Mid Year

ePo

rtfo

lioMid-Year Report

March 2006

The

Un

ive

rsity

of O

reg

on

Sch

oo

l of A

rch

itec

ture

& A

llie

d A

rts

: Art

s a

nd

Ad

min

istra

tion

Pro

gra

m

Year one: 2005-2006Mid-Year Report

Lori L. Hager, Ph.D.Project Director

Arts & Administration ProgramSchool Of Architecture & Allied Arts

The University of Oregon

ePo

rtfo

lio

1 2

ePo

rtfo

lioProject Participants

Project Director Lori L. Hager, Ph.D. Assistant Professor, Arts and Administration University of Oregon, School of Architecture and Allied Arts

Curriculum and Information Architecture Advisor Eric Schiff Adjunct Instructor, Arts and Administration Program University of Oregon, School of Architecture and Allied Arts

Graduate Teaching Fellow Allison Bryan Masters Program, Architecture University of Oregon, School of Architecture and Allied Arts

ePortfolio Tutors Erin Walrath Digital Arts Undergraduate Program University of Oregon, School of Architecture and Allied Arts Colin Williams Digital Arts Undergraduate Program University of Oregon, School of Architecture and Allied Arts

Faculty Liaison Kartz Ucci, Assistant Professor, Digital Arts University of Oregon, School of Architecture and Allied Arts

Professional Outreach and Development for Students (PODS) Kassia Dellabough University of Oregon, School of Architecture and Allied Arts

Technology Advisors Tom Matney, Head Media Services JD Hauger Streaming Media Manager, Media Services

1 2

ePo

rtfo

lioTable of Contents

Pages 4-7 Introduction & Summary

Pages 7-20 Quarter-End Report, Fall 2005

Page 21 Eportfolio Development in Arts & Administration

Page 22 PODS ePortfolio Intensives

Page 23 Appendix

3 4

ePortfolios enhances linkages between professional preparation, aca-demic coursework, and technological applications by supporting students, courses, and project advancement through tutoring, project evaluation, and inter-departmental collaboration.

Introduction

This report documents and assesses the first term implementation of ePortfolios, beginning fall quarter 2005, through winter term 2006. This re-port presents a brief overview of the project, a more extensive quarter-end

report from fall quarter that addresses each of the project goals as stated in the original grant proposal, briefly illustrates ePortfolio ap-plications in the Arts and Administration Pro-gram and the AAA Professional and Outreach Development for Students (PODS), and finally provides sample assessment and documenta-tion materials in the appendix.

ePortfolios is a three-year initiative supported through a grant by the University of Oregon Education Technology Committee. Directed by Dr. Lori Hager, professor in the Arts and Ad-ministration, ePortfolios connects the profes-sional development (AAD 604-606, Internship) series with the technological applications (In-formation Technology, AAD 583-585) course

series. Graduate students in AAD create and post their ePortfolios at the end of their first year, which they manage throughout their graduate studies.

The Ed Tech-supported initiative allows ePortfolios to expand into other AAA departments, offering workshops and tutors to undergraduate and gradu-ate students to design, develop, and publish their ePortfolios in support of internships, research, and career advancement.

During Winter term, ePortfolios joined with the new AAA PODS (Professional Outreach and Development for Students) under the direction of Kassia Del-labough, to offer a series of workshops in designing and developing eP-ortfolios as part of the Career Intensives Workshops. In addition to three sequential instructional workshops in design and web development, each participating student will be offered the opportunity to post their ePortfolio on the dedicated server, and have access to one-on-one sessions with the ePortfolio tutors for development and maintenance.

Intr

od

uc

tion

an

d S

um

ma

ry

ePortfolio Project Websiteeportfolio.uoregon.edu

3 4

Also during Winter term, Kartz Ucci, professor of Digital Arts joined the proj-ect. She will advise on web development and planning, as well as offer a workshop on ePortfolios during the summer term, 2006. During the ac-ademic year, 06-07, we expect to add additional AAA faculty and their students to the project, giving them access to workshops, tutors, and the freshly designed ePortfolio project website and searchable database.

Program Evaluation

A rigorous program evaluation and documentation plan has been imple-mented since the project began in September 2005. From the moment stu-dents were interviewed for project positions, we have evaluated and cre-ated systems in order to streamline operations. All applicants went through the same interview process, and were screened through the same ques-tions. We selected a very qualified team from a highly skilled pool of ap-plicants. Our two ePortfolio tutors are both upper-level Digital Arts students, and have skills in digital editing, design, and website development, (as well as the patience required to teach the tools). Our GTF is a second-year master’s student in architecture, and comes with experience in project de-velopment and design.

In the appendix, you will find evidence of systems and processes we have put into place to constantly assess and improve our team’s ability to reach project goals (Appendices A, B, C, D). Each week our tutors work with graduate students in design tools, and multimedia applications in support of coursework and ePortfolio development for a total of 40 hours a week. Each time a student accesses the tutors, students log in, designate the length of the session, and what they hope to accomplish, and then at the end of the session, they fill out an evaluation of the session. At the end of the week, each tutor fills out a weekly assessment of their sessions. These evaluation materials were then summarized in graph form, which allows us to evaluate and demonstrate the effectiveness of the program structure so far (see Appendix C for session evaluation materials).

Winter term, our GTF worked with the tutors and with PODS to develop and deliver a series of three workshops sessions in conjunction with PODS Career Intensives. These sessions reached across academic programs, to include students from Landscape Architecture, Interior Architecture, Architecture, Public Planning Policy and Management, Digital Arts, and Art. These ses-sions were also evaluated and analyzed for program improvement (see Appendix D).

