Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work¶

Claim · All claims
Evidence · 2 studies · 2 design r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 6 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? After capstone instructors began inviting departmental and campus audiences to ePortfolio presentations, students reported high satisfaction, and knowing they would have an actual audience influenced their approach to assignments earlier in the course. → showcase q1 i? When the 2020 in-person showcase moved online, students posted autobiographies and 5-7-minute presentation videos with guest feedback surveys, and the virtual format was continued in 2021. → virtual-showcase

Evidence¶

showcase¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q1 · i? · design · r2

Case-study report from the Philanthropic Studies capstone: the science-fair-style campus showcase replaced brief 10-15 minute formal presentations to 10-20 people with a 75-minute event whose audiences averaged 50-60 people, letting students hold multiple small-group conversations about their work. Satisfaction is reported as student reports, with no printed effect size.

"Over time, students reported high levels of satisfaction with the showcase. Knowing that they would have an actual audience to interact with influenced their approach to the assignments earlier in the course."

virtual-showcase¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q1 · i? · design · r2

Description of the COVID-pivot virtual showcase in spring 2020: instructors created a host website, students posted autobiographies and short presentation videos, guests left feedback via per-student surveys during a 5-day open window, and students invited family, friends, supervisors, and prospective employers. The approach was repeated in 2021.

"Students posted short autobiographies, along with brief 5-7-minute videos of themselves presenting highlights of their ePortfolios."

Discussion¶

Related Claims¶

• Compared with non-ePortfolio peers, students in courses requiring ePortfolios were generally more engaged, earned higher grades, and were more likely to complete and persist, per the 26-institution project evidence — the general claim this finding bears on, with the studies behind it
• Philanthropic Studies case: ePortfolio moved from a capstone-only final project to full curricular integration across four required courses over a decade — related
• Authentic Audiences Improve Student Work — a broader claim this one bears on
• The ePortfolio social pedagogy ecosystem appears to be an effective way for students to integrate deeper learning and document developing information literacy competencies as self-assessment — related
• Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent — a broader claim this one bears on
• Students in the cloud-based constructivism and connectivism model created 21 educational innovations, four accepted for academic publication — related