University of Southern California Dissertations and Theses

Digital portfolios for learning and professional development: a faculty development curriculum

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Digital portfolios for learning and professional development: a faculty development curriculum

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Content Running head: DIGITAL PORTFOLIO CURRICULUM 1

Digital Portfolios for Learning and Professional Development:
A faculty development curriculum

By

Joan Falkenberg Getman

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2017

Copyright 2017 Joan Falkenberg Getman
DIGITAL PORTFOLIO CURRICULUM 2

Acknowledgements
Leap and the net will appear.
I’ve experienced many significant changes in my life since starting this academic
journey. Some were joyful and some were trying – but – what was constant is that the net always
appeared! I am very grateful to all the people who made sure that happened.
I dedicate this work to my loving family, especially my parents Rudy and Maria, for
giving me every opportunity to learn, and to my daughters, Rachael and Meredith for reminding
me about what is most important and believing in me – always.
I am deeply grateful to Dr. Kim Hirabayashi, Dr. Ken Yates and Dr. Christine Mendoza for
teaching me how to connect my curiosity, ideas and experience in work that is research-based,
whole and teachable; to the Rossier faculty who were my teachers and collaborators, inspiring
my commitment to teaching and learning; to my amazing and dedicated colleagues at the Shoah
Foundation – especially Dr. Kori Street for honoring me with the gift of time to think; to faculty
who were advocates along this path: Susan Metros, Geoffrey Middlebrook, Bill Celis, Susan
Harris, and Meg Roland; to my “women with swords”: Judith, KC, Jamie, Shelley, Deborah, and
Tracy; to David Skolkin and E.J. because they’ve seen it all and now this; to the Santa Fe
Women – my friends and mentors: Carrie, Ruth, Annie, Anne, Judith, Mely, Meena, Kathy,
Linda, Pam, and Barbara; to Jamie and Greg for taking me out to the desert when I needed it
most; to Steven J. for encouraging me to find my way; to my LA familia: Judith, Edgar, Alex
and Schneggie, for providing all the comforts of family; to Dr. Brower and Dr. Madrigal for
going through it with me; and my special thanks to Dave for pouring countless cups of tea, and
words of love and encouragement into me on a daily basis.

DIGITAL PORTFOLIO CURRICULUM 3

Table of Contents
List of Figures 5
Abstract 6
Chapter I: Statement of the Problem and Literature Review 7
Statement of the Problem 8
Causes of the Problem of Practice 10
Importance of Solving the Problem 16
Characteristics of the Learners and Learning Environment 20
Solutions to the Problem of Practice 24
Summary 32
Chapter II: Curriculum Overview 34
Curriculum Description 34
Learner Description and Context 37
Theoretical Framework and Research-Based Practices 39
Design Justifications and Designer Bias 43
Curriculum Outcomes, Activities, and Assessments 46
Evaluation Plan 52
Chapter III: The Curriculum 56
Module Descriptions 57
Curriculum Scope and Sequence 60
Curriculum Content and Resources 66
Media Selection 166

DIGITAL PORTFOLIO CURRICULUM 4

Chapter IV: Recommendations for Implementation 168
Customizing 168
Core portfolio Practices 169
Delivery 170
Portfolio Technology 171
References 173
Appendix A: Terms and Definitions 187
Appendix B: Facilitator’s Guide 189
Appendix C: Faculty Development Bootcamp: Digital Portfolio Course Outline 196
Appendix D: Job Aid: Teaching Plan for Integrating Digital Portfolios 198
into SMBCP Curriculum
Appendix E: Curriculum Reading List 200
DIGITAL PORTFOLIO CURRICULUM 5

List of Figures
Figure 1. Technological Pedagogical Content Knowledge (TPACK) Framework
Figure 2. ACTIONS Framework for Media Selection
Figure 3. SECTIONS Framework for Media Selection

DIGITAL PORTFOLIO CURRICULUM 6

Abstract
When constructed with deep reflection, curated artifacts of learning, and structured
narratives, a digital portfolio can surface the development of knowledge and skills, demonstrate
competency and offer a dynamic portrait of the author’s professional identity. The curriculum,
Digital Portfolios for Learning and Professional Development is designed to motivate and teach
adjunct instructors in Rossier’s School Business Management Certificate Program (SBMCP)
how to use, and teach their students to use, digital portfolios so that they and their students
realize the digital portfolio’s educational and professional advantages. The TPACK (Technology
Pedagogy and Content Knowledge) framework, expectancy-value theory, constructivist, and
adult learning theories influenced the instructional design and delivery of this curriculum.
Overall, the curriculum engages learners in portfolio practices that increase metacognition,
communication, critical thinking, and digital literacy skills while encouraging self-regulated
learning. Evaluation of this curriculum is guided by the New World Kirkpatrick’s model of
evaluation to assess changes in motivation by measuring task value, self-efficacy and goal
orientation before and after instructors participate in training. Formative and summative
assessments measure the achievement of learning outcomes, while surveys, observations and
interviews are planned to evaluate the transfer of learning and achievement of program level
outcomes in the long term. Although the hybrid curriculum references a specific portfolio
application, a modular arrangement of content allows for flexibility in delivery and choice of
technology for creating digital portfolios.
DIGITAL PORTFOLIO CURRICULUM 7

CHAPTER I
STATEMENT OF THE PROBLEM AND LITERATURE REVIEW
A primary goal of the curriculum, Digital Portfolios for Learning and Professional
Development, is to prepare instructors in the School Business Management Certification program
to use digital portfolios in their courses so that their students, adult learners, are better positioned
to achieve academic goals, connect outcomes of formal and informal learning experiences to
expertise, and use digital portfolios to establish their professional identities. The literature review
rationalizes the curriculum design by focusing on three areas of research. The research on
barriers to faculty adoption of unfamiliar pedagogies and technologies substantiates that limited
effectiveness and adoption of digital portfolios by instructors in higher education is a significant
problem of practice. A second body of research establishes that using digital portfolios for
reflection, formative assessment and digital storytelling can positively influence learning and
professional development. A third body of research identifies effective strategies for faculty
development including the role of the organization in supporting initiatives that require faculty
commitment.
There are as many definitions of digital portfolios or ePortfolios as there are technologies
to enable their creation. Digital portfolios began as paper-based containers of student work in K-
12 settings but as student work became more digital, the format of portfolios followed (Drury,
2006). Broadly defined, digital portfolios are collections of digital artifacts (i.e., evidence of
student work) that demonstrate learning progress and achievement (Barrett, 2012). How is a
digital portfolio defined in the context of this curriculum? For the purposes of the School
Business Management Certificate Program (SBMCP), a digital portfolio is defined as a web-
based application that has three primary functions: collecting and curating artifacts or evidence
DIGITAL PORTFOLIO CURRICULUM 8

of learning in a repository, making learning visible through reflection, formative feedback and
narratives in an inward-facing learning portfolio; and showcasing skills, knowledge, experience
and achievements in an outward-facing professional portfolio (Hattie & Temperly, 2007;
Lorenzo & Ittleson, 2005). Although the SBMCP will not be using digital portfolios to track
outcomes at the program level, it should be noted that digital portfolio systems can also be
integrated with Learning Management Systems (LMS) and Student Information Systems (SIS)
for data collection, and program evaluation through archiving student work and tracking
achievement against standards (Batson, 2012).
Ideally, digital portfolios provide an informative view of the arcs in a portfolio owner’s
learning and professional development. Students who use digital portfolios to track progress and
reflect on their work, deepen understanding of their own learning process (Brown, 2015). The
different levels of cognitive processing involved in building a digital portfolio profoundly
enhance content learning, metacognitive skills and digital literacy (Meyer, et al., 2010). Looking
outward, a multimedia ePortfolio is valuable for career building because it can be strategically
posted online to showcase expertise and represent the author’s professional identity (Graves &
Epstein, 2011). But, unless instructors are motivated and knowledgeable about the skills needed
to teach with digital portfolios, and the sponsoring organization is visibly and consistently
supportive, adoption will be low, making it unlikely that students will realize the positive
benefits of digital portfolios (Keengwe, Kidd & Kyei-Blankson, 2009).
Statement of the Problem of Practice
The problem of practice addressed by this curriculum emerged from a challenge faced by
School Business Management Certificate Program (SBMCP) students. The SBMCP curriculum
prepares students to pass a rigorous exam in order to be certified as a California Association of
DIGITAL PORTFOLIO CURRICULUM 9

School Business Officials (CASBO) Chief Business Officer (CBO). The program provides
authentic learning experiences by simulating the 11-month cycle in a school district business
office. It is a comprehensive program that far exceeds many test preparation courses in providing
rich, experiential learning. Graduates tend to take the exam, and either seek promotions within
their current organizations or apply to new positions with greater leadership opportunities and
scope of responsibilities.
The challenge observed by SBMCP leaders is that the ability of program graduates to
articulate and provide strong examples of their skills, knowledge and qualifications often falls
short of their actual mastery of core professional competencies and expertise. SMBCP leadership
identified digital portfolios as a means of increasing student capacity in these areas. They
reasoned that if digital portfolios were introduced at the beginning of the program and then
integrated into each section by SBMCP instructors, students could track progress toward core
competencies and collect examples of their work throughout the program. Then, as they
approach completion, students could use their sizeable content collections to build an outward-
facing professional portfolio for career advancement.
Instructors in the SBMCP program are adjunct faculty and practitioners who have a high
level of professional expertise, a history of mentoring, but less direct teaching experience. The
problem of practice addressed by this curriculum is the potential for there to be gaps in their
knowledge of portfolio teaching practices and technology skills which could negatively impact
ePortfolio adoption and effective usage. The SBMCP leadership prepares instructors for teaching
through a faculty boot camp and supports them with scaffolding, a curriculum with pre-set
activities, assessments, rubrics and student resources. The instructors also receive training on the
use of technologies that comprise their online learning environment (i.e., Learning Management
DIGITAL PORTFOLIO CURRICULUM 10

System and web conferencing platform). Meeting the goals of SBMCP’s digital portfolio
initiative would require SBMCP instructors to incorporate new portfolio practices and a new
technology into their teaching.
SBMCP leaders wanted to mitigate the problem of practice that could occur if SBMCP
instructors did not have adequate interest, knowledge about portfolio pedagogy or technical skills
to effectively teach with digital portfolios. They also recognized that instructors who are
unfamiliar with the digital portfolio technology and unaware of the educational and professional
benefits might not place a very high value on digital portfolios; a risk that could be addressed
through communication and training. In the absence of outreach and professional development
for faculty, program instructors could perceive the requirement to teach with digital portfolios as
being a labor-intensive burden without a sound rationale or organizational commitment.
If SBMCP instructors introduce digital portfolios while being unprepared or uninterested
in teaching with them, the result could be a low or non-existent return on organizational
investment in digital portfolios and a missed opportunity for students to improve their capacity to
succeed educationally and professionally. Instructors who do not know how to use digital
portfolios or guide students in their use could underutilize and even undermine the potential
value of digital portfolios (Reid, 2014). Such an unsuccessful instructional technology initiative
might also breach trust between program leaders, students and faculty, and/or detract from
organizational credibility.
Causes of the Problem of Practice
This section focuses on causes that limit effective use and adoption of digital portfolios
by instructors. Educational institutions, within K-20 and beyond, have experimented with digital
portfolios and experienced varied success since the 1990s (Barrett, 2012; Humphreys, 2009).
DIGITAL PORTFOLIO CURRICULUM 11

Some digital portfolio initiatives have not met expectations for reasons including lack of
agreement and clarity about defining the functionality and purpose of digital portfolios, limited
knowledge of pedagogy and best practices, low instructor and student motivation, inadequate
organizational support, complex technologies, policy issues and cost (Carnegie Foundation OSP,
n.d.). Insight into these causes will inform design of a curriculum that closes gaps in knowledge
and motivation which leads to having instructors who are willing, interested and prepared to
teach with digital portfolios.
Unclear Organizational Goals
While influencing organizational direction is beyond the scope of this curriculum, it is
relevant to identify organizational factors that could contribute to the problem of practice.
According to Barrett and Carney (2005), research into the effectiveness of digital portfolios is
difficult to do with precision because they are used for so many different purposes in higher
education. Digital portfolio projects have been launched to meet administrative, academic, and
professional development goals, but maximizing their affordances depends on being decisive
about their purpose since current digital portfolio applications offer all these functions to varying
degrees (Batson, 2012).
Reaching agreement on purpose and locus of control for digital portfolios is an involved
and necessary task for educational organizations (Barrett, 2000, 2011). A primary decision
instructors and administrators need to make is whether students will have the ability to control
access to all or some of their portfolio (Chau & Cheng, 2010). The following questions frame
the issues: Is the goal to use digital portfolios for formative assessment or summative
assessment? Is ownership by the student? or by the institution? or will some combination of
access and goals be negotiated in the planning process? (Chau and Cheng, 2010; Teoh, 2011). Is
DIGITAL PORTFOLIO CURRICULUM 12

“ownership” defined such that a student can use the portfolio and add content after they are no
longer enrolled at the institution? Do students need to pay a fee to continue using their
portfolios? Lacking answers to these questions could negatively impact the adult learner’s
interest and engagement in creating a digital portfolio.
Barrett and Carney (2005) describe a conflict inherent in the institutional decision to use
digital portfolios for assessment. They differentiate between assessment for learning and
assessment of learning. They distinguish assessment that increases a student’s self-awareness of
their learning processes and progress (assessment for learning) from assessment for
programmatic accountability of student achievement (assessment of learning), often against
standards (Barrett and Carney, 2005). The former approach emphasizes student ownership and
the latter approach implies a course requirement. Using digital portfolios to meet obligatory
accreditation standards will affect the perceived value of digital portfolios differently than a
long-term, organizational commitment to building a culture of evidence and assessment (Swan,
2009). While student engagement with digital portfolios has been found to be lower when the
primary or only goal is to meet reporting requirements, the most critical thing, is to be clear
about how digital portfolios will be used. Because students will react more adversely to
inconsistent and uncoordinated implementation (Chau & Cheng, 2010).
Low Motivation
Overcoming motivation-related barriers is essential because the process of learning is not
initiated until individuals take these critical first steps: deciding to learn and setting goals for
learning (Schunk, Pintrich & Meece, 2008). Instructor motivation to adopt new technologies and
practices can be affected by multiple factors. A study of adjunct faculty has shown that the
higher the level of their commitment to the institution where they teach, the more motivated they
DIGITAL PORTFOLIO CURRICULUM 13

may be to take part in professional development and training (Backhaus, 2009). But, a
perception of inconsistent organizational support and lack of recognition for faculty efforts and
risk-taking can have a negative impact on motivation (Keengwe, 2009).
Adoption of new technology and teaching practices involves risk-taking for instructors
and regardless of how positive anticipated outcomes might be, it necessitates change which is
disruptive. Rogers (2003) asserts that the diffusion of innovation begins with awareness of a new
idea and a desire to understand how the innovation functions and compares with the status quo.
Instructors who are unwilling to invest mental effort in mastering new pedagogies and
technologies may have low intrinsic interest because they are unsure about the value of an
innovation (Wigfield & Eccles, 2000). Instructors who are unaware of the pedagogical benefits
of digital portfolios and unfamiliar with the technology may conclude that digital portfolios are
not worth the time and effort required to learn how to use them.
Another motivational barrier for instructors is low self-efficacy regarding the use of
technology (Mun & Hwang, 2003). Buchanan, Sainter, and Saunders (2013) found that for
instructors in higher education, Internet self-efficacy is positively associated with use of learning
technologies and low perceived usefulness of the Internet is associated with lower use of
educational technologies. When mandated to implement digital portfolios, instructors with low
motivation could exhibit attitudes and respond emotionally in such a way that student adoption is
negatively impacted. Introducing instructional technology initiatives to instructors without trying
to assess and increase their intrinsic interest, task value and self-efficacy could foster a
performance versus mastery goal orientation (Shunck, Meece & Pintrich, 2012). A less than
desirable scenario would be an implementation of digital portfolios with instructor and students
doing the minimum required to meet their obligations to the program.
DIGITAL PORTFOLIO CURRICULUM 14