For Spring quarter, plans are in place to present ePortfolios at the AAA Ca-reer Fair in May. We will have an interactive demonstration booth that will

Intr

od

uc

tion

an

d S

um

ma

ry

5 6

run a 5-minute ePortfolio Project video created by our team, and allow people to interact with the project website and student ePortfolios. The goal is to bring visibility to the project and the student ePortfolios, and to create a system for feedback from professional colleagues in the arts ar-eas. ePortoflio tutors will continue to work with AAD graduate students and PODS students to develop and publish ePortfolios.

We expect to add, at minimum, 15 more students to the project website by Spring, 2006. In the summer, Kartz Ucci, will be working with approximately 10 students in ePortfolio development. So, by the end of June this year we should have between 40 to 45 ePortfolios from various disciplines posted on the project website (We began the fall with 4 completed ePortfolios).

Next Year

We are currently in conversation with PODS, the Architecture Program, Digi-tal 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 proj-ect 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 devel-opment of ePortfolio applications on the University of Oregon campus.

Intr

od

uc

tion

an

d S

um

ma

ry

5 6

Qu

art

er -

En

d R

ep

ort

Context of the project

Portfolios have long been used as teaching and learning tools, and in professional development in Schools of Education and Fine Arts Colleges. However, with the emergence of new technologies, eportfolios are revolu-tionizing how students across disciplines manage information and learning, and prepare for professional careers. Interest in the use and applications of eportfolios is growing in the U.S., however few universities and university systems are making comprehensive use of the technological applications of eportfolios in student academic and professional preparation. This Ed Tech supports the pilot project development of eportfolios in the UO School of Architecture and Allied Arts.

Professional Applications

Electronic portfolios (eportfolios) serve two primary purposes: to promote student-centered learning and reflection and in professional preparation and resume development:

“An eportfolio is a web-based information man-agement system that uses electronic media and services. The learner builds and maintains a re-pository of artefacts, which they can use to dem-onstrate competence and reflect on their learn-ing” (Tosh 2005).

Eportfolio applications for students across the arts disciplines are obvious. The ability to represent work in all the mediums, including word docu-ments, video clips, and digital images allow stu-dents a repository of research, evaluations and feedback from teachers and employers, and an opportunity to self-reflect and represent how they construct meaning from their academic learning and professional experiences.

In AAD, graduate students are required to create and manage eportfolios beginning their first year. The Arts and Administration Program emphasizes the professional preparation of arts managers, and to this end students fo-cus not only on academic learning, but gaining experience in theory ap-plications through professional work. Most AAD graduate students choose experiential learning opportunities as an integral component of their pro-fessional preparation. Additionally, they are required to synthesize and an-alyze their Internship component within academic theories and larger

7 8

ePortfolio WebsiteProjects 2005

Qu

art

er -

En

d R

ep

ort

issues in the field. An eportfolio provides students with a repository to document and reflect upon why these experiences are significant and the impact that they have on their academic and professional growth. They also provide students with an artifact storage system for project port-folios, which in the arts will often include visuals, anecdotes, video, and written materials gener-ated from multiple community projects. So the eportfolios allow students to manage, represent, and archive multidimensional learning in the arts.

Another application of eportfolios include its use as a learning tool. Universities who employ ep-ortfolios integrate them into coursework and stu-

dent learning: “With eportfolios the pedagogy shifts from a course-driven focus to a student-centered approach placing emphasis for learning firmly on the student” (Tosh 3). Students document and legitimize their learning choices through a record in their eportfolios. At the University of Minnesota, for instance, they are using eportoflios for:

• “Creating a system of tracking student work over time, in a single course, with students and faculty reflecting on it. •Aggregating many students’ work in a particular course to see how the students as a whole are progressing toward learning goals. •Assessing many courses in similar ways that are all part of one major and thus, by extension, assessing the entire program of study. •Encourage continuity of student work from semester to semester in linked courses” (Batson 2005).

A third application of eportfolios is as an employment tool. Students create and manage web-based resumes that they can disseminate to employers online. The eportfolio allows students to represent a much broader range of skills and experiences, and to provide examples of their work, than would be possible in hard copy. Professional organizations need to be able to connect with academic institutions in professional preparation strategies, and one way to do this to provide a searchable database of student eport-folios for arts organizations and students to manage the Internship search process, and for employment purposes.

Though MFA students have long used portfolios to document their work, the

7 8

ePortfolio WebsiteResources

Arts Management field has typically lagged behind other arts disciplines in technological applications. This initiative supports the piloting of eportfolios within AAD, with the goal of expanding its applications through the AAA Career Center, and eventually campus-wide.

Project Goals

This report will document and evaluate the first quarter implementation rel-ative to the pilot year project goals for the purposes of program improve-ment. It is anticipated that the fall and winter quarter reports will contrib-ute to and inform the final report, which will be submitted in May 2006, as stated in the grant requirements.

The goals of the first term implementation as written in the grant are as fol-lows:

“The Digital Media Task Force is requesting funds for the first year of a three-year initiative to infuse eportfolio production into A&AA. In the first year this funding would pilot the use of eportfolios in the Arts and Administration Program and extend to the Department of Architecture, Landscape Archi-tecture, or Art. One faculty member from each unit will gain eportfolio ex-pertise and technological assistance to integrate eportfolio development into their teaching within the professional program associated with their department or program. Following the first year it is anticipated that the Digital Media Task Force will seek additional funding from the Education Technology Committee to expand the project through out A&AA.”

The original grant proposal further specifies the following goals for the first year of the pilot project implemenation:

First Year Implementation, 05/06: Pilot Project

Participants: One faculty member each from the Arts and Administration Program (Lori Hager) and the Department of Architecture, Landscape Ar-chitecture or Art (to be identified) and working in consultation with Tom Matney, Director of Media Services

Purpose:

•To assess different available eportfolio models and standards to determine whether any currently available models are appropriate for the A&AA learning environment.

