps, Philadelphia Skyline http://press.visitphilly.com/media/show/id/5381/indice/3 Credit: Photo by J. S. Ruth for VISIT PHILADELPHIA®