Knowledge Gaps
Instructors who lack knowledge about the pedagogy of digital portfolios will not be
prepared to guide and scaffold the use of digital portfolios for learning, assessment, and
professional development. Instructors may not be aware that the process of content curation,
selection, reflection and presentation enables students to build self-regulation, self-efficacy and
critical thinking skills (Brown, 2015; Vance, Williamson, Frearson et al., 2013). Lack of
familiarity with the multimodal forms of rhetoric associated with digital literacy, storytelling and
professional narratives also makes it difficult for instructors to integrate digital portfolios into
their teaching (Journet, 2007). Without knowledge and implementation of these pedagogies the
digital portfolio is in jeopardy of becoming a static collection of student assignments.
Technology Barriers
Digital portfolio platforms can serve as a repository, learning environment and
multimedia presentation platform. Depending on desired functionality and scale, digital
portfolios can be built with existing tools or with dedicated enterprise level systems. Brown
(2015), having found 48 different homegrown and commercial digital portfolio systems in use at
universities in the United States, cautions that selection is complex due to an abundance of
technology choices. There are four main types of digital portfolio technologies: homegrown
solutions built on existing technologies such as blogging software; open source solutions;
portfolios included within an LMS (Learning Management System); and dedicated, enterprise
level digital portfolio systems (Brown, 2014). Busy interfaces and an overabundance of features
can decrease adoption of new technologies by decreasing the instructors’ self-efficacy and
pushing them too far out of their comfort zone (Peacock, 2012).
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Misalignment of technology choices detract from the potential of digital portfolios to
support learning and professional development. This is often the result of a selection process that
lacked meaningful stakeholder involvement (i.e., instructors, students and instructional
technologists, etc.) and focused on technical features, rather than pedagogical goals and
programmatic requirements, as primary selection criteria (Woodward & Nanlohy, 2004). Other
barriers to technology adoption stem from large scale implementations that do not have a long
range, strategic view of how digital portfolios will be situated within the organization’s existing
infrastructure and business processes (Teoh, 2011). For example, students and instructors are
likely to become confused and frustrated if they are required to submit work in multiple systems
(i.e., the LMS and a new digital portfolio system). Leaving the following questions about
technology integration unanswered could negatively impact a digital portfolio initiative: Will
digital portfolios be a stand-alone solution or integrate with other educational technologies? Will
digital portfolios and data be portable so that students can use them for continuing education and
lifelong learning? (Barrett & Carney, 2005; Teoh, 2011)
The demise of digital portfolio initiatives can often be traced to inadequate engagement,
preparation, and support for instructors to integrate portfolio pedagogy and technology in their
teaching. Despite the benefits of digital portfolios to support academic program planning,
teaching, learning, and professional development, post-secondary institutions and educational
programs have had varied success in meeting their goals and gaining a significant return on
investment for digital portfolio initiatives. This is due, in part, to inadequate preparation and lack
of visible organizational support (Keengwe, Kidd, & Kyei-Blankson, 2009). Other factors that
limit success are a lack of organizational planning and communication about the purpose of a
digital portfolio initiative as well as selection of technology that was not based on user
DIGITAL PORTFOLIO CURRICULUM 16

requirements or well-integrated into existing systems and infrastructure. Research on successful
digital portfolio implementations and best practices have yielded strategies for overcoming these
barriers and informed the design of this curriculum.
Importance of Solving the Problem of Practice
It is important to address this problem of practice so that it does not negatively impact
the SMBCP’s programmatic goals for augmenting students’ metacognitive skills, academic
achievement, retention and employability. Ignoring the problem of practice and lacking a plan
for teaching SBMCP instructors how to use digital portfolios could result in misguided
implementation and introduce an additional barrier to learning (Cote & Emmett, 2015).
Ensuring faculty preparedness to teach with digital portfolios addresses a potentially significant
problem of practice and better positions the SMBCP digital portfolio initiative to have both short
and long term benefits for SMBCP faculty and students.
Online learning skills. Social and economic forces are increasing adult enrollment in
online courses for job requirements, career advancement and retraining. By 2018, 63% of jobs
will require post-secondary education (Brown, 2012). The Georgetown University Center on
Education and the Workforce shows that by 2018, we will need 22 million new college degrees,
but will fall short of that number by at least 3 million post-secondary degrees, Associate’s or
better. In addition, we will need at least 4.7 million new workers with postsecondary certificates
(Carnevale, Smith & Strohl, 2010).
Ideally, online, asynchronous courses (i.e., courses in which the learners progress
independently, at their own pace) offer convenience and allow adults to balance working, living
and learning. The reality is that retention in online courses is lower than in face-to-face courses
(Gaytan, 2013). Adult learners also have less than desirable achievement and completion rates in
DIGITAL PORTFOLIO CURRICULUM 17

online courses (Lee, Choi & Kim, 2013). One explanation is that these adult students
experienced formal education as teacher-led in a physical classroom and independent learning
presents a new challenge (Cercone, 2008; Gaytan, 2013). Researchers have cautioned that if
online course designs do not foster self-regulation, metacognition will remain a barrier to
persistence in online learning (Barnard-Brak, 2011; Lee, Choi & Kim, 2013).
The problem is that many adults never learned how to learn (Cercone, 2008). Barriers to
achievement include students’ low self-awareness of how they learn and limited ability to
practice self-regulation which is positively correlated with success in online learning (Puzziferro,
2008). When instructors engage students in best practices associated with digital portfolios, such
as curation of their work, reflection, self-assessment, and creation of professional narratives, it
increases their metacognitive skills (Meyer, et al, 2010). Students with the metacognitive skills to
set goals, assess learning tasks, monitor their progress, reflect and adjust strategies accordingly
are better prepared to learn and succeed in online, asynchronous courses (Zimmerman, 2008).
When self-regulation is limited or lacking in adult learners, there is a negative impact on
achievement and retention (Ewijk & Fabriz, 2015).
Documenting prior knowledge. It is difficult to document and gain recognition for the
competencies that result from a combination of formal and informal learning experiences. Adults
are mobile, building their expertise in different ways and places over time. Learning in a variety
of settings from formal courses to military service and the workplace, yet they are limited in how
to make connections across these experiences (Cercone, 2008). Many educational programs and
institutions do not have clear processes and procedures for recognizing and crediting prior
knowledge, learning experiences and competencies that were accumulated from diverse, formal
DIGITAL PORTFOLIO CURRICULUM 18

and informal experiences (Kamenetz, 2011). Working adult learners are likely to be challenged
when attempting to seek credit for continuing education that enhances their employability.
Digital portfolios can help working adult students overcome this educational and
professional hurdle if implementation is conducted with comprehensive planning and scaffolding
(Reid, 2014). Prior Learning Assessment and Recognition (PLAR) is an initiative that was
launched to support recognition of prior knowledge for adult learners who are moving in and out
of formal learning programs (Conrad, 2008). While it is still underutilized, the PLA is becoming
a significant factor in adult learner retention since crediting prior knowledge saves time and
reduces the financial cost of continuing education (Conrad, 2008; Gruenbaum, 2010; Kamanetz,
2011). Students who maintain their digital portfolios can capture vital information in a portable
format and provide access when enrolling in a new course or program (Phillips, 2014).
21
st
century employability. Being able to connect evidence of learning to expertise,
demonstrate digital literacy and maintain a current professional online presence are indispensable
skills for living, learning and working in an information economy (Binkley, et al., 2012).
Employees and job candidates who do not have the digital skills to develop and manage an
online professional identity are at a competitive disadvantage (Kirwan & McGuckin, 2013). In
the current job market, employers increasingly seek online evidence of expertise, 21
st
century
skills, and professional identity (Berkelaar & Buzzanell, 2015). It is beneficial to provide
employers with compelling evidence of domain-specific expertise and skills such as
communication, critical thinking, problem solving and digital literacy. Berkelaar and Buzzanell
(2015) surveyed a group of employers from different job sectors who admitted to searching for a
candidate’s online presence in their hiring process. Beyond “red flags” such as inappropriate
imagery or over-activity in social media, these employers explored visual, textual, relational and
DIGITAL PORTFOLIO CURRICULUM 19

technical aspects of the individual’s online presence. Specifically, employers noted when there
was visible evidence of expertise and use of technology (Berkelaar & Buzzanell, 2015). Digital
portfolios can present multimedia content and provide themes for professional narratives. When
posted online, a digital story contributes to professional identity and conveys digital literacy,
communication skills and the ability to engage an audience (Malita & Martin, 2010).
Faculty development. While digital portfolios are not yet commonplace, a growing
number of institutions expect instructors to be facile with digital tools and capable of teaching
with them in blended, online and on-ground learning environments (McQuiggan, 2012).
Responding to the SBMCP problem of practice with a faculty development curriculum is key to
increasing instructors’ self-efficacy and knowledge. Kukulska-Hulme (2012) reports that the
Open University is framing faculty development, with respect to teaching with technology, as
lifelong learning for instructors, especially because the use of technologies inside academia still
lags behind pervasive and rapid technology adoption outside of higher education. Students are
also placing demands on institutions to incorporate current literacies across the curriculum (e.g.,
multi-disciplinary digital literacy) and maintain a high quality of instruction (Brancato, 2003).
Instructional design of the curriculum should account for the fact that the learners are adjunct
faculty, who are valued as practitioners with vast work experience but potentially limited
backgrounds in educational practices.
Organizational goals. Digital portfolios introduce substantial risks and challenges as
well as significant benefits for educational achievement and professional development (Barrett,
2000, 2011). A digital portfolio curriculum for instructors could support the organization’s
objectives for the digital portfolio initiative by conveying programmatic goals, establishing
common vocabulary and defining the purpose of the digital portfolio, directly to instructors, and
DIGITAL PORTFOLIO CURRICULUM 20

indirectly to students. This is a key contribution to the successful implementation of digital
portfolios because a lack of common understanding could lead to conflict, dissatisfaction and
eventual abandonment of the initiative (Drury, 2006). Comprehensive planning for a digital
portfolio initiative requires a sizable commitment of time, effort and resources across an
organization. Instructors and students need skill development and scaffolding to engage in the
pedagogy and use the technical features of digital portfolios. Since the basic concept of a
portfolio is not new, another challenge is that instructors, students and stakeholders tend to
define digital portfolios according to their individual prior knowledge and experience (Barrett,
2012). Inadequate support and preparation as well as a lack of common definitions for portfolio-
related terms (i.e., repository, artifact, showcase, assessment, digital story and reflection) will be
disruptive (Teoh, 2011).
Characteristics of the Learners and the Learning Environment
Learner characteristics and context directly influence the design of the curriculum that
will address the problem of practice. The target population for the Digital Portfolio curriculum
are adjunct faculty who teach in the School Business Management Certification program and
who are working professionals and adult learners. All the SBMCP instructors have a strong
background in school business and finance based on education and work experience, while a few
also have academic credentials in educational leadership and human resource management. And
it should be noted that there is gender balance among the SBMCP faculty.
The SBMCP students are also working professionals and adult learners which may lead
the instructors to see themselves as Subject Matter Experts and facilitators who are present to
guide student learning. The program takes place over 11 months, accepts 40 students and is
DIGITAL PORTFOLIO CURRICULUM 21

delivered 75% online and 25% face-to-face, on campus. Course content is divided into quarters
with students attending a series of weekly large group and small group learning sessions.
While formal data has not been collected regarding the SBMCP instructors’ level of prior
knowledge, SBMCP program leaders provided insights about the instructors’ familiarity with
digital portfolios and practices such as reflection. It seems that both portfolio technology and
associated teaching practices are not familiar to SBMCP instructors. The instructors also have
varying degrees of involvement in managing their online professional identity or coaching
students on how to manage theirs. It can be assumed that SBMCP instructors do have a certain
level of self-efficacy regarding technology since they are expected to use the D2L Learning
Management System and Blackboard Collaborate online meeting software in their teaching. It
can also be assumed that they feel efficacious with respect to mentoring SBMCP students and
sharing their professional expertise. What is not apparent is their self-efficacy reagarding
teaching, feedback and assessment of student assignments.
The SMBCP instructors are adult learners at mid-life, a stage of development that
involves balancing their roles in work, family and social spheres. Due to increased life
expectancies, the age range for this developmental stage spans 40 to 60 years of age, plus or
minus 10 years on either end (Santrock, 2009). Adults at this stage may need training, but they
are well-positioned to engage in reflection (a central portfolio pedagogy) and cognitive processes
requiring abstract thinking (Santrock, 2009). These learners could also be intrinsically interested
in storytelling because of a tendency toward generativity during this time in their lives
(Lachman, 2004). The generative stage is marked by a powerful urge to mentor, take care of the
next generation, share knowledge and leave a legacy. McAdams (2014) observes that adults at
mid-life begin reviewing their history and reflecting on choices as they tell their life stories.
DIGITAL PORTFOLIO CURRICULUM 22

Malcom Knowles (1996) introduced the term andragogy which refers to the method and
practice of teaching adults. Knowles (1996) articulated these principles: adults need to know why
they should learn something; adults need choice and flexibility in how they learn; adults are most
ready to learn when they perceive that new knowledge and skills are going to help them
accomplish tasks related to their current roles and responsibilities, and adults are more likely to
engage if tasks and activities are realistic. While there is debate about the degree to which all
adults can or want to be self-directed learners (Darden, 2014; Merriam, 2001), other key
concepts of andragogy continue to guide development of curricula for adult learners across
different fields.
Research on motivating adjunct faculty members to engage in professional development
provides insights that intersect with the principles of andragogy. Findings from a study of over
600 adjunct faculty indicates that they are motivated to participate in training for online teaching
by their needs, concerns and goals being recognized; an individualized plan, use of their
experience; a learning environment in which they feel accepted, respected and supported,
learning that involves active participation, reflection, collaborative inquiry, opportunities to
observe online courses, an authentic context in which to experiment and apply new skills (the
same context in which they will be teaching); an action plan and ongoing support.
Adjunct instructors may have limited time to invest in training and a distant relationship
with the educational program and institution. Webb, Wong & Hubball (2013) recommend
inviting adjunct instructors to join a community of practice to increase their commitment, interest
and motivation in professional development. But research conducted by Hebert, et al (2014) on
adjunct faculty preferences for delivery of professional development revealed a preference for
independent, static multimedia resources over other kinds of interaction. Self-paced modules
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with lectures and interactive components, static best practice examples and multimedia
presentations scored highest. This may be due in part to balancing multiple jobs and teaching
positions which was the case for 44% of the adjunct faculty (Hebert, et al, 2014).
Interest in any curriculum will be increased by a focus on knowledge and skills that have
immediate applicability, otherwise, there may be low interest and little engagement (Knowles,
1996). Adult learning is maximized when it focuses on practical, social, personal or research
problems and assessment involves self-evaluation of progress (Brown, 2002). Emotional and
motivational readiness to learn will also be influenced by their memories of previous trainings
and whether they are in attendance voluntarily or extrinsically motivated by a requirement to
participate (Schunk, Meece & Pintrich, 2012).
Learning Environment. SBMCP faculty will be expected to participate in the Digital
Portfolio curriculum as a professional development component of the required faculty boot camp
that prepares them to teach. There are a small number of faculty (7) and SBMCP leaders and
School of Education faculty facilitate their training during an immersive, five-day, on campus
experience. SBMCP instructors have access to the applications they will use in teaching,
computers a robust campus network, and technical support. Following boot camp, the learners
will be using D2L learning Management Systems for access to course content, logistics, and
communication; Blackboard Collaborate to meet synchronously for three webinars with the
facilitator and students; and they will use Voice Thread for asynchronous access to 8 modules of
the curriculum. And, the last component in the learning ecosystem is Pathrbite as the digital
portfolio.
In summary, adult learners come to instruction from different backgrounds, bringing with
them lived experience, varied levels of expertise and diverse expectations and attitudes about
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training. Knowledge of the SBMCP instructors’ characteristics and their developmental status as
adult learners at mid-life informed many aspects of the Digital Portfolio curriculum, including
selection of relevant examples, balance of asynchronous and synchronous modules, chunking of
instruction, vocabulary and level of feedback and interaction. A common theme is that adults are
most interested in learning new skills and knowledge when it is meaningful to their current roles
and responsibilities, leverages their prior knowledge and they are given some choice about how
they engage with the content, peers and facilitator.
Solutions to the Problem of Practice
The research in this section focuses on solutions that reduce the causes for limited
adoption and ineffective use of digital portfolios by closing gaps in motivation and knowledge,
and overcoming organizational and technical barriers.
Motivation. In organizational cultures where instructors have a strong sense of
accountability for student outcomes and are committed to the institutional mission they will
invest time and effort in academic technology initiatives (Brancato, 2003). But based on
expectancy-value theory (Wigfield & Eccles, 2000) and studies of adoption and diffusion of
innovation (Rogers, 2010), instructors seek evidence of effectiveness and value prior to investing
time and effort in trying a new approach (Abrahams, 2010). Extrinsic motivation, such as an
institutional mandate, is moderately effective at first, but in the long run, increasing intrinsic
motivation is more likely to sustain best practices. It will be important for the curriculum to
positively affect faculty interest by establishing the relevance of digital portfolios early on.
Abrahams (2010) observes that an innovation is more likely to be adopted when instructors can
use it on a trial basis, it aligns with personal and professional goals, it is not too complex, it
improves on the status quo and adoption has visible benefits. While the goal of teaching with
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digital portfolios is to promote metacognition, digital literacy, and career advancement for
students, an instructor’s intrinsic motivation may increase if they also see the benefits of
portfolios for their own professional development.
Training and Support. It is vital for organizations to close knowledge and skill gaps
with training, resources and support (Keengwe, 2009; Perlman, Christner, Ross & Lypson, 2013;
Woodward & Nanlohy, 2004). Successful faculty development programs have been
characterized by experiential learning (Kolb, 1984), mentorship, opportunities to practice skills
over time, and recognition for participation (Perlman, Christner, Ross & Lypson, 2013).
Introducing new pedagogies and technologies initiates a dynamic change process that
could provoke instructors to think critically about their current teaching practices. Taylor (2007)
frames faculty training as an opportunity for instructors to question their assumptions about
teaching and technology, and for transformative learning to occur (Mezirow, 1997; Brown, J.O.,
2002). Research indicates that critical reflection and social interaction with colleagues in an
instructional design process leads to changes in assumptions and beliefs (Taylor, 2007;
Whitelaw, Sears, & Campbell, 2004). Researchers have developed theoretical frameworks for
understanding and guiding this process. The Digital Portfolio curriculum will be operationalized
by the Technology Pedagogy Content Knowledge (TPACK) framework, which encourages
instructors to gain insight and generate ideas about teaching with technology from the interaction
of three bodies of knowledge: pedagogy, content, and technology (Koehler & Mishra, 2009).
Goal setting. Digital portfolio training that includes discussion about purpose as well as
skill acquisition prepares instructors to communicate the goals and value of the digital portfolio
initiative to their students and strengthens their engagement (Woodland & Nanlohy, 2004).
Clarity about the purpose of a digital portfolio happens at different levels in an institution, but it
DIGITAL PORTFOLIO CURRICULUM 26

is especially important at the course level, where instructors and students will be constructing
and co-constructing meaning out of learning experiences (Drury, 2006; Klenowksi, Askew &
Carnell, 2006). Vetting terminology and arriving at a working definition for digital portfolios
with students as well as other institutional stakeholders avoids miscommunication during
implementation.
Reflection. A digital portfolio is not, by itself, a pedagogy or instructional method.
Whatever the technology is, it needs to be embedded in a pedagogical framework for students to
realize the educational benefits. Chen (2014) introduced the term “folio thinking” to describe
structured opportunities for students to create learning portfolios and reflect on their learning
experiences through a process of integration, synthesis and self-understanding. Reflection is a
powerful higher order thinking skill that enables learning from experience (Boyd & Fales, 1983,
Kolb, 1984; Schön, 1991). Other professional development programs indicate that faculty benefit
from writing and sharing reflections, discussing personal responses to feedback, creating student
prompts, assessing sample student reflections, and practicing using the digital portfolio platform
supported by teaching aids and face-to-face consulting (Apte, 2009; Perlman, Christner, Ross &
Lypson, 2014). Fostering reflection through writing prompts and being a reflective practitioner
are central to the Digital Portfolio curriculum.
Research suggests that reflection contributes to identity formation, self-efficacy,
integration of learning, self-assessment, and ability to plan academic pathways (Halpern, 1998;
Miller & Morgaine, 2009). According to Scott (2010) reflection develops metacognitive skills
and, with practice, moves learners through levels of thinking from habitual action to
understanding to reflection and eventually, critical reflection which involves questioning
assumptions and taking multiple perspectives. Interest in reflection is becoming cross-
DIGITAL PORTFOLIO CURRICULUM 27