Qu

art

er -

En

d R

ep

ort

9 10

•Provide appropriate training to faculty and students in eportfolio development. •To document and evaluate the pilot for the purposes of program improvement.

•To pilot an eportfolio site

Training and Mentorship:

•Media Services has agreed to expand the Apprentice Program (see Appendix) to this eportfolios project. Two Media Services apprentices will be trained and assigned to the eportfolio project during Year 1. Apprentices will act as liaisons between participating faculty and Media Services, and will provide addition al services as needed (such as in streaming video, etc) and will act as “tutors” during lab hours for student eportfolio development.

•Media Services workshops (see Appendix) will be available for students and faculty in design and applications of eportfolios

•Lori Hager, AAD, will receive training in eportfolio design and development from Media Services over the course of the summer. Training will allow Hager to develop a model eportfolio to use as an example for teaching, and the technology and applications that students will develop during the project.

•One Department of Architecture, Landscape Architecture or Art faculty will be added during Year One, and will be mentored by Hager and Media Services.

•AAA will provide computer lab space, software, and time specifi cally for eportfolio students and faculty.

Documentation and Evaluation

•During the summer, Dr. Hager and Media Services will work together to draft an evaluation and documentation plan that will include research on current models and use trends, long range planning, and procedures for soliciting input from participants at all stages. “

Qu

art

er -

En

d R

ep

ort

9 10

This report will address each of the project implementation goals point-by-point, reflecting on what has been accomplished thus far, what has sup-ported and hindered implementation, and suggestions for future action and revisions to the project schedule, goals, and partners.

Assessment

Goal Set 1 - Context and Standards

•To assess different available eportfolio models and standards to determine whether any currently available models are appropriate for the A&AA learning environment.

Over the summer, representatives from AAD and Media Services met in or-der to clarify the mission of the project, assess the existing UO support struc-

tures, and to strategize a timeline for implementation. One of the pri-mary issues was whether the avail-able server space was adequate to support project needs, and wheth-er AAA IT staff, or Media Services staff, could provide the time and expertise necessary to develop and maintain the eportfolio project website. The group examined exist-ing models, including open source software, and eportfolio software utilized by other universities such as University of Minnesota, University of British Columbia, and others (a full summary assessment relative to UO applications will be included in the final report). Because the project

was intentionally starting relatively small, it was determined that we would use the existing models developed in AAD for eportfolios, and that Media Services would contribute the time in support of creating the project web-page, which would house project information and the student eportfolios. As we added additional AAA departments and faculty, we would continue to assess software requirements. Given the relative time and resource con-straints, we kept in mind that this was a pilot, and that we would re-assess the website and software issues once implementation had begun.

At that time, project participants included Hager, Matney, and Hauger. It became obvious that Eric Schiff, instructor for the AAD technology series,

ePortfolio ��

��

��

��

��

��

ePortfolio graphed results

��

��

��

��

��

��

��

Above: Combined results for all Fall 2005 session assessment evaluations.

Qu

art

er -

En

d R

ep

ort

11 12

would be a critical addition to the project team. We transferred funds al-located for Hager’s release time in support of Schiff’s services as an advi-sor to the project, and as AAD Information Technology course instructor. Schiff’s participation has become a key ingredient in the progress of the project.

Subsequent meetings during the summer brought Jonesey and Ed Teague into the discussions in order to determine the level of participation of the AAA staff. It was also determined that it made sense to purchase a dedi-cated server for the project in order to have the space available to the project from the beginning.

Goal Set 2 - Training

•Lori Hager, AAD, will receive training in eportfolio design and development from Media Services over the course of the summer. Training will allow Hager to develop a model eportfolio to use as an example for teaching, and the technology and applications that students will develop during the project. •Provide appropriate training to faculty and students in eportfolio development. •One faculty member from each unit will gain eportfolio expertise and technological assistance to integrate eportfolio development into their teaching within the professional program associated with their department or program.

Media Services did not have the staff during the summer to dedicate the time to providing Hager with the training or web development support. Consequently, Hager contacted JQ Johnson and was given 10 hours of support in web development from an advanced CET student worker. Hag-er was not able, in the time given, or in the expertise of the student worker, to establish a working eportfolio. She anticipates working with the current eportfolio tutors and GTF to supplement, and will attend Schiff’s course as time allows. This continues to be an issue. We recognize that the existence of an exemplary eportfolio which can be used as a model, and which can be added to as we develop standards and other guidelines, would be an extremely useful teaching tool. Hager and Bryan (the GTF) are working to resolve this challenge.

Assessment: We have skilled project personnel, who with the dedicated time, can assist faculty participants in the development of their eportfolios. If we use Hager as an example, we can expect faculty to come in with a variety of skills levels, and most with little expertise in web development. This experience has shown us that if faculty training and development of

Qu

art

er -

En

d R

ep

ort

11 12

eportfolios remains a goal of the project, significant project personnel re-sources will need to be dedicated and planned for in the future. Another complication was that Hager’s buy-out time for the eportfolio project takes place over the course of the year (The department bought out her over-sight of AAD 409/609 over the course of the whole academic year). So fall quarter was spent on implementation including hiring, evaluation materi-als, structures, etc. It should be kept in mind that as we add other faculty to the project, and if training continues to be one of the strategic goals, efforts will need to be made to support faculty training and development time. This is a goal that has yet to be met.

Goal Set 3 - Evaluation and Assessment Measures

•To document and evaluate the pilot for the purposes of program improvement.

