CIT Accomplishments and Plans - Computing at Cornell - Cornell ...
CIT Accomplishments and Plans - Computing at Cornell - Cornell ...
CIT Accomplishments and Plans - Computing at Cornell - Cornell ...
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14<br />
Demonstr<strong>at</strong>ing Learning<br />
with e-Portfolios<br />
<strong>CIT</strong> Faculty Support Services <strong>and</strong><br />
the Center for Teaching Excellence<br />
are piloting an online educ<strong>at</strong>ional<br />
portfolio <strong>and</strong> assessment tool to<br />
collect student work representing<br />
accomplishments, learning, <strong>and</strong> course<br />
assignments in multimedia form<strong>at</strong>s .<br />
The software facilit<strong>at</strong>es the review of<br />
student-submitted assignments <strong>and</strong><br />
allows for informal feedback or a formal<br />
evalu<strong>at</strong>ion process .<br />
The e-Portfolio software helps<br />
students <strong>and</strong> faculty organize, archive,<br />
<strong>and</strong> interact with portfolio work .<br />
▪ Student work is archived (which<br />
is also useful for Middle St<strong>at</strong>es<br />
re-accredit<strong>at</strong>ion) .<br />
▪ Students can reflect on the process<br />
of developing their work, such as<br />
steps taken for research, content<br />
development, editing processes,<br />
etc .<br />
▪ Students include the best<br />
assignments for a course to<br />
demonstr<strong>at</strong>e meeting the learning<br />
objective .<br />
▪ Faculty organize their files <strong>and</strong><br />
assignments electronically .<br />
Barry Perlus uses e-portfolios to reinforce photography processes <strong>and</strong><br />
techniques with his students .<br />
▪ Faculty see how students are<br />
linking assignments with course<br />
objectives, <strong>and</strong> can provide<br />
feedback on student processes .<br />
The first phase of the pilot was<br />
completed during the 2008-2009<br />
academic year . A report <strong>and</strong> case<br />
studies are available <strong>at</strong><br />
confluence.cornell.edu/display/eportfolio/Home .<br />
The next phase is taking place during<br />
the 2009-2010 academic year, <strong>and</strong> will<br />
give more instructors an opportunity<br />
to use the software, <strong>and</strong> determine if<br />
e-portfolios should become a campus<br />
service .<br />
Case Study<br />
Barry Perlus, left, of the College<br />
of Architecture, Art, <strong>and</strong> Planning, is<br />
using the system to enhance <strong>and</strong> track<br />
his photography students’ learning<br />
processes by asking them reflective<br />
questions when they submit their<br />
photographs in the e-Portfolio system .<br />
Questions can range from “Why did you<br />
choose th<strong>at</strong> ISO setting?” to “Why did<br />
you choose to change the developing<br />
process?” Comments travel with the<br />
end-product in the software, so both<br />
student <strong>and</strong> instructor can refer back to<br />
them <strong>at</strong> any time .
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