disciplinary with some business schools putting an emphasis on graduating reflective
practitioners who can use reflection for problem solving and self-regulation in dynamic work
environments (Scott, 2010).
Metacognition. Engaging in reflection develops metacognitive skills and self-regulation,
important competencies for both academic achievement and professional growth (Boyd, 1983;
Kolb, 1984; Moon,1999, 2014; Schön, 1983, 1987, Osterman, 1990). Self- regulation is a crucial
skill for achievement in online learning environments (Schunk & Zimmerman, 1998; Pintrich,
2003) and for lifelong learning (Ewijk & Fabriz, 2015). Students who have the metacognitive
skills to set learning goals, analyze learning tasks, monitor progress, reflect and adjust their
strategies are better prepared to learn in online, asynchronous courses. Zimmerman (2008)
maintains that self-regulation is a process that can be learned and that it is not an innate mental
ability over which learners have no control. Artino (2007) suggests that self-regulation can be
developed through using technology such as digital portfolios. Studies show portfolio creation
refined students thinking, challenged their beliefs and their learning (Woodward & Nanlohy,
2004) while strengthening communication and organization skills (Brown, J.O., 2002). Other
researchers have found the process of content curation, selection, reflection and presentation
within a digital portfolio enables students to improve self-regulation, self-efficacy and critical
thinking skills (Brown, 2015; Meyer, Abrami, Wade, Aslan & Deault, 2010; Vance, Williamson,
Frearson, et al, 2013).
Assessment. Digital portfolios offer unique approaches to assessment through collecting
many sources of the evidence of learning over time and in diverse formats including text and
multimedia (Cote & Emmett, 2015). Woodward and Nanlohy (2004) found students want
ownership of their portfolios but they also want mentoring and feedback from their instructors on
DIGITAL PORTFOLIO CURRICULUM 28

development and content of their portfolios. While students can learn deeply from self-
assessment, it is important that instructors provide additional feedback to moderate potentially
over-critical self-appraisal and avoid erosion of self-efficacy (Ewijk & Fabriz, 2015). From an
administrative perspective, many digital portfolio platforms allow instructors to align assessment
with standards, incorporate rubrics and streamline tracking and reporting of student progress
over time (Drury, 2006). Researchers recommend instructors communicate how they intend to
use portfolios for assessment whether for institutional accountability, learner self-knowledge or a
combination of both (Barrett, 2005, 2012). SMBCP instructors will use formative feedback in the
context of the digital portfolio.
Storytelling. The process of creating a digital story positively influences learning by
involving reflection, critical thinking, communication, and digital literacy skills. Storytelling is a
student-centered, active learning pedagogy that builds on learning theories and concepts
including constructivism and experiential learning (Wang & Shan, 2010). Stories support the
transfer of knowledge through construction of meaning (Andrews, Hull & Donahue, 2009).
There are many ways to tell a story so that it transforms a recitation of facts into a compelling
narrative, ranging from use of the ADDIE instructional design model to application of film
making principles (McDonald, 2009; Robin & McNeil, 2012). Well-structured stories positively
affect learning because they are memorable and engage all parts of the listener’s brain in
cognitive processing (Schank,1991; Zull, 2002). Malita and Martin (2010) describe storytelling
as a pedagogy that develops and demonstrates 21
st
century skills and increases employability.
The Digital Portfolio curriculum includes storytelling in the form of professional
narratives that connect formal and informal learning with expertise to advance professional
development. SBMCP Faculty and students can use professional offline or online to establish
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their professional identities. It is essential to manage a professional online identity because
“cyber-vetting” or online searching is becoming a regular part of the hiring process. Posting
digital stories alone or in combination with other evidence of competencies and achievements
provides the consistent and professional online presence employers are seeking (Berkelaar &
Buzzanell, 2015). However, Ward and Moser (2008) found that employers were not using digital
portfolios due to a lack of knowledge, and not because they thought portfolios lack value. So, it
may be necessary to make employers aware of digital portfolios and where professional
narratives are posted. Cote and Emmett (2015) supported K-12 students in using digital
portfolios to demonstrate their competencies as collaborative workers, effective communicators,
creative and innovative thinkers, skillful and knowledgeable people, critical thinkers, problem
solvers and self-directed learners. These competencies closely resemble the capabilities
employers currently seek in adult candidates (Graves & Epstein, 2011).
Technology training. SBMCP faculty and students need technology training that
connects the features and functionality of the digital portfolio with specific purposes and goals
for using them. Koehler and Mishra (2009) describe teaching hardware and software “how-to”
skills in isolation from pedagogy as teaching “inert facts.” Based on their Technology Pedagogy
And Content Knowledge (TPACK) model of faculty development, Koehler and Mishra (2009)
advocate, what they refer to as, a design approach that engages instructors in applying select
technical skills to accomplish tasks and meet functional objectives with the technology. This
method of teaching technology skills encourages integration of the technology with the content
and pedagogy of a course. Regardless of training design, effective technology adoption and skill
development is still dependent on instructors perceiving the advantages of the technology for
learning, convenience, or efficiency (Gautreau, 2011). Although the SBMCP program has
DIGITAL PORTFOLIO CURRICULUM 30

identified Pathbrite as their specific technology of choice, the Digital Portfolio curriculum is
intentionally designed to be modular and technology agnostic. In other words, the pedagogical
practices and principles for using portfolios can be applied to another low or high tech solution.
Technology adoption is disruptive, anxiety provoking and among a group of instructors,
adoption will happen at different rates for individuals (Hedberg, 2011; Rogers, 2010). It takes
time for an instructor to progress from non-use of a technology to mastering the technology
(Hedberg, 2011). A vital part of technology training is providing a robust combination of
resources and support including opportunities for individual consultation and collaboration with
peers (Bowen, Guthrie & Lack, 2012). A particularly successful strategy is to pair instructors
who are learning the technology with mentors so that they have a dedicated individual to support
their skill development in a private and customized way (Bowen, Guthrie & Lack, 2012; Hixon,
Buckenmeyer, Barczyk, Feldman & Zamojski, 2012).
Organizational Communication. A digital portfolio initiative is more likely to succeed
when the sponsoring organization demonstrates its commitment through public endorsement of
the project, regular communication of vision and expected outcomes, and provision of adequate
resources (Drury, 2006). Innovation is also more likely to thrive in a culture of learning where
the organization recognizes faculty for their commitment to excellence in teaching and supports
professional development for faculty (Brancato, 2003). As representatives of the organization,
those who facilitate the “Digital Portfolios for Learning and Professional Development”
curriculum will have the opportunity to create a learning environment that reinforces these
values for the SBMCP instructors.
Technology Selection. Successful educational technology initiatives have selected digital
portfolio products according to administrative, professional and educational objectives, ease of
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technological use and integration with the instructors’ and students’ learning environment.
Digital tools work best when they are selected to serve identified purposes (Humphreys, ed.,
2009). Based on their objectives for using digital portfolios, Cote and Emmett (2015) identified
essential criteria for choosing a tool: It needs to be accessible, user friendly, customizable,
support a variety of media formats, have manageable privacy settings, integrate with current
technology in use at the institution and provide long term access for students. This approach
minimizes the likelihood that learning the tool will become more engaging than the learning
opportunities afforded by digital portfolio creation (Woodward & Nanlohy, 2004).
In summary, the technology alone cannot address gaps in knowledge and motivation that inhibit
instructors from effective implementation and interest in using digital portfolios.
Current portfolio technology supports inward and outward facing functionality that
Lorenzo and Ittelson (2005) described as having three purposes: a showcase to highlight
achievements and competencies for job seeking and professional development; assessment to
track learning progress (formative) or monitor and evaluate performance (summative); and,
documenting prior knowledge and skills for educational planning, advising and mentoring.
Depending on the technology selected for digital portfolios it is possible to connect and support
all three purposes through an archive, assessment management and authoring environment
(Batson, 2012). Ideally it will be a combination of using the portfolio as a product and a learning
process (Chen, 2014).
Digital portfolio functionality also includes a collection/library or repository of student
work; support for file exchange, feedback and rubrics; and a publishing platform. Digital
portfolios are used for meeting assessment and accountability goals; deep learning through
reflection, and showcasing evidence of competence (Barrett, 2012). To reduce cognitive load for
DIGITAL PORTFOLIO CURRICULUM 32

SBMCP instructors, the decision was made that the digital portfolio would be primarily used for
learning and formative rather than summative assessment. Instructors will have some degree of
flexibility in terms of how they and their students will use digital portfolios for giving and
receiving instructor and peer feedback.
Summary
The purpose of this literature review is to summarize the research that informs the design
of the digital portfolio curriculum, characterizes the learners, identifies causes and supports
solutions for the problem of practice. The diversity of digital portfolio technologies and
implementations presents a challenge to researchers interested in unbundling them. While there
are sufficient indicators of the positive impact digital portfolios to advocate their use for learning
and professional development, some researchers have observed that more rigorous empirical
studies would strengthen the case for digital portfolios, (Bryant & Chittum, 2013).
Research on barriers to faculty adoption of pedagogies and technologies established the
problem of practice. It is the potential for ineffective use and low adoption of digital portfolios
by instructors to jeopardize an opportunity to enhance academic achievement and professional
development for students. Causes of the problem of practice have been attributed to gaps in an
instructor’s low motivation and gaps in knowledge regarding reflection, formative assessment,
digital storytelling and digital literacy. Another contributing factor is low-self-efficacy when it
comes to learning and using new educational practices and technologies. And, at a macro-level,
the organizational culture, degree of support and clarity about goals for using digital portfolios
can also influence adoption and integration into teaching.
A second body of research indicates the potential for powerful and positive relationships
between learning, professional development and the use of digital portfolios for reflection,
DIGITAL PORTFOLIO CURRICULUM 33

formative feedback and digital storytelling. A third body of research points to faculty
development strategies and organizational factors that motivate adoption of new teaching
practices and technologies.

DIGITAL PORTFOLIO CURRICULUM 34

CHAPTER II
CURRICULUM OVERVIEW
Curriculum Description
The main purpose of the Digital Portfolio curriculum is to teach instructors in the School
Business Management Certificate Program how to effectively use digital portfolios in their
teaching. The primary curriculum outcome is that instructors can guide students to use digital
portfolios to connect evidence of learning and competencies with expertise and to manage
professional identity through portfolio pedagogy and best practices such as reflection; formative
feedback; collection and curation of artifacts; and storytelling. This digital portfolio curriculum
for instructors responds to five key questions:
• What are digital portfolios and why do they matter?
• Is there evidence that using digital portfolios will positively influence learning and
professional development?
• Am I capable of learning to use digital portfolio teaching practices and technologies?
• How do I create a digital portfolio?
• How do I integrate digital portfolios in my course?
The research on successful implementation of digital portfolio practices cited in the
literature review indicates that a training curriculum should address motivation and prepare
instructors to: create their own digital portfolios, convey the value of digital portfolios, convey
the purpose of digital portfolios from a programmatic perspective; use digital portfolio
assignments to increase metacognition and contribute to students’ professional development;
create reflection prompts; use digital portfolios for assessment; and, create digital stories to serve
as professional narratives.
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The first objective is to motivate instructors and address the question of task value by
establishing the relevance and utility of digital portfolios. There is an emphasis in this curriculum
on both immediate applicability and long-term benefits of digital portfolios. The curriculum
consistently connects portfolio-related knowledge and skills to expanding student capabilities in
metacognition, digital literacy, communication and establishment of a professional identity.
Ideally, the curriculum will motivate instructors to model adoption by increasing their intrinsic
interest in using digital portfolios for their own professional development.
The second objective is to articulate goals for using digital portfolios in the context of the
School Business Management Certificate Program. It is critical to establish mutual expectations
for the digital portfolio initiative including level of organizational access to portfolio contents,
technical and administrative support for faculty and students, and any use of standards and
ePortfolio-based reporting of student achievement. To increase self-efficacy, the course
facilitator will begin by introducing instructors to the digital portfolio application, pedagogical
and technical terms and engage them in setting up their portfolios.
The topics that follow close gaps in declarative, procedural and conceptual knowledge
about digital portfolio pedagogy, technology and management of online professional identity.
The curriculum focuses on teaching practices such as alignment of learning outcomes with
portfolio assignments, providing feedback as formative assessment, practicing reflection, and
using digital storytelling to create professional narratives. Strategies for supporting student use of
digital portfolios are introduced throughout the curriculum.
While the overarching goal is for instructors to enable students to use digital portfolios,
the curriculum provides instruction and direct experience that enables instructors to create,
populate and share inward and outward facing views of their own digital portfolios on the
DIGITAL PORTFOLIO CURRICULUM 36

organization’s chosen system, Pathbrite (i.e., an enterprise level digital portfolio application).
This design is consistent throughout the curriculum. Each module engages instructors in
pedagogical and technical content, activities and reflection as follows:
1. Power of Digital Portfolios (90 minutes, on campus, face-to-face)
2. Alignment: Assignments, Learning Outcomes, and Competencies (10 minutes,
Asynchronous, Voice Thread)
3. Reflection (10 minutes, Asynchronous, Voice Thread)
4. Feedback and Formative Assessment (10 minutes, Asynchronous, Voice Thread)
5. The Power of Story (10 minutes, Asynchronous, Voice Thread)
6. Collection and Curation (10 minutes, Asynchronous, Voice Thread)
7. Professional Narratives (10 minutes, Asynchronous, Voice Thread)
8. Professional Online Identity (10 minutes, Asynchronous, Voice Thread)
The topics above are provided as 10-minute asynchronous presentations for convenient,
independent access by instructors. The sequence is punctuated by three online webinars that
summarize takeaways from the preceding modules and provide opportunities for practice,
reinforcement, feedback, collaboration and discussion. Each module and Webinar also engages
students in the use of Pathbrite to reinforce the connection between pedagogy and technology.
Webinar I: Mapping a Learning Portfolio (Modules 1-4)
Webinar II: Making Learning Visible (Modules 5-6)
Webinar III: Going Public (Modules 7-8)
The Digital Portfolio curriculum combines experiential, active learning with guided
instruction on pedagogical practices and technical skills so that instructors learn how to construct
a portfolio for themselves and how to integrate portfolios into their courses. The curriculum can
DIGITAL PORTFOLIO CURRICULUM 37

be delivered either online or in a traditional, face-to-face classroom setting. The modular design
allows for distributed or compressed delivery with a total of 6 hours of instruction plus 1-2 hours
of reading and pre-work. If the curriculum is delivered online, it is vital to set up synchronous
sessions so participants can benefit from collaboration, feedback and discussion within a social
learning environment. Additional instruction on using Pathbrite digital portfolio software will be
available via online tutorials, guides and technical support providers.
Learner Description and Context
There are two audiences for the Digital Portfolio curriculum. The direct, primary
audience is instructors teaching in the School Business Management Certificate Program offered
by USC Rossier School of Education’s Office of Professional Development. Most SBMCP
instructors are adjunct faculty – practitioners who are working in various aspects of school
business management and services throughout California. The SBMCP adjunct faculty, are not
for the most part, career academics. The secondary audience is students enrolled in the SBMCP,
who will ultimately create their own digital portfolios.
The curriculum considers that instructors and their students are adult learners and
working professionals with diverse backgrounds. Instructors will have expectations based on
their prior experience with training, teaching and technology. Adjunct instructors will probably
approach the curriculum with limited prior training in teaching and possibly with little current
interest in learning about pedagogy or new technologies. Webb, Wong & Hubball (2013) suggest
that strategies for increasing motivation are essential for faculty development with this
population. Instructors, in turn, will facilitate learning for their students who have expectations
based on varying professional expertise and their previous experience with online learning.
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Adult learner characteristics and preferences vary depending on where they are
developmentally. The primary population of learners (i.e., program instructors) are most likely at
mid-life, a developmental stage described as generative (Lachman, 2004; McAdams, 2015).
Adults at this stage become interested in sharing their expertise and preparing the next generation
to assume increasing responsibilities and different roles. Research indicates that adult learners
are more likely to be engaged and motivated when instruction is experiential, relevant to their
current responsibilities and immediately applicable (Knowles, 1996).
The context of the School Business Management (SBM) program is an “11-month
experience that utilizes a scenario-based learning model that is continuously updated based on
the ever-changing landscape in K-12 education.” (http://rossier.usc.edu/programs/pd/school-
business-management/). It is a hybrid program, taught 75% online and 25% on ground, and
designed for aspiring and current educational leaders. Participants in the program are expected to
develop 13 competencies identified by the Association of School Business Officers (ASBO) as
essential to leading a business operation in a K-12 school district or charter organization. Upon
successful completion of this program, participants qualify for CBO Certification from the
California Associate of Business Officials (CASBO). Digital portfolios are a good fit in this
context since students will be able to collect evidence of learning that an be aligned with
competencies identified by the SBM program as well as reflections and narratives that can be
used in different professional contexts (e.g., interviews, online profiles, etc.).
The Office of Professional Development (OPD), within the USC Rossier School of
Education, is the sponsoring organization with an interest in exploring the value of digital
portfolios. OPD program leaders have identified digital portfolios in combination with select
pedagogies as a strategy for enhancing program quality and outcomes for their students. The
DIGITAL PORTFOLIO CURRICULUM 39

current training for instructors involves a face-to-face, on ground faculty “boot camp.” The
digital portfolio curriculum will be introduced with an orientation to digital portfolios and
description of programmatic goals at the faculty “boot camp.” The Digital Portfolio curriculum is
designed to enable online, on ground or hybrid delivery. But, given instructors’ time and
scheduling constraints, the remainder of the curriculum will be delivered online with
synchronous and asynchronous components.
The digital portfolio curriculum assumes the primary population of instructors has basic
computer skills and familiarity with presentation software (e.g., PowerPoint), since SBMCP
courses are taught in a hybrid format. The curriculum also leverages the instructors’ prior
knowledge through activities that require them to reflect and connect past learning experiences
with current expertise and professional identity. Instructors will need to describe current
activities, assessments, and assignments they use in their sections, which will allow them to
customize instructional strategies for integrating portfolios to meet their teaching needs. The
areas in which they have the most freedom to adapt strategies are reflection prompts, providing
formative feedback and examples of professional narratives drawn from their experience as
SMEs (Subject Matter Experts).
Theoretical Framework and Research-based Practices
The theoretical framework for the Digital Portfolio curriculum draws on a combination of
cognitive learning theories and instructional design principles and practices. The curriculum also
takes into consideration the influence of the learners’ beliefs, developmental stages and prior
experiences.
Motivation. Meaningful adoption of new educational practices and technologies depends
on instructors being motivated by perceived benefits that exceed the status quo (Abrahams, 2010;
DIGITAL PORTFOLIO CURRICULUM 40