Once eportfolio tutors and GTF were hired, we set about establishing lab hours in the Millrace Computer Lab that would be convenient for students in both Schiff’s course sequence, as well as Hager’s Internship series. We determined that the most valuable use of the tutor time would be in stu-dent support of: 1.) Schiff’s course in graphic design; 2.) Hager’s Internship course which required that AAD graduate students add their internship materials to their eportfolios, which were developed during Schiff’s Spring 05 course.

We worked with Millrace Lab Director, Mary Bradley, for the use of the com-puter lab for eportfolio students. Tutors provided lab support to 30 gradu-ate students over the course of the quarter (see appendix C). Once lab hours were established, we implemented a thorough assessment of the lab sessions from both the student and the tutor perspectives. It was expected that each student would complete an assessment at the end of each ses-sion. This was, for the most part, successful--though some students refused to fill out the assessments. The summary of the assessments are provided in the appendix (C).

Assessment: The assessments provided us with information about student lab and tutor usage, and content of these sessions. We also monitored tu-tor skills relative to course and student needs. For the most part, students in Schiff’s class utilized the tutors for course support. Second-year AAD gradu-ate students utilized tutors to assist them in advanced problem-solving rela-tive to the website they had already created. Consequently, 12 out of 15 students were able to complete the additions to their eportfolios this fall (this represents 100% of students who had completed Schiff’s course series. 3 students opted to take the web development class in their second year).

Qu

art

er -

En

d R

ep

ort

13 14

This is a 70% improvement over eportfolio completion rate of students last year (who did not have tutors assisting them to add their internship materi-als and update websites).

The evaluations and assessments have given us useful information for set-ting lab hours and assessing what students are utilizing the tutors to assist with. As a result, we are adapting our training and expectations, and con-stantly monitoring lab time usage so as to make the most effective use of the tutor and student’s time.

Weekly meetings provided additional opportunities to assess tutor comfort level, skill level, and to address any issues that may have arisen. Minutes were kept at each meeting.

We will also submit an end-of- year report that includes both quantitative and qualitative information for fall and spring terms, and which will be in-cluded in the final report.

Goal Set 4 - Project Website

•To pilot an eportfolio site

JD Hauger, a new Media Services staff member who brought experience with eportfolios with him from University of Puget Sound, developed the project website. After assessing Hager’s ability to interact with web devel-opment programs and the evaluative needs of the project, Hauger used Word Press, a blog software program, to create the project website. Word Press allows one person to add content and maintain the website. It also allows communication via the blogs, which was an important component according to Hager and Schiff. We wanted a means of communicating between courses, and of soliciting evaluative comments from colleagues at peer institutions.

The primary responsibilities of the GTF hired for the project were to assist with project implementation and evaluation, to maintain the project website, and to facilitate communication between Schiff, Hager, Media Services, and additional AAA faculty and students.

Assessment: The website required that any php level changes be done by Hauger. Consequently, as the GTF began to try and add content, difficul-ties with Word Press arose. Since it is primarily a blog program, and not a website development program, we could not plan on using it the same as a web development program such as dreamweaver. Consequently, we had to ask JD to set aside time to work with Allison on familiarizing her with

Qu

art

er -

En

d R

ep

ort

13 14

the Word Press environment. We also had to contact JD each time we en-countered a problem that only he could correct. This resulted in a process that was overly time-intensive and bulky.

The project website, which includes project information and student eport-folios, is up and running. WordPress, the current front end to the web site, is a single-user weblogging software. It does not allow multiple people to create and maintain web sites.Though it took longer than we thought it would due to complications with communicating about the server and Word Press, it is functional and will serve the purposes of the project for the time being.

A&AA Computing Services does not have staff resources to create indi-vidual user names and passwords on the server, especially as the server scales up. We need some sort of open source community web site creation software. The web site creation software should allow a GTF, for example, to create user names and passwords for eportfolio creators. Features de-sired for this software: - administrative access to create and manage user accounts -users have their own space, preferably with a quota - optional features: commenting/bulletin board capabilities, users can create their own accounts (with administrator verification) It is anticipated that we will re-evaluate the function of the website toward the end ofthe implementation year.

Goal Set 5 - Media Services Apprentice Program and workshops

•Media Services workshops (see Appendix) will be available for stu dents and faculty in design and applications of eportfolios •Media Services has agreed to expand the Apprentice Program (see Appendix) to this eportfolios project. Two Media Services apprentices will be trained and assigned to the eportfolio project during Year 1. Apprentices will act as liaisons between participating faculty and Media Services, and will provide additional services as needed (such as in streaming video, etc) and will act as “tutors” during lab hours for student eportfolio development.

This goal has not yet been met. Media Services does not have a formal ap-prentice training program, or the staff to provide it. The tutors were hired by Hager, and trained by both Schiff and Hager. We are hopeful that we will still be able to work toward this goal. Communication with Media Services is an essential element of project development. The conception of the role of apprentices is still a good one. More input from Media Services in terms

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

15 16

of how we could work together to accomplish this, would facilitate a more positive outcome for this goal.

Assessment: Media Services, through JD Hauger, has contributed the web-site design and maintenance. Communication with Media Services about how to interact with their apprentices and our tutors in trainings and work-shops still need to be addressed. These will need to be developed, and so will be time and labor intensive. Efforts are underway to work with Media Services to either contribute these efforts, to modify expectations.

Goal Set 6 - Additional AAA Faculty and Departments

•One Department of Architecture, Landscape Architecture or Art faculty will be added during Year One, and will be mentored by Hager and Media Services.

After assessing the availability of training and support for faculty on the project, Hager invited Kartz Ucci, to join the project as the additional AAA faculty. As part of the Digital Arts program, Ucci is currently working with students on eportfolios, and so can fit right into the goals of the project. Additionally, Ucci will bring important skills and perspective to the develop-ment of the project, and future planning. Ucci will bring graduate students into the project on an ad hoc basis, provide an intensive weeklong ep-ortfolio course during dead week in the summer, and advise on program improvement and standards-development.

