ePortfolio Performance Support Systems

Description

ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios.

Sujets

• Loisirs
• Arts Numériques
• Media
• Design
• Graphics
• Informatique
• Computers

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 16 juillet 2013
• Nombre de lectures: 0
• EAN13: 9781602354449
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios
Edited by Katherine V. Wills and Rich Rice
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


PERSPECTIVES ON WRITING
Series Editor, Susan H. McLeod
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Other Books in the Series
Charles Bazerman and David R. Russell (Eds.), W riting Selves/Writing Societies (2003)
Gerald P. Delahunty and James Garvey, The English Language: From Sound to Sense (2009)
Charles Bazerman, Adair Bonini, and Débora Figueiredo (Eds.), Genre in a Changing World (2009)
David Franke, Alex Reid, and Anthony Di Renzo (Eds.), Design Discourse: Composing and Revising Programs in Professional and Technical Writing (2010)
Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss (Eds.), Copy(write): Intellectual Property in the Writing Classroom (2011)
Doreen Starke-Meyerring, Anthony Paré, Natasha Artemeva, Miriam Horne, and Larissa Yousoubova, Writing in Knowledge Societies (2011)
Andy Kirkpatrick and Zhichang Xu, Chinese Rhetoric and Writing: An Introduction for Language Teachers (2012)
Charles Bazerman et al. (Eds.), International Advances in Writing Research: Cultures, Places, Measures (2012)
Chris Thaiss et al. (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (2012)
Mike Duncan and Star Medzerian Vanguri, The Centrality of Style (2013)


Publication Information
The WAC Clearinghouse, Fort Collins, Colorado 80523-1052
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2013 by Katherine V. Wills and Rich Rice. This work is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
ISBN 978-1-64215-049-0 (pdf) | 978-1-64215-050-6 (epub) | 978-1-60235-441-8 (pbk.)
DOI 10.37514/PER-B.2013.0490
Produced in the United States of America
Library of Congress Cataloging-in-Publication Data
ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios / edited by Katherine V. Wills and Rich Rice.
p. cm. -- (Perspectives on writing)
Includes bibliographical references.
ISBN 978-1-60235-441-8 (pbk.: acid-free paper) -- ISBN 978-1-60235-442-5 (hardcover: acid-free paper) -- ISBN 978-1-64215-049-0 (pdf) -- ISBN 978-1-64215-050-6 (epub)
1. Electronic portfolios in education. 2. Academic achievement--Evaluation. 3. English language--Rhetoric--Study and teaching (Higher) I. Wills, Katherine V. 1957- II. Rice, Richard Aaron.
LB1029.P67E69 2013
378.166--dc23
2013019920
Copyeditor: Don Donahue
Designers: Mike Palmquist
Series Editor: Susan H. McLeod
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at wac.colostate.edu .
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press at www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or e-mail [e-mail]


Contents
Acknowledgements
Introduction
Katherine V. Wills
Rich Rice
Section 1: Systematic Performance Support Systems
Chapter 1. Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work
Kathleen Blake Yancey
Chapter 2. The Hypermediated Teaching Philosophy ePortfolio Performance Support System
Rich Rice
Chapter 3. The Social ePortfolio: Integrating Social Media and Models of Learning in Academic ePortfolios
Lauren F. Klein
Section 2: Constructing the Bridge
Chapter 4. ePorts: Making the Passage from Academics to Workplace
Barbara J. D’Angelo
Barry M. Maid
Chapter 5. What Are You Going to Do With That Major? An ePortfolio as Bridge from University to the World
Karen Ramsay Johnson
Susan Kahn
Chapter 6. Career ePortfolios: Recognizing and Promoting Employable Skills
Karen Bonsignore
Section 3: Presenting Interactive Designs
Chapter 7. Showcase Hybridity: A Role for Blogfolios
Geoffrey Middlebrook
Jerry Chih-Yuan Sun
Chapter 8. Accessible ePortfolios for Visually-Impaired Users: Interfaces, Designs, and Infrastructures
Sushil K. Oswal
Chapter 9. From Metaphor to Analogy: How the National Museum of the American Indian can inform the Augusta Community Portfolio
Darren Cambridge
Section 4: Authentic Assessment Tools and Knowledge Transfer
Chapter 10. Mapping, Re-Mediating, and Reflecting on Writing Process Realities: Transitioning from Print to Electronic Portfolios in First-Year Composition
Steven J. Corbett
Michelle LaFrance
Cara Giacomini
Janice Fournier
Chapter 11. ePortfolios as Tools for Facilitating and Assessing Knowledge Transfer from Lower Division, General Education Courses to Upper Division, Discipline-specific Courses
Carl Whithaus
Chapter 12. Balancing Learning and Assessment: A Study of Virginia Tech’s Use of ePortfolios
Marc Zaldivar
Teggin Summers
C. Edward Watson


ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios


Acknowledgements
ePortfolios are considered “authentic assessment” learning tools. Reflecting over the process and the product built for end task, capstone, or assessment purposes can be enormously instructive. Working with contributors to edit this collection of essays; gathering advice from colleagues at both Texas Tech University and Indiana University Purdue University Columbus; bouncing ideas off members of our professional communities such as those in the fields of Computers and Writing, Writing Program Administration, Technical Communication, Rhetoric, First-Year Experience, Secondary English Education, and Assessment; discussing new directions and new emerging technologies with researchers in assessment, website design, interaction design, social media, mobile media, communication, and assessment areas; as well as working with the fabulously innovative people at The WAC Clearinghouse and Parlor Press, has been incredibly valuable to us. We want to thank Susan H. McLeod especially, the series editor, whose tireless work with our project is a model for all editors. Publishers Mike Palmquist with The WAC Clearinghouse and David Blakesley with Parlor Press have both been very generous with their feedback and time and direction. Thank you, Kathy Yancey and Barbara Cambridge and Darren Cambridge, for the amazing work you’ve done on portfolios over the years. Your work is a model for anyone and everyone working in this area. Thank you, Kanika Batra, for your editing work and support with the project. Further, we thank our anonymous peer reviewers, and we thank the many graduate students in training who reviewed and helped offer style and editing advice as part of their own coursework and development as scholars, including, specifically, Jessica Badger (Texas Tech University), Christopher Andrews (Texas Tech University), Melanie Doulton (Texas Tech University), Deborah Fontaine (Northwest Florida State College), Dan Lovejoy (Texas Tech University), Jon Ostrowski (Texas Tech University), Richard Rabil (Texas Tech University), Rhonda Stanton (Texas Tech University), and Xiling Wang (Texas Tech University). Finally, as with every project of this scope, the many students who have shared their thinking and ideas through our courses, through the courses of our contributors, through the courses cited in the scholarship of this text, and through the continuation of ideas from this collection, we are indebted and thank you. Just as the construction, presentation, and assessment of any ePortfolio is an authentic learning opportunity, the creation of this text and its continuation through Creative Commons licensing has been a wonderful learning experience. This live text will continue to grow. Please review additional examples and the on-going programs discussed in this collection online through The WAC Clearinghouse’s Open-Access Books page ( http://wac.colostate.edu/books ).


Introduction
Katherine V. Wills
Indiana University Purdue University Columbus
Rich Rice
Texas Tech University
Institutions of higher learning have dedicated much energy and many resources to assessment measurements and standards through individual tools, through high-stakes testing, and through ePortfolio management systems. An ePortfolio is a selected