Buchanan, Sainter & Saunders, 2013). All instructors teaching in the School Business
Management Certificate program are required to participate in training on how to use digital
portfolios; this requirement constitutes extrinsic motivation (Gautreau, 2011; Levesque,
Copeland, Pattie, & Deci, 2010; Linnenbrink & Pintrich, 2000; Pintrich, 1999). While extrinsic
motivation works at the outset, fostering intrinsic motivation has a better chance of sustaining
interest and best practices in the long run (Hidi & Renninger, 2006). This is the rationale for the
curriculum being designed to increase the value instructors place on digital portfolios and in turn
increase instructors’ intrinsic motivation to use them. Instructional methods include
demonstration and posing questions that provoke re-examination of current practices. For
example, does your résumé tell the whole story or any story at all? Videos and examples drawn
form the business field are also used to increase interest and sustain motivation.
According to expectancy value theory, learners will not begin a task, make a significant
mental effort or persist at accomplishing the task until they have a goal and the task has value for
them (Wigfield & Eccles, 2000). Based on this theory, the curriculum establishes programmatic
goals as well as the attainment and utility value of digital portfolios. Attainment value is
reinforced by using reflection to gain insights that inform digital stories and establish an outward
facing professional identity. Relevance and utility value of digital portfolios are supported by
evidence and direct experience with how digital portfolios positively influence learning,
metacognition, digital literacy and professional development (Scott, 2010; Beckers, Dolmans &
van Merrienboer, 2016). Ideally, instructors will be motivated to engage in the curriculum and
learn how to maximize the benefits of digital portfolios because they’ve assessed the task as
worth the cost of their time and effort.
DIGITAL PORTFOLIO CURRICULUM 41

Self-efficacy and attribution theory focus on the importance of believing in one’s
capacity to learn (Zimmerman, 2002). In the context of this curriculum, it is vital for instructors
to accurately assess their ability to learn how to create and teach with digital portfolios. To that
end, instructional activities are designed to leverage instructors’ prior knowledge and provide
evidence of existing competencies on which instructors can build. This approach is intended to
counter attribution errors by removing obstacles to motivation (Weiner, 2010). An example of
this strategy is introducing features and functionality of the Pathbrite portfolio software
incrementally so that instructors can practice and experience success with using the technology.
Technological Pedagogical Content Knowledge (TPACK) The TPACK
(Technological Pedagogical Content Knowledge) framework is based on the concept that
introducing new pedagogies and technologies initiates a dynamic change process provoking
instructors to think critically about their current teaching practices (Koehler & Mishra, 2009). A
digital portfolio is not, by itself, a pedagogy. Pedagogy needs to be embedded within the
technology so that the digital portfolio is used in a dynamic way to continuously collect and
curate artifacts; increase levels of reflection and track developing mastery of competencies or
achievement of outcomes. Designing curriculum within the TPACK framework affords
opportunities to gain insights about teaching at the intersections of pedagogical, technological
and content knowledge. Instructors experience how digital portfolios can affect teaching specific
subject matter, such as presentation and communication skills. They experience how technology
can change teaching and learning, by supporting feedback and curation of artifacts and how
pedagogical techniques such as reflection and narrative inform the effective use of technology.
DIGITAL PORTFOLIO CURRICULUM 42

Figure 1. Technological Pedagogical Content Knowledge (TPACK) Framework
Reproduced by permission of the publisher, © 2012 by tpack.org

The TPACK framework guided curriculum development so that how to use the digital
portfolio technology was not isolated from how to apply pedagogy in using digital portfolios.
Instructors should not learn to develop portfolios by remembering a sequence of clicks.
Instruction on major Pathbrite functionality is aligned with a pedagogical practice or strategy for
using it (e.g., the pedagogical value of students curating a collection of artifacts will be presented
in conjunction with how to upload artifacts into a Pathbrite repository). The TPACK approach
encourages the formation of schemas with the application of procedural and conceptual
knowledge as defined by Anderson and Krathwohl, (2006).
Cognitive Load Theory (CLT) and Constructivism. Cognitive Load Theory (CLT)
was used to create a balance between constructivism and guided instruction in the design of
activities for this curriculum. Constructivism assumes that learning occurs when learners make
meaning for themselves through problem-based, experiential and active learning methods
(Karagiorgi, Street & Tziambazi, 2005; Merrill, 1991). CLT assumes, based on human cognitive
architecture, that it is essential to manage the total cognitive load placed on information
DIGITAL PORTFOLIO CURRICULUM 43

processing so new knowledge can be integrated with schemas already established in long term
memory (Sweller,1994). A variable in constructivist teaching is the degree to which learners are
engaged in the discovery and construction of knowledge on their own. Depending on the
complexity of the task, discovery learning can create a high level of intrinsic cognitive load
(Paas, Renkl & Sweller, 2003).
Based on CLT, effective instructional design manages intrinsic load (e.g., the complexity
of the task itself), increases germane load (e.g., scaffolding, instruction and information that
supports mastery of skills and knowledge), and reduces or eliminates extraneous load (e.g.,
confusing information unrelated to the task; Kirschner, 2002). The Digital Portfolio curriculum is
designed so that facilitators provide guided instruction to reduce cognitive load while
encouraging instructors to be active and reflective learners. Synchronous webinars punctuate the
curriculum to provide opportunities for reducing cognitive load through social learning in groups
and pairs.
Design Justifications and Designer Bias
Design Justifications. The Digital Portfolios for Learning and Professional
Development curriculum is designed to support required training for a small group of part-time,
adjunct instructors, who are going to implement digital portfolios in the hybrid professional
development School Business Management Certification Program. Given that SBMCP
instructors are adjunct instructors and working practitioners with limited time to invest in faculty
development, the curriculum is modular and flexible enabling hybrid, online or on ground
delivery of one or more modules at a time. Based on the literature review regarding the needs of
adult learners and adjunct faculty, as well as challenges regarding motivation, the curriculum
highlights the practical aspects of digital portfolios and uses relevant, authentic scenarios from
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the business world for examples and as the foundation of activities. These criteria guided
selection of recommended readings which are research-based articles that may be more
accessible than articles drawn from journals with a primarily academic audience.
The curriculum presents key pedagogies and instructional strategies associated with
digital portfolios to emphasize that the technology, by itself, has limited value. It is important for
the learners to identify with being instructors and to be motivated to understand how digital
portfolios can advance both learning and professional development. There are ample
opportunities to practice and approach mastery of factual, procedural and conceptual knowledge
in a private learning environment with access to a facilitator. The first session is held on-campus
to begin establishing familiarity, credibility and trust between the facilitator and learners, before
going online to complete the course. This session is also an opportunity to publicly acknowledge
and appreciate the investment in time and effort SBMCP instructors are making and to gain their
commitment to the digital portfolio initiative.
Findings from a review of the literature indicate that realizing the benefits of digital
portfolios is dependent on setting clear goals and expectations, using pedagogies such as
reflection and choosing technology that supports rather than distracts from learning and
professional development. The TPACK framework is appropriate for the Digital Portfolio
curriculum in that it creates an interdependent relationship between content, pedagogy and
technology that can be established and reinforced for every topic in the curriculum. Ideally, this
approach will increase self-efficacy by introducing the technology incrementally and with a
pedagogical purpose.
Designer bias. Based on my experience as an instructional designer and educational
technology professional, I may be subject to culture and confirmation bias (Nickerson, 1998). A
DIGITAL PORTFOLIO CURRICULUM 45

career spent providing professional development opportunities, technology services and
consulting with faculty in large, research institutions has led to certain beliefs and assumptions.
Identifying learner characteristics and context along with a deeper understanding of adult
learning theories provided insights that countered my assumption that many faculty do not use or
learn how to use technology because they don’t like it. Recognizing that their motivation might
be based on a cost-benefit analysis, I understand that the SMBCP instructors would be justified
in asking why should I spend my time learning to use a new technology or teach differently Is
there utility in it for me in my teaching or in any aspect of my life? Does it improve learning for
students?
Another bias has led to the assumption that SBMCP instructors lack interest in pedagogy
because most of them are adjunct faculty and practitioners – not academics. Awareness of this
bias challenges me to teach about pedagogy and technology so that instructors quickly see the
relevance by touching points of pain or opportunity to pique their interest. Awareness of
diversity among participants led to the conscious selection of examples that recognize the
differences among learners in life experience, culture, age, gender, career path and position.
Although it has long been a guiding principle for my work that pedagogy should drive the
selection and application of technology, I still have the potential to evangelize and extol the
virtues of a technology solution while minimizing the risks, because I can see the opportunities.
I’ve made efforts to counter this bias in the Digital Portfolio curriculum by making space for
instructors to express concerns and acknowledge potential benefits of digital portfolios, in open-
ended discussions and through reflection prompts. As an instructional designer, I need to be open
to the possibility that there may be positive and/or negative unforeseen consequences of teaching
with a technology such as digital portfolios. The TPACK framework (Koehler & Mishra, 2009)
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provides a useful context in which the digital portfolio initiative is viewed as a partnership in
which instructors, designers, technologists and program administrators are going to learn about
the influences of pedagogy, content and technology on each other.
Curriculum Outcomes, Activities, and Assessments
Curriculum Outcomes. By the end of this curriculum, learners (the instructors in the
professional development program) will be able to:
1. Understand key terms and concepts related to digital portfolio pedagogy and technology.
2. Explain how digital portfolios, reflection, formative feedback and storytelling can positively
affect learning and professional development.
3. Compare different ways of presenting a professional online identity using a digital portfolio.
4. Understand the pedagogy associated with reflection and storytelling.
5. Describe the steps involved in structuring a professional development story.
6. Identify evidence (artifacts) that demonstrate different professional competencies.
7. Structure and write a professional narrative using digital storytelling techniques.
8. Create reflection prompts that connect learning experiences with professional development
and expertise.
9. Apply technical skills to set up a Pathbrite digital portfolio with select content (i.e., artifacts,
reflection, and professional narrative (digital story).
10. Conduct self- and peer assessments to provide formative feedback on digital portfolio
activities (e.g., self- and peer-assessment of reflection prompts, reflections, story structures,
and other training assignments).
11. Reflect on challenges encountered in training and opportunities for enhancing teaching with
digital portfolios.
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These curriculum outcomes are based on a review of the literature which highlights the
skills and knowledge instructors need to maximize digital portfolios for learning and professional
development. The curriculum will balance instruction in pedagogical practices, such as
reflection, feedback for formative assessment, content curation and narrative construction with
technical skills such as uploading multimedia content into the Pathbrite digital portfolio
application. Activities will build toward increasingly higher levels of cognitive processing
(Anderson & Krathwohl, 2001) and based on Cognitive Task Analysis, activities will be
introduced according to the sequence of steps involved (Clark, Feldon, van Merriënboer, Yates
& Early, 2008). At the unit outcome level, this curriculum provides instruction on how to
perform a task such as reflection, how to integrate reflection into a course, and how to guide
students in practicing reflection. Ideally, these curriculum outcomes will ensure that digital
portfolios are valued as more than an archive of student assignments.
Selection of curriculum outcomes was also guided by research on engaging adult learners
and increasing faculty adoption of innovative teaching practices and technology. Instructors and
students in the Business Management program will need to understand why they are being asked
to use digital portfolios and how they improve on the status quo especially because it involves
learning a new technology. Given the time and scheduling constraints of adjunct faculty teaching
in the School Business Management program, the curriculum outcomes were designed for
delivery in stand-alone modules.
Curriculum Activities. Anderson and Krathwohl (2001) emphasize the importance of
alignment between learning outcomes, instructional activities, and assessments, along with
consideration for learner characteristics and task complexity. Learning outcomes of the Digital
Portfolio curriculum build higher order cognitive skills on a foundational understanding of the
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key pedagogical and technical terms and concepts related to portfolios, reflection, and
storytelling.
For each topic, there are opportunities to practice higher order skills such as analysis,
evaluation and creation. One example is comparing stories to identify story structure and
compelling features, as a step toward having instructors to reflect on their career paths, select a
theme and write their own professional narratives. Recurring activities are reflection and curation
of content (instructors are asked to find artifacts or evidence of expertise and rationalize their
choices). Reflection is a higher order thinking skill that enables meaning making, self-regulated
learning, self-assessment, storytelling, and presenting evidence of competencies (Barrett, 2006;
Scott, 2010). Brown (2002) considers reflection and curation of content as key skills for
maximizing the benefits of a digital portfolio and for enhancing metacognitive skills such as self-
regulation and self-direction (Brown, 2002).
The first meeting of instructors occurs during the program’s on-campus, faculty “boot
camp.” Johnson, Wisniewski, Kuhlemeyer, Isaacs, & Krzykowski (2012) support using a “boot
camp” model for transfer of knowledge about teaching theory and practice through problem-
based learning and hands on experience. This is also an opportunity to gain instructors’ buy-in to
the digital portfolio initiative and, ideally, move them from having a sense of obligation
(extrinsic motivation) toward having genuine interest (intrinsic motivation) in learning how to
use digital portfolios. The SBMCP leadership will take the time to publicly recognize and
appreciate the instructors’ for taking a leadership role in implementing digital portfolios, while
reconfirming the program’s commitment of resources and tangible support for the digital
portfolio initiative.
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Instructors will understand the programmatic goals driving the implementation of digital
portfolios. Clarity about the purpose of digital portfolios is especially important at the course
level, where instructors and students will be constructing and co-constructing meaning out of
learning experiences (Drury, 2006; Klenowksi, Askew & Carnell, 2006). The introductory
session sets expectations for how instructors will use digital portfolios for assessment (e.g.,
whether instructors are expected to track student outcomes against standards). The ways in which
digital portfolios are used for assessment can significantly affect student use and engagement.
Instructors need to be able to clearly communicate expectations and assessment practices
(Barrett, 2005).
Introductory content also includes a research-based rationale for using digital portfolios
and dynamic examples illustrating the power of digital portfolios. Instructors will have a
“hands-on” experience with the Pathbrite software and an activity that introduces a key
pedagogical practice. At the end of the first session, instructors should be able to explain how
portfolios support assessment and accountability; deepen learning through reflection, and
demonstrate professional competence. They should also be able to define the components of a
portfolio as a repository, file exchange, and publishing platform that is both inward and outward
facing (Barrett, 2012).
Aiming for mastery of conceptual and procedural knowledge (Anderson & Krathwohl,
2001), instructors will learn to use the technical features of the Pathbrite digital portfolio
software to support specific pedagogical and professional practices. Training culminates in the
application of procedural and conceptual knowledge to create, upload and present a digital story
that relates to professional development form within the instructor’s digital portfolio.
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Ultimately, instructors are expected to facilitate students’ acquiring the knowledge and skills
they need to create digital portfolios and use them to demonstrate competencies, increase
metacognition, and strengthen professional identity. Activities model and reinforce strategies for
connecting digital portfolio practices with the instructors’ business management content and
competencies. In other words, the digital portfolio curriculum situates instructional activities in
the context of the “real world.”
Instructors are expected to develop the same increasingly higher order skills as their
students but the curriculum design allows a high degree of freedom in choosing how to achieve
course outcomes. Since prior knowledge is difficult to predict, activities are designed to
accommodate variability and provide options based on experience and skill level with a given
task. Instruction engages participants in guided, experiential learning activities, either
individually or in pairs, in a learning environment that is safe by being private and restricted to
the cohort of school business management instructors. Learners may want to collaborate if they
perceive a task as complex, but if the task is not daunting and they have some expertise,
activities allow learners to engage by providing each other with more nuanced feedback
(Kirschner, 2002). The course is also generously scaffolded with worked examples and job aids
where needed to reduce extraneous load. Overall, the curriculum leverages prior knowledge,
builds confidence and increases expertise through practice.
Curriculum Assessments. Kirkpatrick (2006) introduced a four-level evaluation model
that measures learners’ reaction to training at Level 1; what was learned during training at Level
2; the extent to which learners transfer and apply what they’ve learned at Level 3; and any
positive impact on the organization that results from the learners’ training and subsequent
DIGITAL PORTFOLIO CURRICULUM 51

behavior at Level 4. There is a plan for program evaluation of the “Digital Portfolio for Learning
and Professional Development” curriculum at Levels 1, 3, and 4 in Chapter 3: Evaluation.
Curriculum assessments refer here to Kirkpatrick’s Level 2 evaluation which focuses on
formative and summative assessment of learning and the degree to which learning outcomes
were achieved. Learning outcomes for the Digital Portfolio curriculum involve mostly higher
order skills such as analyze, evaluate and create using conceptual, metacognitive and procedural
knowledge (e.g., create a digital narrative and set up a digital portfolio). Understanding key
concepts and terminology related to digital portfolio pedagogy and technology is one of the few
lower order skills involving declarative knowledge.
Researchers recommend assessment of learning from multiple perspectives and with
different sources of information about performance, including direct evidence of a learner’s work
and, if appropriate, indirect evidence through individuals self-reporting about their own learning
(Champion, 2002; Germaine, Barton & Bustillos, 2013). Smith & Ragan (2005) suggest that
learning can be measured by comparing pre- and post-test assessments of the instructors’ prior
knowledge and skills in the areas of reflection, feedback, portfolios, storytelling and technology
via a brief online survey. During training, facilitators and participants will be able to gauge
learning through peer and instructor feedback, self-assessments, and reflections designed into
each unit. The course facilitator can also assess learning and engagement by observing the
quality of participation in discussions and activities. Summative assessment, at the end of the
course, will take the form of feedback, from peers and the course facilitator, on a presentation of
the instructors’ digital portfolios. Instructors will have options for how to present a professional
narrative drawn from reflections and content in their digital portfolios. Summative assessment
will be based on the public-facing portfolios instructors create and upload, including a
DIGITAL PORTFOLIO CURRICULUM 52