Additionally, preliminary conversations have taken place with Kassia Del-labough in her role as coordinator for AAA Career Services. Dellabough has expertise in career training and placement, distance learning, and portfolio development. We anticipate that Dellabough will bring addition-al graduate students into the project through PODS, and will contribute im-portant expertise in portfolio and standards development. The relationship between Career Services (PODS) and eportfolios will also be explored.

Goal Set 6 - AAA contributions

•AAA will provide computer lab space, software, and time specifi cally for eportfolio students and faculty.

Jonesey has set up our server, and agreed to maintain it, and keep the soft-ware updated. Mary Bradley contributes space in the Millrace Computer Lab.

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

15 16

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

Assessment:A&AA Computing Services does not have staff resources to create individ-ual user names and passwords on the server, especially as the server scales up. It is anticipated that it will be necessary to add a website administra-tive position for next year so that we can post on the server, and manage the website.

Review of 2005-2006 ePortfolio WorkEric Schiff

I was asked to join the ePortfolio project shortly after the grant was award-ed. I began working with Lori Hager in June, 2005, developing activities and tasks necessary to implement the basic tenets of the grant – to give AAD graduate students the necessary skill and guidance to create, post and manage an online portfolio... an ePortfolio.

While I was not originally named as a participant in the grant project, I be-came one of the core faculty members from the onset of the award. Lori and I met with faculty and staff from Media Services and AAA computer support through the summer to determine technology delivery parameters and evaluate resources needed to launch the project with AAD graduate students Fall term, 2005.

Initially, remuneration for my services was not specified, but eventually was set at a flat project fee of $3000.00 to be paid out over a period of 6 months. I agreed to this because of my commitment to the project and my understanding of the financial limitations of the original grant amount.

(Note: The current project fee does not reflect an accurate or usual hourly consultant rate for this kind of work My pay requirement listed in the job description for 2006-2007 is based on less than half of my lowest hourly con-sulting fee – reserved for work with non-profits.)

The flat fee remuneration included many hours of summer work, and sub-sequent time and work that has and will be ongoing through spring term, 2006. I stopped logging hours in September when it became apparent that the level of my involvement would go far beyond the agreed upon re-muneration. My role became more defined and the level of involvement became greater and necessary as the project evolved. Activities that took place from September to now, mid-February, have included short term and long range planning, creating job descriptions, interviewing and hir-ing a GTF and two project assistants, developing ePortfolio specific training materials for the assistants and GTF, developing ePortfolio standards, meet-

17 18

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

ing weekly as a project team, meeting with key school and administrative personnel, and preparing instructional materials for workshops.

I am committed to the ePortfolio project and look forward to continuing in my role with working with Lori and other team members next year.

GTF Fall Report – 2005-6Allison Bryan

The position of ePortfolio GTF became active in the second week of the Fall Term, 2005. This was a retroactive contract, so much of the first couple weeks of this position were spent researching ePortfolios and familiarizing myself with the concept of the ePortfolio. I went to both Lori Hager and Eric Schiff’s classes in order to introduce myself to the students and get a grasp on where they were coming from, and what type of work they were doing. Because Lori’s Internship Class had upcoming presentations, I became fa-miliar with what they were trying to accomplish in order to provide sufficient help to the students.

The next couple of weeks I met frequently with the Internship II students by appointment only. Many of them had technical questions concern-ing their websites, such as links not working, etc. Lori Hager and I met very often, sometimes several times a week in order to brainstorm about where this project was going, and what needed to be done to get it there. The ePortfolio team met weekly in order to recap the week.

A large part of my efforts this term was spent working with Lori and Media Services learning wordpress, as well as trying to sort out the kinks in the web-site. It was very important that I gained administrative access to the ePort-folio server in order to achieve these goals. This took much more time than we had bargained for, thus, the website remained stagnant for a portion of the term. When I was finally given admin access to the server, I was able to update the necessary content, and add image links to the AAD students’ ePortfolios in time for their Internship Presentations.

A good deal of time was spent researching rubric systems for the ePortfolio standards system. On a regular basis, I was compiling data from student evaluation sheets, as well as tutor evaluation sheets. When all of this data was compiled, I was able to make line graphs and charts recording all of the information.

Lori Hager and I met a few times with Kassia Dellabough, the director of the PODS program within the AAA. (Office of Professional Outreach and Development for Students). During these meetings, we spoke about the

17 18

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

potential of ePortfolio collaborating with PODS in order to teach a series of workshops on the ePortfolio process during the Winter Term of 2006. These workshops would be taught by Erin Walrath, Colin Williams (ePortfolio tu-tors), and myself.

Assessment:As the team settled into more of a routine, things became more produc-tive. Communication improved immensely; fewer emails were sent and when things needed to be discussed they were placed on the agenda for the weekly meeting. I think that it became clearer to everyone what their job responsibilities were, thus making it easier for everyone involved.

Summary and Evaluation

The purposes of the first term implementation and pilot portion of eportfo-lios during the first year are to: •Research, design, and plan pilot and model from existing models and in application to the UO environment. •To provide appropriate training to support staff, students, and faculty in eportfolio development. •To document and evaluate the first term implementation for the purposes of program improvement. •To pilot an eportfolio site for graduate students currently involved in eportfolio development (namely AAD). •To access different available models and standards to determine whether any currently available are appropriate for the UO learning environment.