professional narrative, a rationale for their professional portfolio choices, and a final reflection
that connects portfolio practices to their teaching and the larger context of their professional
work (Peet, et al., 2011).
Evaluation Plan
The end is the beginning (Kirkpatrick & Kirkpatrick, 2011). This simple statement
describes one of Kirkpatrick’s foundational principles and his approach to evaluating outcomes
as they emerge after a learning experience. An updated version of Donald Kirkpatrick’s model,
called the New World Kirkpatrick Four Levels, was introduced in 2010 and will be applied to
evaluation of the Digital Portfolio curriculum at four levels: Reaction; Learning; Behavior; and
Results. In the current version of the model, Levels 3 and 4 are identified as a feedback loop
involving monitoring and adjusting to support learning that continues beyond the training
experience. Specifically, the New World model recommends using evaluation data to sustain and
advance transfer of learning that leads to the desired results at Level 4.
Effective evaluation depends on using reliable and valid methods at each level to provide
evidence which accurately aligns with indicators of achievement for each outcome (Clark &
Estes, 2008). Course evaluations are commonly used to measure the learner’s reaction to
different aspects of the experience at the end training at Level 1. Select items from the Online
Course Satisfaction Survey (OCSS) with sub-scales for instructor, technology, course website,
interactivity and general issues, could be used in combination with the institution’s standard
course evaluation (Bollinger & Martindale, 2004). Beyond offering a satisfying learning
experience, the “Digital Portfolio for Learning and Professional Development” curriculum is
designed to increase motivation to use digital portfolios by positively affecting task value, self-
efficacy and goal orientation. A pre- and post-test will be used to measure changes in attitude
DIGITAL PORTFOLIO CURRICULUM 53

and behavior that indicate achievement of this outcome. Items from the MSLQ (Motivated
Strategies for Learning Questionnaire) task value and self-efficacy sub-scales (Pintrich, Smith,
Garcia & McKeachie, 1991) and items from the Patterns of Adaptive Learning Scales (PALS)
Goal orientation sub-scale (Midgley, Maehr, Hruda, Anderman, E., Anderman, L., Freeman &
Urdan, 2000) will be modified and used for evaluating outcomes associated with motivation.
Levels 2 and 3 of the model, respectively, evaluate what was learned during training and
the transfer of learning afterwards. The section on curriculum assessments describes support for
Level 2 evaluation of learning by measuring knowledge, skills, attitude and confidence during
participation in the Digital Portfolio for Learning and Professional Development program.
Evaluation at Level 3, focuses on the critical behavior of faculty and measuring the extent to
which instructors use digital portfolios in their teaching, support their students’ use of digital
portfolios and continue to use their own digital portfolios to maintain their professional
identities. Instructors have already been asked to participate in evaluation of the Digital Portfolio
initiative by SBMCP leaders at Faculty Boot Camp, so they should be prepared for
implementation of methods such as quarterly surveys, interviews, and observations of portfolio
practices and usage. Another strategy is to ask instructors to periodically track their experiences
and observations of teaching with digital portfolios in their portfolios as additional evidence of
knowledge transfer (Angelo & Cross, 1993).
Evaluation at levels 3 and 4 can be designed backwards, starting with the organizational
goals for implementing a digital portfolio initiative and subsequently the goals of the curriculum.
Knowing the organization’s desired outcomes should enable identification of indicators of
success and effectiveness of the curriculum. Kirkpatrick (2011) highlights the value of Level 3
evaluation for training program accountability and improvement through the establishment of a
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dynamic feedback loop. In the case of SBMCP faculty, organizational leaders and sponsors of
the SBMCP Digital Portfolio initiative will be positioned to build program effectiveness if they
have a plan for monitoring how instructors are implementing portfolio practices during the first
quarter of the SBMCP gets underway. Data collection could happen through observation of
student presentations, observations of teaching, self-reporting, focus groups, and examination of
portfolios themselves. But the key is a commitment on the part of the organization to respond to
evaluation data by adjusting and investing organizational time and resources to support
instructors and students (e.g., additional training, consulting, course correction, scaffolding
and/or technical support). In addition to seeking success indicators – there needs to be baseline
expectations and opportunities to continue building skills and knowledge, offering support and
closing any gaps in motivation, organizational support and skills/knowledge that arise based on
monitoring of implementation.
Researchers have observed that establishing results level criteria and measuring outcomes
at Level 4 is challenging (Praslova, 2010). At level 4, SMBCP programmatic goals may be
related to graduates’ certification success, presence of their digital portfolios online, the degree
to which employers are viewing digital portfolios created by SMBCP graduates, use of digital
portfolios by SMBCP graduates in seeking promotion and employment success. Since SMBCP
digital portfolios were introduced to advance learning and professional development, goals are to
evaluate the correlation between using digital portfolio practices and passing the certification
exam and/or events that indicate career success (i.e., promotion, invitations to interview,
employment, awards, recognition, networking and network opportunities, etc.). Methods for
collecting evidence of a correlation include surveys, focus groups, employer feedback and
individual self-reporting. Data collection at level 4 would also involve searching the internet for
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professionals who identify as graduates of the SMBCP program. In support of networking and
opportunities to network, analytics on platforms such as LinkedIn could provide metrics about
connections and visits to a portfolio. Just as with the SBMCP instructors, students could be
encouraged to capture their experiences and observations with using their portfolios in the
portfolio itself to share with those who are conducting the Digital Portfolio program evaluation.
The indicators of success for the curriculum described above are based on the behavior of
students who have been introduced to digital portfolios. The behavior of faculty in the program
are the focus of evaluation at level 3. At level 4, the indicators of programmatic success for
faculty include adoption of digital portfolios by SMBCP adjunct faculty for individual
professional use. Evidence of this level of implementation would be collected in methods like
those used to collect evidence for student usage of digital portfolios outside the program.

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CHAPTER III
THE CURRICULUM
General Instructional Approach
The overall strategy for training design was shaped by the learners’ prior school business
management and teaching knowledge; their identity as adult learners, working professionals and
adjunct instructors; their motivation for learning how to use digital portfolio practices and
technology; and time management. Starting with scheduling, the entire professional development
program requires an investment of about 6.5 hours or less than the equivalent of a one-day
session. The program is presented in a “flipped” classroom model combining 4.5 hours of
synchronous instruction with 1.5 hours of asynchronous, web-based instruction to balance self-
regulated learning with social learning.
Module 1 is an introduction that focuses on goals of the SBMCP digital portfolio
initiative, sets expectations for the instructors’ participation and demonstrates the value and
relevance of portfolio practices and technologies. The asynchronous modules use a consistent
generative strategy in that instructors are asked to apply a portfolio practice in Pathbrite and
respond to a reflection prompt at the end of each asynchronous session, the introductory module
that occurs, face-to-face during Faculty Boot Camp, and the webinars. There are three
synchronous Webinars which are almost entirely interactive, connecting instructors to each
other, to prior knowledge and content from preceding modules and to the work they did in
preparation. The Webinars are an hour long to provide adequate opportunities for integrating
prior experience, reviewing concepts and skills, transfer of learning, assessment, and feedback.
The only new content is related to teaching with portfolios and introducing practices to SBMCP
students. It is also an opportunity for instructors to express concerns, frustrations and positive
DIGITAL PORTFOLIO CURRICULUM 57

insights giving the facilitator a sense of the emotional state of the learners.
Cognitive load is managed through scaffolds, worked examples, and access to the
program facilitator and technical support staff via online office hours and a virtual helpdesk.
Content is presented in manageable “chunks” supported by relevant and familiar examples from
the instructors’ professional fields. Instructors are also introduced to a learning partner with
whom they can collaborate. Readings are provided in the form of accessible research-based
articles rather than academic research studies and papers.
Module Descriptions
Below is an overview of the curriculum with descriptions of each module and webinar, as
well as key takeaways for learners.
MODULE 1
The Power of Digital Portfolios
Big Take-Away: Digital Portfolios have the potential to significantly enhance learning and professional
development for established practitioners and students.
Module 1 will be conducted during the program’s faculty orientation as a 90-minute face-to-face session that
focuses on defining digital portfolio components and associated pedagogy; introducing Pathbrite; motivating
instructors; and teaching them how to integrate digital portfolios into their courses and encourage students to use
digital portfolios for learning and professional development. Program administrators will use this opportunity to
describe the programmatic goals for using digital portfolios and publicly acknowledge the investment adjunct
faculty are making in their own professional development. In addition to general introductions, instructors will be
paired with the intention of establishing learning partnerships that support social learning, provide peer-to-peer
feedback and distribute cognitive load for the duration of the 8-hour course. Instructors will also be assured of
having access to adequate and ongoing technical and instructional support throughout the program. Along with
introductions to different aspects of portfolio pedagogy or functionality, instructors will have opportunities to gain
hands on experience with the digital portfolio platform Pathbrite. Since motivating faculty to use digital portfolios is
a primary goal of this session, assessments include a pre- and post- survey combining items from 2 motivation
inventories: Motivated Strategies for Learning Questionnaire (MSLQ) and Patterns of Adaptive Learning Scales
(PALS). The post survey will also have questions that measure satisfaction with the session (Fitzpatrick, Level 1).
Additionally, instructors will be asked to compete a written reflection at the end of the module, and encouraged to
voice their questions and concerns throughout the session.

MODULE 2
Alignment: Assignments, Learning Outcomes, and Competencies
Big Take-Away: Digital Portfolios enable instructors and students to track progress toward mastery of program
competencies by tracking achievement of learning outcomes.
Module 2 enables instructors to discover the value of digital portfolios by constructing them in the context of their
own courses. Working in pairs, instructors will use their syllabi to identify course specific learning outcomes and
align them with program competencies. Instructors will also describe how the assignments and assessments they use
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provide evidence of student learning. Guided by the TPACK model, instructors will integrate these components into
Pathbrite to create a repository of learning artifacts. As a group, instructors will consider how building the portfolio
enables students to map skills, knowledge, and artifacts from different courses to track mastery of competencies
across the program. Activities are designed to identify and fill gaps in instructors’ knowledge about articulating
learning outcomes and alignment with assessments and assignments. This module reinforces portfolio terminology
and practices introduced in Module 1. Instructors are also expected to be familiar with the competencies established
by the ASBO. Beginning with module 2, instructors will upload their reflections to Pathbrite as a way of tracking
learning, capturing strategies for using Pathbrite for teaching and learning and strengthening metacognitive skills.
Instructors will be asked to compete a written reflection at the end of the module, and encouraged to voice their
questions and concerns throughout the session.
This is a 10-minute session. Beginning with Module 2, sessions are delivered asynchronously in an online
environment with three synchronous webinars. Design is modular so delivery could also be accomplished in a
different configuration of synchronous and asynchronous online and face-to-face, on ground sessions.

MODULE 3
Reflection
Big Take-Away: Reflection enhances metacognition and critical thinking while providing both the student and the
instructor with insights about what and how the student is learning.
Module 3 is focused entirely on reflective practice and strategies for incorporating reflection in a course. While
instructors have already had opportunities to reflect on teaching and learning with digital portfolios, this session
demonstrates how to set goals for reflections and develop engaging and provocative prompts. Based on research
about the stages of reflection, this module provides guidelines for reading and responding to student reflections,
while encouraging students to become increasingly more insightful about how they learn. With their learning
partners, instructors will develop prompts and share them with the group. They will have opportunities to practice
reading and responding to prompts within Pathbrite. Instructors will also discuss, in pairs, the pros and cons of
asking students to share their reflections. Instructors will be asked to complete a written reflection at the end of the
module, and encouraged to voice their questions and concerns throughout the session. This is a 10-minute session.

MODULE 4
Feedback and Formative Assessment
Big Takeaway: Instructors and students should have a shared understanding of how the digital portfolio will be
used for feedback and assessment to maximize development of students’ metacognition and avoid adversely affecting
student adoption and usage.
Module 4 emphasizes the use of digital portfolios for formative assessment and feedback. The purpose of the
session is to provide a forum for practicing how to provide feedback in the context of a portfolio. Instructors will
discuss the pros and cons of using digital portfolios for assessment, including the impact on student engagement and
ownership of the digital portfolio. Instructors will have the option to share assessment practices with their learning
partners and provide feedback about integration with digital portfolios or conduct their own analysis. Instructors will
be asked to share their observations and strategies with the group. This is a 10-minute session.

WEBINAR I
Mapping a Learning Portfolio
This webinar does not introduce new information. It is intended to reinforce concepts, skills and knowledge
presented in Modules 2, 3 and 4. It is also intended to provide contact with the facilitator and peers, opportunities for
practice, feedback and discussion based on social emotional and adult learning principles.

DIGITAL PORTFOLIO CURRICULUM 59

MODULE 5
The Power of Story
Big Takeaway: Storytelling positively effects learning and professional development through critical thinking,
metacognition and creativity on the part of the storyteller which engages listeners and readers both cognitively and
emotionally.
Module 5 introduces instructors to storytelling and narrative as a powerful component of a professional digital
portfolio. The purpose of the session is to provide research-based rationale for using stories to capture and focus
attention, whether the story is told online or live, during an interview. The purpose is to build self-efficacy among
instructors regarding their ability to tell stories by providing different models for creating a story and opportunities
to practice. Instructors will learn how to identify a theme or key message and deliver it through a very brief
narrative. In Module 7, instructors are asked to apply the principles of storytelling to create a professional narrative
for themselves. Peers and course facilitator provide feedback. This is a 10-minute session.

MODULE 6
Collection and Curation
Big Take-Away: Curating artifacts and providing context is essential to building a collection that will effectively
provide evidence of learning, professional achievement, and mastery of competencies.
Module 6 emphasizes the concept of artifacts and provides opportunities to select and align artifacts with
competencies. Instructors will be asked to choose different types of artifacts including multimedia and upload them
to their repositories. In pairs, instructors will choose an artifact and reflect on how it demonstrates a skill or
knowledge. Peers will be asked to provide feedback on how well the artifact and context, conveyed mastery of
specified skills or knowledge. Facilitators will also provide feedback. Instructors will need to come prepared with
“artifacts” to upload into their digital portfolios. Instructors will be asked to complete a written reflection at the end
of the module, and encouraged to voice their questions and concerns throughout the session. This is a 10-minute
session.

WEBINAR II
Making Learning Visible in a Digital Portfolio
This webinar does not introduce new information. It is intended to reinforce concepts, skills and knowledge
presented in Modules 5 and 6. It is also intended to provide contact with the facilitator and peers, opportunities for
practice, feedback and discussion based on social emotional and adult learning principles.

MODULE 7
Professional Narratives
Big Takeaway: Creating professional narratives enhances professional identity, both online and offline.
Module 7 builds on the knowledge and skills instructors acquired in previous modules, especially, the ability to
reflect and make connections between formal and informal learning experiences, prior knowledge, achievements and
professional competencies. The purpose of this module is to give instructors the opportunity to develop a
professional narrative that can be published to the public or used in an interview situation with an external audience.
In pairs, instructors will provide each other with feedback and discuss strategies for integrating this application of
storytelling into their courses. This is a 10-minute session.

MODULE 8
Professional Online Identity
Big Takeaway: An online professional identity will convey your presence, highlight your skills and experience,
contribute to your professional network, and illustrate your digital literacy.
Module 8 culminates with presenting skills, knowledge and competencies with the public facing “showcase” feature
of the digital portfolio and considering different online spaces for publishing a digital portfolio to enhance
professional identity and networking. This is a 10-minute session.
DIGITAL PORTFOLIO CURRICULUM 60

WEBINAR III
Going Public with a Showcase Portfolio
This webinar does not introduce new information. It is intended to reinforce concepts, skills and knowledge
presented in Modules 5 and 6. It is also intended to provide contact with the facilitator and peers, opportunities for
practice, feedback and discussion based on social emotional and adult learning principles.

Curriculum Scope and Sequence
The following scope and sequence chart indicates there are a total of 11 curriculum
outcomes which are introduced, reinforced and mastered across the eight curriculum modules
described above.
I= Introduced R= Reinforced M=Mastered

Curriculum Modules
Curriculum Outcomes Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 Mod 7 Mod 8
1.Understand key terms and
concepts related to digital
portfolio pedagogy and
technology.
I R R R R R M
2.Explain how digital portfolios,
reflection and storytelling can
positively affect learning and
professional development
I R R R R R M
3.Compare different ways of
presenting a professional online
identity using a digital portfolio.
I R R M
4. Understand and apply the
pedagogy associated with
reflection and storytelling.
I R R R M
5.Describe the steps involved in
structuring a professional
development story.
I R M
6. Identify evidence (artifacts)
that demonstrate different
professional competencies.
I R R R M
7.Structure and write a
professional narrative using
digital storytelling techniques.
I R M
8.Create reflection prompts that
connect learning experiences with
professional development and
expertise.
I R R R R M
9.Apply technical skills to set up
a Pathbrite digital portfolio with
select content (i.e., artifacts,
reflection, and professional
narrative (digital story).
I R R R R R R M
DIGITAL PORTFOLIO CURRICULUM 61

10.Conduct self- and peer
assessments to provide formative
feedback on digital portfolio
activities (e.g., self- and peer-
assessment of reflection prompts,
reflections, story structures, and
other training assignments).
I R R R R R M
11. Reflect on challenges
encountered in training and
opportunities for enhancing
teaching with digital portfolios
I R R R R R R M

Module Objectives and Learning Outcomes
The following table describes, in greater detail, the objectives and learning outcomes for
each module as well as the curriculum outcomes.

Module 1
The Power of Digital Portfolios

Curriculum Outcomes
I: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
I: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
I: CO3-Compare different ways of presenting a professional online identity.
I: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
I: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.

Objectives
• Motivate instructors to teach with Pathbrite. Connect key portfolio practices with functionality in Pathbrite.
• Enable instructors to launch and personalize Pathbrite with their professional profiles and reflections.
• Introduce techniques for integrating digital portfolios in teaching.

Learning Outcomes
Learners will be able to:
1. Explain the value of digital portfolios for learning and professional development [CO2].
2. Define three aspects of a digital portfolio: repository, learning journey, public presentation/showcase. [CO1]
3. Articulate academic and professional goals for using a digital portfolio. [CO2]
4. Define curation, reflection, professional identity, professional narrative. [CO1]
5. Set up an individual portfolio, upload a resume, determine access, and create a profile statement. [CO9]
6. Find sources of technical and instructional support. [CO9]
7. Develop an introduction that enables students to understand the value of digital portfolios. [CO2]
8. Reflect on perceived opportunities and challenges of teaching with and using digital portfolios and upload
reflections to Pathbrite. [CO11] [CO9]

Module 2
Alignment: Assignments, Learning Outcomes and Competencies

Curriculum Outcomes
R: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
DIGITAL PORTFOLIO CURRICULUM 62

I: CO6-Identify evidence (artifacts) that demonstrate different professional competencies.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
I: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.
Objectives
• Enable instructors to define specific and measurable learning outcomes.
• Enable instructors to align course learning outcomes, assignments and ASBO competencies.
• Collaboratively structure Pathbrite to enable tracking of progress toward mastery of ASBO competencies
across courses and program.

Learning Outcomes
Learners will be able to
1. Describe learning outcomes for course(s) they are teaching. [CO1]
2. Align ASBO program level competencies with learning outcomes. [CO1]
3. Assess how course assignments and assessments produce evidence of learning outcomes and progress toward
mastery of ASBO competencies. [C06] [CO1]
4. Set up portfolios with learning goals, competencies, and assignments. [CO9]
5. Create a SMART goal [CO9]
6. Identify a specific programmatic competency to track with a digital portfolio. [CO6]
7. Reflect on how tracking student progress toward mastery will impact their teaching and upload reflections to
Pathbrite. [CO9] [CO11]

Module 3
Reflection

Curriculum Outcomes
R: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
R: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
I: CO4-Understand and apply the pedagogy associated with reflection and storytelling.
I: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
R: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.

Objectives
• Motivate instructors to be reflective practitioners.
• Define and demonstrate different levels of reflection.
• Introduce techniques for integrating reflection in their courses, including goals for reflection, writing prompts,
deconstructing and responding to student reflections.
Learning Outcomes
Learners will be able to:
1. Define and describe reflection and how it facilitates learning and professional development. [CO1] [CO2]
2. Explain different types of reflection based on the depth and breadth of connections being made. [CO4]
3. Explain the role of reflection in effective digital portfolio practices. [CO4]
4. Analyze and respond to different kinds of reflections. [CO2] [CO10]
5. Create reflection prompts that connect learning experiences with professional development and expertise.
[CO8] [CO10]
6. Reflect on how and when reflection is practiced by professionals in the field and upload reflections to Pathbrite.
[CO11]

DIGITAL PORTFOLIO CURRICULUM 63

Module 4
Feedback and Formative Assessment

Curriculum Outcomes
R: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology
R: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
R: CO4-Understand and apply the pedagogy associated with reflection and storytelling.
R: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
R: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.
Objectives
• Define and demonstrate different types of feedback and assessment.
• Introduce techniques for providing effective feedback and formative assessment.
• Enable instructors to create a plan for how they will use digital portfolios for ongoing assessment.

Learning Outcomes
Learners will be able to:
1. Differentiate between formative and summative assessment. [CO10]
2. Describe how digital portfolios support self-, peer-, and instructor feedback and assessment. [CO1]
3. Describe the pros and cons of using digital portfolios for formal and informal feedback and assessment.
[CO2]
4. Provide feedback. [CO10]
5. Identify course assignments that are appropriate for assessment with a digital portfolio. [C08]
6. Provide learning partners with access rights in Pathbrite and provide feedback on an artifact that is connected
to learning outcomes and competencies. [CO10]
7. Develop a plan for using digital portfolios to support feedback and assessment in their course(s). [C02]
8. Reflect on how this session may or may not change their feedback and assessment practices. [CO11]

Module 5
The Power of Story

Curriculum Outcomes
R: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
R: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
R: CO4-Understand and apply the pedagogy associated with reflection and storytelling.
I: CO5-Describe the steps involved in structuring a professional development story.
R:CO6-Identify evidence (artifacts) that demonstrate different professional competencies.
I: CO7-Structure and write a professional narrative using digital storytelling techniques.
R: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
R: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.
Objectives
• Motivate learners to use narratives in teaching and for their own professional development.
• Provide story arcs that learners can choose from for creating a compelling professional narrative.
• Enable learners to identify a theme and story ideas for telling a professional narrative.

Learning Outcomes
Learners will be able to:
DIGITAL PORTFOLIO CURRICULUM 64

1. Describe the research-based reasons that storytelling has an impact on learning and professional development.
[C02]
2. Define professional narrative as a type of story. [CO1]
3. Compare different themes and story types. [CO4]
4. Describe the steps involved in structuring a professional narrative. [CO4]
5. Collaboratively construct and tell a story. [CO4]
6. Identify themes and story ideas for a professional narrative, then post them for feedback in Pathbrite. [C08]
7. Reflect on level of confidence in being able to tell a story before and after the session[CO11]

Module 6
Collection and Curation

Curriculum Outcomes
R: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
R: CO4-Understand and apply the pedagogy associated with reflection and storytelling.
R: C06-Identify evidence (artifacts) that demonstrate different professional competencies.
R: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
R: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.
Objectives
• Strengthen the alignment between artifacts as evidence of learning and mastery of competencies.
• Use reflection to provide context for artifacts and evidence of learning.
• Encourage instructors to identify or curate artifacts that provide evidence of mastery based on prior knowledge
and experience.
• Contextualize the repository as a collection that can support life-long learning and professional development.
• Provide strategies for guiding students in the process of collection and curation.
• Enable instructors to use reflection to connect evidence, knowledge, and skills as the basis of a professional
narrative that demonstrates competency.

Learning Outcomes
Learners will be able to:
1. Define key terms including artifact, evidence of learning, repository, curation, and collection. [CO1]
2. Identify different types of artifacts (including multimedia) from coursework or professional experiences. [CO6]
3. Describe the process of curation and how it facilitates learning and professional development. [CO6]
4. Choose artifacts that provide evidence of mastery for a competency or achievement of a learning outcome.
[CO6]
5. Upload multimedia artifacts in Pathbrite. [CO9]
6. Select an artifact and reflect on how the curated artifact demonstrates, skills, knowledge and competency in
Pathbrite. [CO9]
7. Reflect on how and when evidence of mastery is captured in professional practice. [CO11]

Module 7
Professional Narratives

Curriculum Outcomes
M: CO1-Understand key terms and concepts related to digital portfolio pedagogy and technology.
R: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
R: CO3- Compare different ways of presenting a professional online identity using a digital portfolio.
M: CO4-Understand and apply the pedagogy associated with reflection and storytelling.
R: CO5- Describe the steps involved in structuring a professional development story.
DIGITAL PORTFOLIO CURRICULUM 65

R: CO6- Identify evidence (artifacts) that demonstrate different professional competencies.
R: CO7-Structure and write a professional narrative using digital storytelling techniques.
R: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
R: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
R: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
R: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.

Objectives
• Recommend strategies for integrating storytelling into teaching.
• Enable instructors to develop and post a professional narrative and supporting artifacts in Pathbrite.

Learning Outcomes
1. Define online identity, and professional identity and the importance of managing both with respect to current
hiring practices. [CO1]
2. Provide examples of professional narratives and how they affect professional identity (both online and offline).
[CO3]
3. Evaluate strengths and weaknesses of different representations of online identity. [CO3]
4. Construct a professional narrative to convey select theme(s), and connect expertise and prior knowledge with
competencies. [CO5]
5. Identify artifacts that support the narrative. [CO6]
6. Upload their professional narrative Pathbrite for giving and receiving feedback. [CO9]
7. Reflect on the extent to which online professional identity influences decisions and hiring practices in their
profession. [CO11]

Module 8
Professional Online Identity

M: CO2-Explain how digital portfolios, reflection and storytelling can positively affect learning and professional
development.
M: CO3- Compare different ways of presenting a professional online identity using a digital portfolio.
M: CO5- Describe the steps involved in structuring a professional development story.
M: CO6- Identify evidence (artifacts) that demonstrate different professional competencies.
M: CO7-Structure and write a professional narrative using digital storytelling techniques.
M: CO8-Create reflection prompts that connect learning experiences with professional development and expertise.
M: CO9-Apply technical skills to set up a Pathbrite digital portfolio with select content.
M: CO10-Conduct self-and peer-assessments to provide formative feedback on digital portfolio activities.
M: CO11-Reflect on challenges encountered in training and opportunities for enhancing teaching with portfolios.

Objectives
• Motivate instructors to use the third feature of a digital portfolio – the public-facing presentation or “showcase.”
• Explore different online platforms and presentations of professional identity.
• Motivate instructors to assess their online identity.

Learning Outcomes
Learners will be able to:
1. Define and describe the public facing showcase function in a digital portfolio. [CO1]
2. Integrate a traditional resume with other elements to create a professional identity. [CO3]
3. Define basic principles for selecting multimedia to enhance a digital story. [CO5]
4. Create a professional narrative with multimedia elements in Pathbrite. [CO9]
5. Make a showcase available to a select group (e.g., facilitator and peers in the group). [CO9]
6. Post the digital portfolio online (e.g., at LinkedIn, professional organizational page, etc.) – optional. [CO9]
7. Reflect on their confidence and interest in teaching with digital portfolios and using them as professionals in the
field. [CO11]

DIGITAL PORTFOLIO CURRICULUM 66

Curriculum Content and Resources
Resources that support delivery of this curriculum include a guide for the course
facilitator; a course outline and teaching plan for the faculty participants; presentations for each
module and webinar; readings; scaffolds (job aids and worked example); a Pathbrite User’s
Guide; and the SMBCP syllabus. The following PowerPoint presentations contain content to be
delivered face-to-face for the first module; asynchronously via VoiceThread for seven modules,
and synchronously via Blackboard Collaborate for three webinars. (The content can also be
delivered entirely, face-to-face in a physical classroom setting). The introductory slides
preceding Module 1, provide an overview originally intended for the dissertation review
committee and the remaining slides contain facilitator’s notes. These slides also serve as
resources which SBMCP instructors can modify and use when introducing digital portfolios to
their students. Curriculum Content

DIGITAL PORTFOLIO CURRICULUM 67

Slides 2-4 are designed to orient curriculum reviewers to the SBMC faculty development program, Digital
Portfolios for Learning and Professional Development.
Slide 2. Curriculum map
Slide 3. Online learning environment
Slide 4. Curriculum content

This faculty development program, Digital Portfolios for Learning and Professional Development, is designed to
enable School Business Management Certificate (SBMC) instructors to effectively integrate digital portfolios into
their teaching. The curriculum presents instructors with the opportunity to learn digital portfolio practices, set up
and populate a digital portfolio and develop a plan for integrating digital portfolios into their sections of the current
SBMC curriculum. This diagram represents the topics and flow of the Digital Portfolio curriculum.
Module 1: Will be implemented on ground, face-to-face with program participants during a larger SBM faculty
orientation program. This session is 60 minutes long.
Modules 2-8: will be implemented online with a “flipped classroom approach.”
Learners are expected to watch a presentation and do preparatory work prior to meeting online in a corresponding
synchronous and facilitated session.
Each asynchronous session is approximately 10-15 minutes long.
Each online synchronous session is approximately 45-60 minutes long.
Modules 2 through 6 represent the inward facing aspects of a digital portfolio. Modules 7 and 8 represent the
outward-facing aspect of a digital portfolio and can be presented together.

DIGITAL PORTFOLIO CURRICULUM 68

Participants will need to use three applications/online platforms:
• Learning Management System (D2L)
• Program communications, content, and resources
• Video conferencing platform (Blackboard Collaborate)
• Synchronous online meetings with program participants
• Digital portfolio application (Pathbrite)
• Participants will design a layout and add individual content and reflections to Pathbrite
Screen shots of each component and urls will be provided for optional access in addition to this representation of
the curriculum.

The Digital Portfolios for Learning and Professional Development curriculum has 8 Modules each with:
RESOURCES: Readings, job aids, worked examples, and activities for participants.
MODULE SLIDES: Represent a Voice Thread presentation participants would find in D2L. There is a script in the
notes field below each slide.
WEBINAR SLIDES: Presented by program facilitator during face-to-face sessions, on ground and online, then
posted in LMS for participants’ reference.
These folders are sequenced to demonstrate how program participants will experience the curriculum.

DIGITAL PORTFOLIO CURRICULUM 69

Big Take-Away: Digital Portfolios have the potential to significantly enhance learning and professional
development for established practitioners and students.

Module 1 Introduces instructors to research that supports the pedagogical value of digital portfolios as a teaching
tool and as a professional development tool. It is designed to motivate instructors and increase interest in teaching
with digital portfolios by demonstrating the relevance and utility of digital portfolios and associated pedagogies such
as reflection. It is also designed to introduce the technology incrementally and in association with specific
pedagogical and course administration tasks. And confirm organizational support and recognition of the effort being
asked of adjunct faculty to use digital portfolios in their teaching.
Format: 60 minute, face-to-face session during faculty orientation.
Speakers: Facilitator, Rossier SBMC program leaders, Rossier technology support staff.
Resources
• Facilitator’s PPT presentation
• Pathbrite Guide
• Curriculum outline for SBMC instructors
• Job Aid: Writing a Professional Statement
• Pre- and Post- Motivation surveys

Readings
Nguyen, C.F. (2013) The ePortfolio as a Living Portal: A Medium for Student Learning Identity, and Assessment.
International Journal of ePortfolio, 3(2), 135-148. www.theijep.com
Watson, C.E., Kuh, G.D., Rhodes, T., Penny Light, T., and Chen, H. (2016). Editorial: ePortfolios – The Eleventh
High Impact Practice. International Journal of ePortfolio, 6(2), 65-69. www.theijep.com
Watty, K and McKay, J. (2016) ePortfolios: what employers think. EFMD Global Focus, 3(10). www.global focus
magazine.com

Additional resources
Digital Portfolios in the Age of the read/Write Web by Jonan Donaldson
http://er.educause.edu/articles/2012/11/digital-portfolios-in-the-age-of-the-readwrite-web
Pathbrite portfolio of resources and digital portfolio examples created by Helen Chen
https://pathbrite.com/portfolio/PLTNlPdgp/portfolio-to-professional-resources-examples
Process Portfolio demonstrating work in progress
https://docs.google.com/viewer?a=v&pid=sites&srcid=aGJ1aHNkLmVkdXxpYi1hcnR8Z3g6NzhjMjI5ZDc4Yzk3
MDNlNQ
Topic- How adults can use ePortfolios for PLA – Prior Learning Assessment
http://evolllution.com/opinions/adult-education-and-eportfolios

DIGITAL PORTFOLIO CURRICULUM 70

The welcome and introduction are delivered by Rossier SBMC program leaders to describe the initiative, motivate
faculty to participate and acknowledge their critical role in the initiative. The facilitator and support staff are also
introduced.

SBMC Program leader:
We’ve asked you to join us in learning how to teach with ePortfolios because this exploratory initiative will not
succeed without faculty support. The SBMC program provides students with an authentic learning experience that is
closely aligned with the competencies established by the ASBO. So why do we need to add ePortfolios?
Many of us know talented professionals whose biggest challenge is finding a way to demonstrate what they are
capable of doing to employers and key stakeholders, beyond using a traditional, text-heavy resume. It is also the
case that online learning can be challenging. Research indicates that the digital or ePortfolio, when used
appropriately, is a highly effective way for professionals to track and present their knowledge, experience and
expertise while demonstrating 21
st
century skills. It also builds the metacognitive skills needed to excel as a lifelong
learner. Maintaining a portfolio throughout this program could bridge those gaps and enable SBMC graduates to
establish a dynamic professional identity that stands out against a rapidly changing educational landscape.
Our goals for using ePortfolios is for SBM students to
• track their learning and collect compelling evidence of achieving the 13 ASBO competencies.
• reflect and make connections among learning experiences over time.
• demonstrate capacities for digital literacy, presentation and communication among other 21
st
century skills.
• present a strong professional identity in support of career advancement.
We would also like you to consider the benefits of using eportfolios for yourselves as instructors and professionals.
We recognize that without your expertise and willingness to innovate this program would not have the strong
reputation it does. Thank you!
Let me introduce my colleague who will be facilitating the rest of the Digital Portfolio program -
And our colleagues who will provide the technical support for our online learning environment -

[Facilitator will use the rest of the face-to-face session to introduce digital portfolio pedagogy, practices and
Pathbrite].

DIGITAL PORTFOLIO CURRICULUM 71

DISCUSSION
Goal: Assess level of instructors’ knowledge about ePortfolios and establish a mutually understood, working
definition.
Facilitator
What is your experience with portfolios? How do you define them? Are you familiar with the terms digital portfolio
and ePortfolio? Does anyone have a digital portfolio?
Participants
Large group response and discussion.
Facilitator
Let’s look at our working definition.

References
https://dakotasumpter.com/ [photographer]
https://depaul.digication.com/sarah_hughes1/Home [teacher]
This may be what comes to mind when we think of professional portfolios. Teachers and visual artists have a long
history of creating portfolios to demonstrate their competencies.

DIGITAL PORTFOLIO CURRICULUM 72

Facilitator
The education field offers many definitions for digital portfolios. For our purposes we are going to define an
ePortfolio by separating portfolio uses from specific portfolio technologies. Regardless of the platform, there are
core skills we want to cultivate in our SBMC students so that they maximize the benefits of a portfolio. ‘Folio
thinking’ (1) which originated at Stanford, refers to platform agnostic practices that guide the effective use of
portfolios for learning. This pedagogy involves reflection, critical thinking and the purposeful collection of artifacts.
Technically, we are going to define the ePortfolio as being an accessible online space composed of digital content
selected and/or produced by the portfolio’s owner (ePortfolio is synonymous with digital portfolio).
Several portfolio systems have emerged with functionality that allows users to build an aesthetically pleasing,
customizable digital portfolio with relative ease. The SBMC program chose Pathbrite because it is scalable, flexible,
and fairly intuitive. Pathbrite allows portability of content, integration of media, and users can create multiple public
facing aspects of their portfolios for different audiences. It is also possible to create and view Pathbrite portfolios at
the individual, course, program or institution level.