Project Implementation Year One

Staff and faculty training. Research and documentation. Pilot eportfolio site with existing courses.Explore the establishment of standards related to eportfolios.Assessment and documentation Summer 2005 Project Planning ePortfolios website design and content developed Fall 2005 Project website deployment. GTF and student assistants begin tutoring, course, and

19 20

Qu

art

er -

En

d R

ep

ort

Qu

art

er -

En

d R

ep

ort

project support. First Year graduate students begin Information Design and Presentation (AAD 583). Second Year student complete Internship III , present ePortfolios and incorporate Internship materials. ePortfolios/Internship presentation ArtsNW. Project evaluation implemented.

Winter, 2006 One additional AAA faculty added to project. PODS ePortfolio intensives Additional AAA graduate students added to project. Millrace Lab tutoring and project support continues. Evaluation continues. Students enroll in Internship I (AAD 604), and begin to develop ePortfolio content materials. Students enroll in Advanced Information Design and Presentation (AAD 585).

Spring, 2006 AAA faculty and graduate students continue to develop ePortfolios. Project Planning for Year Two. Grant Applications for Year Two. Students enroll in Internet Media (AAD 585) and develop ePortfolio websites. Student and GTF support continues. Final Report and evaluation. Presentation to Ed Tech Committee. Year Two Planning

A quarter-end report will be generated at the end of Winter quarter, and with this fall report, will be combined for the annual report at the end of Spring quarter. Already conversations are beginning about future direc-tions for ePortfolio. At minimum, we expect to:• Continue to expand to other AAA departments. • Work with IMG or independent consultant, to re-design the website and include a searchable database (Planning during Spring 2006, with im-plementation during Fall 2006). • Enhance linkages with PODS through workshops, tutoring and ePort-folio posting.• Explore connecting ePortfolio to other programs and colleges on campus, through OSPI (Open Source Portfolio Initiative), or some other.

19 20

In the Arts and Administration Program, ePortfo-lios connects the professional development se-ries (AAD 604-606, Internship) with the Informa-tion Design and Multimedia course series (AAD 583-585). AAD graduate students are required to create and manage ePortfolios beginning their first year. The Arts and Administration Pro-gram emphasizes the professional preparation of arts managers, and to this end students fo-cus not only on academic learning, but gain-ing experience in theory applications through

professional work. Most AAD graduate students choose experiential learning op-portunities as an integral component of their professional preparation. Addition-ally, they are required to synthesize and analyze their Internship component within academic theories and larger issues in the field. An ePortfolio provides students with a repository to document and reflect upon why these experiences are signifi-cant and the impact that they have on their academic and professional growth. They also provide students with an artifact storage system for project portfolios, which in the arts will often include visuals, anecdotes, video, and written materials generated from multiple community projects. So the eportfolios allow students to manage, represent, and archive multidimensional learning in the arts.

Left top: Two different ex-amples of Arts & Adminis-tration Student ePortfolios. The work shown here is pre-sented in very different for-mats, yet both are success-ful in relaying the necessary information: Resume, Work Samples, Research, Profes-sional Statement, etc.Left bottom: Two different examples of ePortfolio in-ternship pages. Both of these sites achieve the goal of portraying their internship experiences online. This al-lows perspective employers to get a glimpse of their pre-vious employment.

AA

D S

tud

en

t e

Port

folio

De

velo

pm

en

t

21

At the beginning of the Winter Term 2006, the ePortfo-lio Project team began teaching workshops in collaboration with the AAA Professional Outreach Development for Stu-dents (PODS). The workshops were taught in a series of three, beginning in early February and ending in early March. A sig-nificant amount of material was covered in these workshops: ePortfolio design basics, graphic and web development software, File Transfer Protocol and much more.

Eligible students were those participating in the PODS Intensive Portfolio Development Class. Interested Students took a survey and were chosen based in their technical abil-ity as well as academic department. Workshop students will be posting their ePortfolios on the ePortfolio Project server upon completion.

ePo

rtfo

lio W

ork

sho

ps

ePortfolio�Have you thought of the benefits of having an

Workshops

Sat. February 11thSat. February 18thSat. March 4th

10:00 am - 1:00 pmMill Race 1 Computer Lab.

In Collaboration with PODS.


With the emergence of new technologies, electronic port-folios (eportfolios) are revolu-tionizing how students across disciplines manage informa-tion and learning, and prepare for professional careers. The University of Oregon Educa-tional Technology supports the School of Architecture and Allied Arts to pilot the eportfolio project during the 2005-6 school year in the School of Architecture and Allied Arts.

Workshops





� - An on-line ePortfolio of your own work and experience posted on www.eportfolio.uoregon.edu. �� - Free workshops with instruction from theePortfolio Project team. � - Learn how to orga-nize and maintain your ePortfolio. � - Learn basic design and concepting strategies for inter-net application. � - Employers access to view your personal work. � - Have fun while learning something new.


ePortfolio��

Workshop Outline Session 1: Need: Portfolio Ideas, Sketch Books, Digital Images Design Basics What works on the web? How to organize your ePortfolios. Root Folders Image sizing for the web.

Homework: Begin prepping images, Org Chart, Content Checklist

Session 2: Adobe PhotoShop for the Web. The Tool Bar Adobe Illustrator for the Web. Templates Image Placement Alignment Text/Image Manipulation Macromedia Dreamweaver for the Web. Creating a Site. Images Tables Links Tables Frames Homework: Begin ePortfolios. Session 3: Working help Session. ePortfolios are in process.

Winter 2006: February 11th, 18th & March 4thePortfolio��

Workshop Outline Session 1: Need: Portfolio Ideas, Sketch Books, Digital Images Design Basics What works on the web? How to organize your ePortfolios. Root Folders Image sizing for the web.



Winter 2006: February 11th, 18th & March 4th

Left: A flyer example that was given to PODS intensive students. Right: A flyer showing a the tentative workshop outline.