Additional resource
Topic - Description of “folio thinking,” a reflective practice that supports use of ePortfolios at Stanford University
https://stanford.digication.com/foliothinking/Welcome

Facilitator
Research indicates that students will benefit their learning and career development by using their portfolios to:
• Make learning visible over time and across SBMC program.
• Present professional narratives to employers and stakeholders.
• Build an online identity that is professional and digitally literate.
It can be more than a resume - It can provide a dynamic overall profile of you as a professional
DIGITAL PORTFOLIO CURRICULUM 73

It can present customized narratives that demonstrate your experience
It can demonstrate presentation and communication skills
It can store your assets with reflections/notes about their significance
It can convey mastery of 21
st
century skills – digital literacy
It can manage your online identity in a dynamic way

Facilitator
These are examples of portfolios from different fields.
[Show a section of the portfolio that demonstrates learning process – making learning visible]
Reference
http://www.wrhart.com/about.html [architect]

Facilitator
How might the process of creating a digital portfolio benefit learners? What other skills could you demonstrate?
Participants
Large group response
Facilitator
Digital portfolios are being introduced at the undergraduate level to 18-21-year-old students, but increasing numbers
of older adults are now engaged in life-long learning - formally, informally, online, in person and at different
institutions. A portfolio can provide a holistic view of their academic experiences and achievements.
Additional resources
Topic - Application in the workplace – Harvard Business School working paper summary
Learn by Thinking: How Reflection Improves Performance
DIGITAL PORTFOLIO CURRICULUM 74

http://hbswk.hbs.edu/item/learning-by-thinking-how-reflection-improves-performance
Topic - Reflecting on Work Improves Job Performance by Carmen Nobel
http://hbswk.hbs.edu/item/reflecting-on-work-improves-job-performance
Topic - Making Experience Count: The Role of Reflection in Individual Learning by Di Stefano, G., Gino, F.,
Pisano, G.P., and Staats, B.R.
http://www.hbs.edu/faculty/Publication%20Files/14-093_defe8327-eeb6-40c3-aafe-26194181cfd2.pdf
Topic - Portfolios from Pathbrite help you demonstrate lifelong learning - Interview with Heather Hiles, founder of
Pathbrite (20:22)
https://www.youtube.com/watch?v=XTF3ol8JsyE

Facilitator:
George Kuh, Director of the National Institute for Learning Outcomes and Assessment discusses the ePortfolio as a
high impact practice for enhancing student achievement. (3:41)

Reference
Video: George Kuh, Director of the National Institute for Learning Outcomes Assessment discusses ePortfolio as a
high Impact Practice July 27, 2016. (3:41)
https://www.youtube.com/watch?v=5r9WuHB_Yo0 (George Kuh)

Facilitator
Another example of a portfolio from a different field.
[Show a section of the portfolio that demonstrates competencies through stories that go beyond a resume]

DIGITAL PORTFOLIO CURRICULUM 75

Reference
http://ead0012.wixsite.com/elizabethdevore/about [electrical engineer]

Discussion I
Facilitator
As an employer, what do you look for to confirm that an employee or job candidate has the competencies outlined
on his/her resume?
What establishes their identity and demonstrates how they leverage experience?
What convinces us to hire or assign increasing responsibilities to staff?
Does the traditional resume provide the evidence you seek? And how well does it present that evidence?
I’ve shown you examples of digital portfolios from various fields – in what ways could an SBM candidate’s
portfolio answer your questions?
Discussion II
Facilitator
How do these professional identities compare?
How might the process of creating a digital portfolio benefit career development?
Participants respond
Facilitator
Research on employee expectations, digital literacy, and professional narratives point to the utility of a digital
portfolio and the importance of maintaining a professional online identity.
Does not replace a traditional resume – certainly enhances it.

Reading:
Topic - Benefits of ePortfolios for both graduates and employers - ePortfolios: what employers think by Kim Watty
and Jade Mckay
http://globalfocusmagazine.com/wp-content/uploads/2016/10/Issue_3_2016_eportfolis.pdf

DIGITAL PORTFOLIO CURRICULUM 76

Facilitator
The next video provides the employer’s perspective on having access to a prospective employee’s digital portfolio.
Reference
Video: ePortfolio Employer perspective (2:50)
https://www.youtube.com/watch?v=uEJszaRyG1A
https://youtu.be/uEJszaRyG1A

Facilitator
Does this ePortfolio convey this individual’s identity as a hospitality professional?
[Show sections of the portfolio that convey identity in different ways]

Reference
http://patiencelatta.wixsite.com/portfolio [hospitality]

DIGITAL PORTFOLIO CURRICULUM 77

Facilitator:
Several staff members at Loyola University in Chicago describe the impact of developing a portfolio on their
professional identities.

Reference
Video: Adults who created ePortfolios (2:56)
https://www.youtube.com/watch?v=UfHczqAKk7s (Loyola University Chicago)
https://youtu.be/UfHczqAKk7s
Facilitator can reference this article.

Reading
The Importance of Cultivating Your Online Identity by Time Staffing
http://timestaffinginc.com/importance-cultivating-online-identity/

Facilitator
We would like SBMC faculty and students to be able to develop portfolios that achieve these outcomes with digital
portfolios. This educational administration candidate’s portfolio does a very good job of listing standards and
linking to evidence that she has met those standards. But adding narratives and media could make this portfolio even
stronger.

Reference
http://www.klsriley.com/portfolio/vision/ (Sample school admin portfolio)

DIGITAL PORTFOLIO CURRICULUM 78

Facilitator:
What we would like students to be able to do as participants in piloting portfolios
• Identify goals (capstone and key areas of development)
• Collect evidence of expertise and mastery of competencies.
• Write reflections to transform experience into learning.
• Receive and provide feedback which builds student self-assessment skills. Formative feedback – not a
final assessment of student work.
• Create a professional narrative with a purpose and for an identified audience
• Post a public facing portfolio to build online identity.

Facilitator
For the purpose of our initiative, we view the digital portfolio as having three key functions that support our goals.
1. Repository
2. Learning Journey
3. Showcase
We will explore these digital portfolio functions as we build out your portfolios in Pathbrite over the remaining
sessions. We will also provide guidelines and support materials you can use for integrating them into your teaching
for student learning and professional development.

Additional Resource
Pathbrite: ePortfolio creation for education, career, and life by Val Parke
DIGITAL PORTFOLIO CURRICULUM 79

https://www.youtube.com/watch?v=COjLR2kAmwc
* Focus on the functions and features of Pathbrite and not on the concept of learning styles.

Facilitator
First principle of portfolios is ownership. You and our students are the authors of your own portfolios - customized
to establish your professional identity. We are going to start by creating your professional profile which you can you
can build on over time. This will be the outward facing, discoverable aspect of your portfolio.
1. Activity: Establish ownership
Login and set up an individual profile in Pathbrite by joining the SBM Faculty program.
Creating a Pathbrite ePortfolio - https://www.youtube.com/watch?v=knKAqLltATQ
Pathbrite User Guide - https://pathbrite.com/userguide/1/en/topic/faq-profiles
2. Activity: Establish your identity
Write and upload a statement that reflects your teaching or business philosophy. You can always go back and
change it. You can also add images and other media.
3. Activity: Collect artifacts
Add a resume to your Library (repository) in Pathbrite. Add Work to Your Portfolio -
https://pathbrite.com/userguide/1/en/topic/add-work

Resources for getting help with using Pathbrite
• Consult Pathbrite Users Guide available in D2L
• Ask your learning partner for assistance
• Contact SBMC program technical support team.
So far you have used two of the three components of the digital portfolio:
- Public-facing portfolio
- Inward facing Library

DIGITAL PORTFOLIO CURRICULUM 80

Facilitator
This orientation to Digital Portfolios is based on a framework that represents the interaction of three kinds of
knowledge: Technology, Pedagogy, and Content Knowledge. Throughout this program, we want you to click a
button for a reason – in other words – our goal is for you to develop technology knowledge that aligns with
pedagogical and content knowledge. You are not going to learn how to make the most of Pathbrite simply by
clicking. Pedagogy and technology are closely aligned. As expert faculty you have great strength in content
knowledge which might influence how you advise a student to use their portfolio to showcase different skills. You
might also have an affinity for using technology and will be able to leverage the ePortfolio in different ways to
represent your subject area knowledge. Each knowledge type can influence another.

Reference
https://holmeshsitworkshops.wikispaces.com/file/view/TPACK%20SelfAssessment.jpg/356683648/636x599/TPAC
K%20Self-Assessment.jpg

Facilitator
Today’s session, Power of Digital Portfolios is the only in person face-to face session. I will be guiding you
through the next 6 sessions which will be delivered “flipped classroom” style. That means:
• You’ll watch a Voice Thread presentation and do prep work before we meet together as group in an online
session that I’ll facilitate.
• Each Voice Thread presentation is approximately 10 minutes long.
• Each online group session is approximately 45-60 minutes long.
The expectation is that you will have prepared for the session, either independently or with your learning partner, to
get the most out of our time together.
Learning Partners
DIGITAL PORTFOLIO CURRICULUM 81

Meet your learning partner. While I am available to answer questions– we’ve paired you with a colleague for
collaboration and mutual support. We created partnerships because research shows that collaborative learning
relieves cognitive load especially when you’re doing new and complex tasks. Purpose is to share expertise, different
perspectives, give and receive feedback and leverage prior teaching and technology experience. Working together is
optional unless you’re specifically asked to do so, but we think you’ll be able to complement each other’s abilities.
Now, Let’s look at what’s ahead and the technologies you’re going to use during this orientation. All of them are
probably familiar to you with the exception of Pathbrite.

Facilitator:
We designed these modules to help you find utility in digital portfolios and integrate them into your teaching in a
meaningful way. You'll have the opportunity to learn portfolio practices, set up and populate a digital portfolio using
Pathbrite, and develop a plan for using digital portfolios in your sections of the SBMC curriculum.
Facilitator
There are 7 modules on using digital portfolios for learning and professional development.
Modules 1 through 6 are about working with the inward facing aspects of a digital portfolio.
• Module 1: POWER OF DIGITAL PORTFOLIOS
How portfolio practices align with SBMC goals and ASBO competencies
Digital Portfolios have the potential to significantly enhance learning and professional development for
established practitioners and students.
• Module 2: Learning Outcomes and Competencies
How portfolio aligns with SBMC goals and ASBO competencies
Digital Portfolios enable instructors and students to track progress toward mastery of program
competencies by tracking achievement of learning outcomes.
• Module 3: REFLECTION
Core skill – ability to make connections, self-awareness, critical thinking à metacognition
Reflection enhances metacognition and critical thinking while providing both the student and the instructor
with insights about what and how the student is learning.
• Module 4: FEEDBACK AND ASSESSMENT
Core Skill – ability to give and receive feedback, apply feedback, do self-assessment
Instructors and students should have a shared understanding of how the digital portfolio will be used for
assessment and feedback to avoid adversely affecting student adoption and usage and to maximize
development of students’ metacognition.
• Module 5: POWER OF STORY
Core Skill – ability to connect through story – turn facts into emotionally engaging narrative
Storytelling positively effects learning and professional development through critical thinking,
metacognition and creativity on the part of the storyteller which engages listeners and readers both
cognitively and emotionally.
• Module 6: COLLECT AND CURATE
Core Skill – ability to select and contextualize evidence of learning, achievement and mastery
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Curating artifacts and providing context is essential to building a collection that will effectively provide
evidence of learning, professional achievement, and mastery of competencies.
• Modules 7 and 8 are about the outward-facing aspect of a digital portfolio.
Module 7/8: PROFESSIONAL NARRATIVES AND ONLINE IDENTITY
Core Skill – ability to craft professional narratives and present a professional online identity
Creating professional narratives enhances professional identity, both online and offline. An online
professional identity will convey your presence, highlight your skills and experience, contribute to your
professional network, and illustrate your digital literacy.
Research indicates that if faculty or students do not perceive the utility of digital portfolios they are likely to
perceive digital portfolios as an obligation or organizational busy work that quickly becomes an obstacle rather than
an opportunity (citation).

Facilitator:
To summarize: You’ll use three applications or online platforms as part of your online learning environment.
Ideally, you’ll be able to login using the same password.
• Learning Management System (D2L)
• Program communications, content, and resources
• Video conferencing platform (Blackboard Collaborate)
• Synchronous online meetings with program participants
• Digital portfolio application (Pathbrite)
• Participants will design a layout and add individual content and reflections to Pathbrite
You’ll be able to access this presentation form D2L after today. Now that we covered logistics, let’s take a look at
content.

DIGITAL PORTFOLIO CURRICULUM 83

Facilitator
The slides from today’s session will be available on D2L.
MODULE 2: Alignment: Learning Outcomes, Assignments and Competencies
• Log in to D2L course website to get resources (readings, Pathbrite Guide) and a link to the (10 minute)
Voice Thread for Module 2. (You will be referencing the document with SBM program learning outcomes,
your section syllabus with assignments, and capstone project description).
• Before we meet again online, watch the Voice Thread for Module 2.
• Complete and upload any prep work (You can do this individually or together with your learning partner).
I’m looking forward to seeing you online for Module 2. Instructions for logging into Blackboard Collaborate are
provided with resources in D2L. Please come prepared to participate.

Facilitator
Since reflection is a core portfolio building skill - we are going to end every session by asking you to respond to a
reflection prompt, but please feel free to capture any other reactions or realizations you experience. Together, these
reflections will provide an overview of your learning process. This is a practice that can be integrated in your
teaching. There is an entire session dedicated to writing reflection prompts and using them as a form of self-
assessment and formative assessment with your students.
Assignment: Uploading a reflection to Pathbrite
For today, you can write a reflection and copy it to the inward facing component of your portfolio.
These reflections will describe your learning journey and can be reviewed at the end of this course.

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Program leader:
A successful pilot will require a mutual commitment. We also recognize and appreciate that it requires an
investment in your time and effort and willingness to explore the value of ePortfolios in partnership with students.
Commitment involves
• Support for faculty: professional development session, organizational recognition, technical support
(introduce technology support staff later)
• Based on the resources and skill development of this faculty orientation – they will integrate digital
portfolios – not just an add on.
• Model adoption by encouraging student use and treating it as an investment not just an obligation. Establish
value.
• Share feedback after reflecting on your own experience with portfolio practices and technology.
Program leader:
Ask the faculty for questions and concerns.
Conclude with acknowledgment of instructors’ experience, guidance, and coaching as a valuable asset to the
program and to the field.

DIGITAL PORTFOLIO CURRICULUM 85

Big Take-Away: Digital Portfolios enable instructors and students to track progress toward mastery of program
competencies by tracking achievement of learning outcomes.

Module 2 allows each instructor to evaluate the relevance and utility of digital portfolios by constructing a portfolio
in the context of their own course. Working in pairs, instructors will use the SBMCP syllabus to identify specific
learning outcomes aligned with program competencies. Instructors will describe how these assignments and
assessments provide evidence of student learning. Based on the TPACK model, instructors will integrate these
components into Pathbrite to create a repository of learning artifacts including work toward the capstone project. As
a group, instructors will discuss approaches to building the portfolio so that students can map skills, knowledge, and
artifacts to track mastery of competencies across the program, especially in the areas which students identified as
“weak” and in need of development using SMART goal setting. Module 2 provides a review of how to write
learning outcomes and how to align them with the appropriate assessments and assignments. This module reinforces
portfolio terminology and practices introduced in Module 1. Instructors are expected to be familiar with the
competencies established by the ASBO and outlined in the School Business Management Certificate Program
curriculum. Instructors will continue to upload their reflections to Pathbrite as a way of tracking their own learning
and documenting strategies for using Pathbrite in their teaching. Instructors will be asked to compete a written
reflection at the end of the module, and encouraged to voice their questions and concerns throughout the session.

Delivery: 10-minute Voice Thread presentation to be watched asynchronously.
There is no synchronous online session for Module 2.

Resources:
- Facilitator’s Guide
- Module 2 Voice Thread
- Pathbrite Guide
- USC SBMCP Syllabus: Appendix A: Learning Objectives and In-Depth Study 2016-17 including oral
presentation and written rubrics
- Capstone project description
- Job Aid: SMART goals

Readings:
Chen, H. L., Grocott, L.H., and Kehoe, A. L. (2016). Changing Records of Learning through Innovations in
Pedagogy and Technology. EDUCAUSE REVIEW Why IT Matters to Higher Education.
Madden, T.M. (2015). Reimagining Boundaries: How ePortfolios Enhance Learning for Adult Students.
International Journal of ePortfolio, 5(1), 93-101.
Turkay, S. (2014). Setting goals: Who, why, how. Manuscript. Retrieved from http://hilt. harvard.
edu/files/hilt/files/settinggoals. pdf.

DIGITAL PORTFOLIO CURRICULUM 86

Facilitator
Digital Portfolios enable instructors and students to track progress toward mastery of program competencies by
tracking achievement of learning outcomes.
Doing well on assignments shows progress toward learning outcomes, doing well on several learning outcomes
shows progress towards competencies. Being able to see that progression all in one place –that’s the advantage of
tracking learning in a digital portfolio. SBMCP students are challenged with mastery of 13 core competencies.
Making learning visible will highlight their strengths and help focus their efforts on skill and knowledge gaps. The
first step, in bringing the big picture into focus, is setting up the digital portfolio with an alignment of competencies,
learning outcomes and the assignments, activities and assessments which produce evidence of learning.

Facilitator
A strong alignment between competencies, learning outcomes and assignments has already been designed into the
SBMCP curriculum. During this session, we’ll look at how assignments and assessments are designed to
demonstrate and produce evidence of achievement. We will also set up Pathbrite to capture that alignment so that
progress toward mastery of competencies becomes visible to both students and instructors. And, to give you hands
on experience with tracking learning, we’ll ask you to identify a professional development goal related to this
program on using digital portfolios, suing the SMART goal setting approach.
During this session we will:
- Briefly define and review the two dimensions of learning outcomes. We’ll look at the type of knowledge
and level of cognitive (thinking) skills we expect learners to use in achieving desired outcomes.
- Review the 13 competencies established by the ASBO and incorporated into the USC SBMC program
curriculum.
- Analyze assignments to determine the extent to which they produce evidence of achievement and mastery
of competencies.
DIGITAL PORTFOLIO CURRICULUM 87

- Review the SMART goal setting method used by students to identify developmental goals at the start of the
SBMCP.
- Set up Pathbrite to be a learning portfolio with a framework that enables tracking of competencies, learning
outcomes and assignments.