Above: Students work at the Mill Race Computer Lab during the ePortfo-lio Workshops.

22

ePo

rtfo

lio

APPENDIX

Table of Contents:

Appendix A - General Project Info Project Description Project TimelineAppendix B - Project Participants GTF Announcement Tutor job announcement Faculty Participant PODS Partner AgreementAppendix C - Lab tutoring Session Evaluations Tutor Assessment Summary of evaluations Lab ScheduleAppendix D - PODS ePortfolio workshops PODS flyer Workshop outline Technical Checklist Illustrator Guide Dreamweaver Hints Batch Conversions Participant Evaluation Summary Techincal Checklist Graph (Full Group) Techincal Checklist Graph (Accepted)

23

ePortfolios Project Description

Portfolios have long been used as teaching and learning tools, and as professional development in design/planning professions, Schools of Education and Fine Arts Colleges. However, with the emergence of new technologies, electronic portfolios (ePortfolios) are revolutionizing how students across disciplines manage information and learning, and prepare for professional careers.

The UO Educational Technology supports the AAD/AAA ePortfolio project through a grant initiative for the 2005-2006 academic year. The result of the first year pilot project will be the implementation of an eportfolio website where graduate student eportfolios from two AAA departments will be housed, standards developed and evaluated, and course support for eportfolio development implemented.

Eportfolio applications for students across the arts disciplines and design/planning professions are obvious. The ability to represent work in all the mediums, including word documents, video clips, and digital images allow students a repository of research, evaluations and feedback from teachers and employers, and an opportunity to self-reflect and represent how they construct meaning from their academic learning and professional experiences.

ePortfolios provide students with a repository to document their pre-professional experiences, and an artifact storage system for scholarly and community projects. Artifacts include visual materials, narration, animation, video footage, and text.

ePortfolios are also fast becoming essential to professional advancement. Students create and manage web-based resumes that they can disseminate to employers online. The ePortfolio allows students to represent a range of skills and experiences and examples of their work.

In AAD, graduate students create and manage ePortfolios beginning their first year. The Arts and Administration Program emphasizes the professional preparation of arts managers, and to this end, students focus not only on academic learning, but gaining experience in theory applications through professional work. This ePortfolio project initiative enhances linkages between professional preparation coursework (Internship series) with Multimedia and Design coursework (AAD 583-585) by supporting student, course, and project advancement through tutoring, project evaluation, and inter-departmental collaboration.

Ap

pe

nd

ix A

ePortfolio Project TimelineYear One, 2005-2006

AAA/AAD ePortfoliosAn Educational Technology supported initiative between AAA/AAD and Media Services.Project Partners

Lori Hager, AAD Eric Schiff, AAD Doug Blandy, AAA

JD Hauger, Media Services Tom Matney, Media Services ePortfolio Project Timeline, 2005-2006 Summer 2005

Project Planning ePortfolios website design and content developed Fall 2005 Project website deployment.

GTF and student assistants begin tutoring, course, and project support. First Year graduate students begin Information Design and Presentation (AAD 583).Second Year student complete Internship III, present ePortfolios and incorporate Internship materials.ePortfolios/Internship presentation ArtsNW.Project evaluation implemented.

Winter, 2006 One additional AAA faculty added to project. Additional AAA graduate students added to project. Millrace Lab tutoring and project support continues. Evaluation continues.

Students enroll in Internship I (AAD 604), and begin to develop ePortfolio content materials.Students enroll in Advanced Information Design and Presentation (AAD 585).

Spring, 2006 AAA faculty and graduate students continue to develop ePortfolios. Project Planning for Year Two. Grant Applications for Year Two.

Students enroll in Internet Media (AAD 585) and develop ePortfolio websites. Student and GTF support continues. Final Report and evaluation. Presentation to Ed Tech Committee.

Ap

pe

nd

ix B

GTF AnnouncementeportfoliosFall, Winter, Spring, 2005-2006.25 FTE

ELIGIBILITY

Required: University of Oregon graduate students pursuing a masters or doctoral degree in Architecture and Allied Arts are eligible to apply. Must be able to work in a team environment with a desire to assist others to develop skills in graphic design/web and presentation media. Leadership experience and/or experience in instruction or tutoring, with experience working on collaborative/group projects and/or research. Background/interest in the arts and nonprofits required. Skills and experience working in graphic design and website development, and knowledge of: Adobe PhotoShop, Illustrator, Power Point, Dreamweaver, imovie, digital editing tools, streaming media, and web development (HTML, CSS). Must be familiar with the design and implementation of research and evaluation.

Desired: Skills and experience in flash, animation, and server/network protocols (ftp, SSH).

PROJECT DESCRIPTION

eportfolios is a pilot project in the Arts and Administration Program and the College of Architecture and Allied Arts designed to assist graduate students in the design and development of digital portfolios. The project is looking for a quarter-time GTF to work 10 hours a week in project instruction, research, and evaluation.

GTF RESPONSIBILITIES

The GTF will serve as primary liaison between Media Services, AAA faculty, and graduate students in the eportfolios project. He/She will be responsible for working directly with AAA faculty, Media Services, and AAD/AAA graduate students in the research, design, development, and evaluation of eportfolios, and will assist in the effective communication and dissemination of project goals in classroom and professional applications.

GTF will act as teaching assistant in the AAD courses related to eportfolio development. The GTF will also provide additional expertise in one-on-one tutoring for graduate students and project faculty, act as liaison between faculty in different programs, and will assist with developing and implementing evaluation and documentation, and in the drafting of the final report. Additionally, GTF may assist with design and delivery of workshops for students, faculty and staff in various digital media technologies.

Application Procedures

Please submit by email or in hard copy, a letter of interest and current resume to Dr. Lori Hager, Arts and Administration Program, 5230 University of Oregon, Eugene, OR 97403, or to [email protected]

Application review will begin September 16, 2005. The position will remain open until filled.

Digital/Media Arts Tutor for eportfolio projectStudent Assistant Position AnnouncementAcademic year, 2005-2006

Project Description:eportfolios is a pilot project in the Arts and Administration Program and the College of Architecture and Allied Arts designed to assist graduate students in the design and development of digital portfolios. The project is looking for 2 student assistants with high degrees of communication and collaboration skills as well as technical skills and experience in digital editing and presentation media.

Student Assistant will assist eportfolio graduate students during lab and classroom instruction hours for a total of 20 hours a week. Must be available between the hours of 4pm - 8 pm Tuesday and Thursday, and Friday 10-12 (with some flexibility), and others to be determined for a total of no more than 20 hours weekly.

Primary Responsibilities: Student Assistant will work approximately 20 hours a week as primary contact for eportfolio project participants in the computer lab. Student Assistant will serve as tutor to students on class projects related to eportfolios, and assist project participants to enhance use of various software, provide technical, creative, and visual design support for student digital media and web production projects. Work collaboratively with students to develop, maintain and update eportfolio web pages and projects, and maintain project website. Responsibilities may also include assisting in the development of project materials and presentations, and assisting in workshops as needed.

Qualifications

Required:Ability to work in a team environment, desire to assist others to develop skills in graphic design/web and presentation media. Background/interest in the arts and nonprofits. Strong skills and experience in graphic design and website development, and knowledge of: Adobe PhotoShop, Illustrator, Dreamweaver, imovie and other digital editing tools, streaming media, and web development (HTML, CSS).

Desired: Skills and experience in flash, animation, power point, and server/network protocols (ftp, SSH). Some experience in leadership and/or instruction/tutoring. Prefer student enrolled in AAA degree program.

Application Procedures

Please submit by email or in hard copy, a letter of interest and current resume to Dr. Lori Hager, Arts and Administration Program, 5230 University of Oregon, Eugene, OR 97403, or to [email protected]

Application Deadline: Open until filled. Details of position can be found at the UO Career Center website at http://uocareer.uoregon.edu/.

DRAFT

Partnership Agreement, FacultyePortfolio projectYEAR ONE, 2005-2006January 9, 2006

OBJECTIVES:

- In the first year this project would pilot the development of eportfolios with students in the Arts and Administration Program and the Department of Architecture, Landscape Architecture or Art.

- In the first year this funding would pilot the use of eportfolios in the Arts and Administration Program and extend to the Department of Architecture, Landscape Architecture, or Art. One faculty member from each unit will gain eportfolio expertise and technological assistance to integrate eportfolio development into their teaching within the professional program associated with their department or program.

Faculty responsibilities (general):

- Participate in ePortfolio weekly project meetings.- Assist in project development, evaluation, and dissemination.- Provide oversight for graduate students in ePortfolio development.- Provide a quarterly summary and evaluation of participation and

contribution in the project.- Assist with next year’s project planning, drafting next year’s project

timelines, review and revise assessment materials, assist in presentation of materials, and in drafting the grant application narrative for the next year.

Ap

pe

nd

ix C

��ePortfolio��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��ePortfolio��

��

��

��

��

��

��

��

��

��

��

��

Ap

pe

nd

ix C

ePortfolio ��

��

��

��

��

��


��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��ePortfolio

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

Ap

pe

nd

ix D


Workshops






Workshops







ePortfolio��

Workshop Outline Session 1: Need: Portfolio Ideas, Sketch Books, Digital Images Design Basics What works on the web? How to organize your ePortfolios. Root Folders Image image sizing for the web.



Winter 2006: February 11th, 18th & March 4th

Ap

pe

nd

ix D

��ePortfolio

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��ePortfolio Workshops:

��

��

I. Managing Sites

A. Go to the “Site” menu and click on “Manage Sites…”

B. In the popup window, click the “New…” button and then on

“Site.”

C. Make sure the “Advanced” tab is clicked in the window.

D. Give your site a name. This name is used only as identification. It

in no way affects any information within your site.

E. Select your local root folder. This is the folder where all your

pages and your image folder are located.

F. Select your images folder. All of your images for the site should

be inside this folder.

��

��

1. Open the “Actions” palette (under the “Window” menu).

2. Click the “Create New Action” button on the lower right side of the

palette.

3. A menu should pop up. Give your action a name and click “Record.”

4. Perform all tasks you want applied to your group of pictures. This

includes (but is not limited to) image sizing, color adjustments…almost

anything. Note that when you record actions it really does record

everything. Make sure that all the steps you want performed in the batch

conversion are listed in the action. Do this by clicking on the little triangle

on the left of the action in the Actions palette.

5. Stop recording the action by clicking the button on the lower left of the

Actions palette.

6. Go to the “File” menu, scroll down to “Automate/Batch…”

7. In the “Play” box, set the action to your action.

8. Select the source by choosing your images folder. Make sure that only the

images you want converted are in that folder.

9. Select one of the three options for the destination.

a. None: Opens the converted images in Photoshop.

ePortfolio ��

��

��

��

��

��


��

��

��

��

��

��

��

�

�

�

�

�

�

�

�

�

�

�

�

��

�

�

� �

�

�

��

�

��

� �

�

��

�

�

�

�

�

�

��

��

��

��

��

��

��

��

��

��

��

��

��

�

�

�

�

�

�

� ��

�

�

�

��

�

�

�

� �

�

�

�

�

�

�

�

�

�

�

�

�

�

��

��

��

��

��

��

��

Mid Year

Education

eportfolio development

eportfolio year

arts administrationpage

professor of digital

project evaluation

project advancement

year report eportfolio

project positions