1. Describe learning outcomes.
2. Examine alignment of core competencies, learning outcomes and assignments.
3. Assess how assignments produce evidence of learning.
4. Set up Pathbrite with learning goals, competencies and assignments.
5. Create a SMART faculty development goal.
6. Reflect on how tracking student progress toward mastery will impact teaching.

Facilitator
Module 2 is all about alignment. To participate in this session, you’ll need these resources:
SBMCP curriculum and description of the capstone project
Pathbrite Guide
* SMART goal setting guidelines
*Bloom’s taxonomy of learning objectives (revised by Anderson and Krathwohl)
*Learning Objectives Verbs
After watching this Voice Thread, please complete activities on Learning Objectives. You can do this individually
or discuss it with your learning partner, unless otherwise directed. When you’re ready, you can watch the Voice
Thread for Module 3 - Reflection.

Facilitator
A straightforward definition of a learning objective is what we would like students to know or be able to do as a
result of going through a program. The SBMCP identified 13 core competencies that align with ASBO
competencies. These in turn have been mapped to learning outcomes and assignments across all courses in the
SBMC Program.

DIGITAL PORTFOLIO CURRICULUM 88

Facilitator
Strong relationships among competencies, learning outcomes and assignments have already been designed into the
SBMCP curriculum. These may be attributed to the “backward design” process which begins with learning
outcomes and competencies. It is a process for developing curriculum that starts with the desired results – what we
would like students to know and be able, followed by identifying assessments that will provide evidence of
achievement and activities and learning experiences that will lead to the desired results. This approach examines the
output of assignments and other kinds of assessments for evidence that demonstrates the application of skills and
knowledge. Outputs from assignments are also referred to as “artifacts.” One of the key functions of a learning
portfolio is to collect evidence or artifacts of learning. And, as working professionals, students may have other
evidence of learning and mastery from prior knowledge and experience.

Reference: https://www.slideshare.net/jaimeo/the-backwarddesign

Facilitator
This is a summary of the 13 core competencies SBMCP students are trying to achieve. As you can see core
competencies span a broad range of topics and areas of expertise. Each of these competencies is aligned with
assignments that meet learning object across the program. There is a chart in Appendix A of the syllabus, that
associates assignments with learning objectives for each quarter of the program. These learning objectives are also
coded to indicate which core competencies they support. For example, doing well on Assignment 6 on Risk
Management demonstrates achievement of 3 learning objectives associated with 3 different competencies: SP
(Strategic Planning), AC (Accounting) and BD (Budget). During this session, we’ll do a brief review of learning
objectives/outcomes; look at alignment in the SBMCP curriculum, choose a SMART goal, and set up Pathbrite as a
learning portfolio to make progress toward mastery of competencies visible. These core competencies also entail
different orders of thinking and different types of knowledge.
DIGITAL PORTFOLIO CURRICULUM 89

Facilitator
Bloom’s taxonomy is a framework that helps educators organize learning outcomes according to the level of
cognitive processing involved. Characterizing learning outcomes in this way informs course design so that students
have the foundation or pre-requisite lower order skills needed to achieve higher order learning outcomes. Bloom’s
Taxonomy was revised by two educational researchers, Anderson and Krathwohl, who added creativity as the
highest order cognitive process. They also took into consideration the type of knowledge involved in learning
outcomes. Choosing the appropriate verbs is essential for being able to articulate a learning objective and how
complex it is.
While you are not developing curriculum – it is helpful to understand the types of knowledge and the amount of
cognitive processing involved in achieving learning outcomes so that you can support and guide your students. For
example, you may be able to identify gaps in foundational knowledge and skills or help students build on their prior
knowledge. You’ll be prepared to provide more informed feedback, targeted support and guide students toward
other sources of evidence that they have mastered their learning objectives – such as prior knowledge and on-the-job
experience.

References:
Anderson, L. W. & Krathwohl, D.R., et al (2001) A taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Longman
Image source: Vanderbilt University Center for Teaching

Facilitator
DIGITAL PORTFOLIO CURRICULUM 90

The four levels of knowledge identified by Anderson and Krathwohl are factual, procedural, conceptual and
metacognitive. Knowledge types increase in complexity from factual to metacognitive knowledge
• Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve
problems. Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to
essential facts, terminology, details or elements students must know or be familiar with to understand a
discipline or solve a problem in it.
• Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods. Procedural Knowledge refers to information or knowledge that helps
students to do something specific to a discipline, subject, or area of study. It also refers to methods of
inquiry, very specific or finite skills, algorithms, techniques, and methodologies.
• Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that
enable them to function together. Conceptual Knowledge is knowledge of classifications, principles,
generalizations, theories, models, or structures pertinent to a disciplinary area.
• Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness and knowledge of
one’s own cognition. Metacognitive Knowledge is the awareness of one's own cognition and cognitive
processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks,
to include contextual and conditional knowledge and knowledge of self.

Reference:
Anderson, L. W. & Krathwohl, D.R., et al (2001) A taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Longman.

Facilitator
This responsive illustration allows you to explore different combinations of knowledge types and levels of cognitive
processing. You can use this responsive illustration to locate learning objectives at the intersection of level of
thinking and type of knowledge. Note that designing a portfolio is a learning outcome representative of highest order
cognitive processing: creating with metacognitive knowledge.
A statement of a learning objective contains a verb (an action) and an object (usually a noun).
The verb generally refers to [actions associated with] the intended cognitive process.
The object generally describes the knowledge students are expected to acquire or construct.

Reference:
Image source: http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/revised-
blooms-taxonomy-flash-versione knowledge.

DIGITAL PORTFOLIO CURRICULUM 91

Facilitator
Keeping in mind that there are two dimensions of learning objectives, let’s look at two core SBM competencies:
3. Summarize the leadership role of the chief business official and
9. Develop a K-12 or charter school FY budget from beginning to end.
How do the levels of cognitive processing differ and how can you tell? If you look at the verbs which indicate what
we expect the student to be able to do: The verb summarize is a lower order skill than develop which is at the level
of creating. What about knowledge type? #3 focuses on a description of leadership role which is probably factual.
Core competency #9 – a budget – involves a combination of Procedural and Conceptual knowledge to create it.

Facilitator
Now, try analyzing one of the Learning Outcomes in the section you’re going to teach.
Remember: A statement of a learning objective contains a verb (an action) and an object (usually a noun).
The verb generally refers to [actions associated with] the intended cognitive process.
The object generally describes the knowledge students are expected to acquire or construct.
You have a list of Bloom’s verbs that indicate the level of skill involved.
While you are not developing SBMCP curriculum – it is helpful to understand the types of knowledge and the
amount of cognitive processing involved in achieving learning outcomes in your sections so that you can support
and guide your students. For example, you may be able to identify gaps in foundational knowledge and skills or help
students build on their prior knowledge. The SBMCP curriculum has been designed to either leverage students prior
work experience and knowledge or provide it in course content and assignments.

DIGITAL PORTFOLIO CURRICULUM 92

Facilitator
We are designating the student’s primary portfolio as their learning portfolio. But, with one Pathbrite account,
SBMCP students will be able to set up an inward-facing learning portfolio and several public-facing, showcase
portfolios. Remember the 3 primary functions of the digital portfolio are to provide a repository where you can
collect artifacts/evidence of learning; an inward facing view of learning progress based on reflection and feedback;
and finally, a public-facing professional “showcase” portfolio. Students can create more than one showcase
portfolio, depending on the audience and goals. We are going to create the framework for tracking learning by
creating a structure that each student can add to their learning portfolios. To do this we’ll use the category feature in
Pathbrite. Refer to your Pathbrite Users Guide.
Each student has a Pathbrite account and will be able to set up an unlimited number of showcase portfolios based on
their primary portfolio, in addition to their learning portfolio

DIGITAL PORTFOLIO CURRICULUM 93

Facilitator
In addition to working on SBMCP learning objectives, students are asked to identify areas for development and set
their own goals for growth in those areas. Students need intrinsic interest to sustain motivation to learn and setting
goals can be motivating, increase intrinsic interest in learning and build self-regulated learning skills. A digital
portfolio can show progress toward goal achievement by associating activities, assessments, reflections, and other
artifacts with a goal. One way to establish attainable goals is by using the SMART method, which may be familiar
to you.
• Specific: Who? What? Where? When? Which? Why?
• Measurable: Criteria for measuring progress toward goal
• Attainable: Plan for an achievable goal
• Relevant: Think about the reason why you’ve established the goal in the first place. If the goal relates to
the reason, then you’re in good shape.
• Time Based: specific start, milestones, end
To provide a “hands-on” experience, we ask that you use the SMART method to describe a professional
development goal related to teaching with portfolios and upload it to Pathbrite. Think about what kinds of evidence
would indicate mastery.

Reference
SMART goal definitions: https://www.searchparty.com/blog/definition-smart-goals/

Facilitator
In this module, you’ve set up Pathbrite in preparation for tracking progress toward mastery of competencies. With
this structure in place – students can map their reflections against a competency, give and receive peer and instructor
DIGITAL PORTFOLIO CURRICULUM 94

feedback, and track progress toward an individual development goal. To do this we used categories and the Library
features in Pathbrite. We will be ending every session by asking you to reflect based on a specific prompt. This is a
practice that can be integrated in your teaching. There is an entire session dedicated to writing reflection prompts
and using them as a form of self-assessment and formative assessment with your students. For today, you can write a
reflection and copy it to the inward facing component of your portfolio. These reflections will describe your learning
journey and can be reviewed at the end of this course.

Activity: Write a reflection in Pathbrite based on how tracking student progress in Pathbrite might impact your
interactions with students or how might tracking a professional development goal in Pathbrite affect your progress
toward that goal.

Facilitator
We are going to designate the student’s primary portfolio as a learning portfolio. Each student has a Pathbrite
account and will be able to set up an unlimited number of showcase portfolios based on their primary portfolio.
Remember the 3 primary functions of the digital portfolio are to provide a repository where you can collect
artifacts/evidence of learning; an inward facing view of learning progress based on reflection and feedback; and
finally, a public facing showcase portfolio. Students can create more than one showcase portfolio, depending on the
audience and goals. We are going to create the framework for tracking learning by creating a structure that each
student can add to their learning portfolios. To do this we’ll use the category feature in Pathbrite. Your Pathbrite
Users Guide is available in D2L for reference. With one Pathbrite account, SBMCP students will be able to set up
an inward-facing learning portfolio and as many pubic-facing portfolios as they need.

DIGITAL PORTFOLIO CURRICULUM 95

Big Take-Away: Reflection enhances metacognition and critical thinking while providing both the student and the
instructor with insights about what and how the student is learning.

Module 3 is focused entirely on reflective practice and strategies for incorporating reflection in a course. While
instructors have already had opportunities to reflect on teaching and learning with digital portfolios, this session
demonstrates how to set goals for reflections and develop engaging and provocative prompts. Based on research
about the stages of reflection, this module provides guidelines for reading and responding to student reflections,
while encouraging students to become increasingly more insightful about how they learn. With their learning
partners, instructors will develop prompts and share them with the group. They will have opportunities to practice
reading and responding to prompts within Pathbrite. Instructors will also discuss, in pairs, the pros and cons of
asking students to share their reflections. Instructors will be asked to complete a written reflection at the end of the
module, and encouraged to voice their questions and concerns throughout the session.
Format: 10-minute Voice Thread presentation to be watched before meeting online.

Resources:
- Facilitator’s Guide
- Module 3 Voice Thread
- Pathbrite Guide
- Job Aid: Prompting and Responding to Reflections
- Job Aid: Rubric for Assessment of Student Reflections
- Worked examples of different levels of Reflection

Readings:
Di Stefano, G., Gino, F., Pisano, G. P., & Staats, B. R. (2016). Making experience count: The role of reflection in
individual learning.

Additional resource:
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A
framework. Teaching in Higher Education, 18(4), 401-413.

DIGITAL PORTFOLIO CURRICULUM 96

Facilitator
In the last session, we set up the SBMCP curriculum in the digital portfolio so students and instructors would have a
big picture view of their progress over time. While students can use feedback and grades to mark their progress, that
approach is somewhat passive and does not make good use of the information and evidence they are collecting in
their portfolios. Reflection is a key portfolio practice because it involves students in actively interrogating their
experiences and their own learning processes. Being a reflective learner and practitioner enables us to make
increasingly more complex connections with prior knowledge and experience – and adjust how we learn and behave,
among other benefits. Reflection enhances metacognition and critical thinking while providing both students and
instructors with insights about what and how students are learning.

Facilitator
Module 3 is all about asking questions that prompt students to make connections. Here are the objectives for this
session –
• Define reflection.
• Describe how reflection facilitates learning and professional development.
• Explain the essential role of reflection in digital portfolio practices.
• Create reflection prompts.
• Analyze reflections.
• Reflect on your own reflective practice and upload to Pathbrite.
You’ll also have opportunities to practice writing reflection prompts that are aimed at your specific goals and
interests in understanding your students’ learning progress.

Facilitator
To participate in this session, you’ll need these resources:
DIGITAL PORTFOLIO CURRICULUM 97

• Readings: Reflecting on Work Improves Job Performance (HBR)
• Job Aid: Practice Analyzing Reflections
• Job Aid: Assessing Reflection
• Job Aid: Rubric for Assessment of Student Reflections
• Worked Examples: Different levels of Reflection (including markers)
• Pathbrite Guide
After watching this Voice Thread, complete the activities on Fostering Reflection. You can do this individually or
discuss it with your learning partner. Then, when you’re ready, watch the Voice Thread for Module 4 – Feedback
and Formative Assessment.

Facilitator
In a recent Harvard Business Review article, researchers Di Stefano, Gino and Pisano defined reflection as a process
of extracting insights from an experience. It is one thing to perform a task well out of habit, which is non-reflective –
it is another thing to think about what you are doing. That reflection could lead to improving what you are doing,
applying the same skills and knowledge to another problem or process, or being able to make a critical decision.
Reflection can also involve questioning assumptions and possibly transforming a belief or attitude.

Facilitator
Reflection is not new.
The relationship of reflection to learning is not new. As far back as the 1930s, educators have highlighted the vital
relationship between reflection and learning. As you can see, this viewpoint has persisted – learning is enhanced
when students reflect on their experience and invest their time and mental effort to make their own meaning from it.
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References
Dewey, J. (1933). How we think: A restatement of the reflective thinking to the educative process. Heath.
Kolb, D. A. (1984). Experiential learning. Englewood cliffs.
Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing
education, 1997(74), 5-12.

Facilitator
In the early 1980s, Donald Schön, brought reflection out of the classroom and into the workplace. He highlighted
different phases of reflecting and acting. Schön compares learning from past experiences with reflecting in
preparation for future action. And, probably the most challenging thing to do in a dynamic work environment: use
reflection to draw on experience, skill and knowledge in the middle of a situation and inform action. Reflection is
increasingly recognized as an essential skill, especially for leadership. Several MBA programs are using reflection
as a strategy to develop more rigorous, thoughtful and decision-focused management professionals.

Facilitator
Di Stefanno, Gino and Pisano studied the impact of reflection on performance improvement in the workplace. They
found that pausing for reflection and knowing when to reflect has a positive impact on performance and increases
learning. So, what does reflection look like in practice?

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Facilitator
Reflection can involve a range of cognitive skills and different types of knowledge depending on the depth, breadth
and goals of reflection. The content and goals for reflection can also vary. For example, students may reflect on how
they studied for an exam (metacognition) or they may reflect on a failed approach to solving a problem
(metacognition, procedure and concepts). Within the SBMCP, we are describing reflection as a student’s ability to
place an experience in increasingly broader contexts and make increasingly more complex connections with other
experiences, knowledge and skills. Reflection may be a completely new practice for you or your students. Those
who are new to reflection might remember and report facts about an experience without making any meaningful
connections or analysis. Opportunities to practice and find utility in their reflections should help to cultivate
students’ reflective skills. For SMBCP students the goal is for reflections to connect learning to practice and core
competencies. Levels of reflection are distinguished by the breadth and complexity of connections begin made.
Higher levels of reflection are indicated by increasingly broader contexts in which connections are made.
• Connections to my own internal world.
• Connections to similar experiences.
• Connections to other experiences and references in the larger world.

Facilitator
Instructors and students both need a purpose for reflection. Students will be more motivated to respond to a
reflection prompt if they understand that it contributes to their self-regulated learning skills and other core
competencies such as critical thinking.
• What is the goal? What impact will insights have on learning? On competencies? On tasks?
• What are we trying to change?
• When does a prompt really tell us something about an experience so that we can learn from it?
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Choose when and how to ask students to share their reflections, but encourage reflection as an ongoing process for
them. We’ve provided several job aids with examples of prompts that have different goals.

Facilitator
GOALS for REFLECTION
Within the SBMCP, the intention behind reflection is for learning and not assessment. We’ve been asking you to
respond to reflection prompts from the start of this program and will continue to do so as member of our faculty – a
group we view as a learning community. Before asking your students to reflect we encourage you to establish an
environment of safety and trust in which they feel comfortable, especially those who are new to reflective practice.
It is critical for students to understand why you are asking them to add reflections in their portfolios and how much
control they will have over sharing their reflections. This list is intended to give examples of the kinds of goals you
or a student might establish for reflection. In your role as an instructor, the goals are more likely about
understanding where students are feeling challenged, and seeing awareness of progression toward mastery and
readiness to demonstrate a competency. There needs to be an atmosphere of trust and safety for students to share
their reflections. Review the context and purpose of using reflection and if students are hesitant, probe for reasons.
One aspect of reading reflections is understanding what phase of reflection students are in.
Some students may be completely new to reflection which means they are likely to report facts without articulating
significance. Other students may use reflection to decide their next course of action. Students may use reflection in
the moment, especially in a work situation. And retrospectively, students may reflect on past experiences.

Additional resource
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A
framework. Teaching in Higher Education, 18(4), 401-413.

Facilitator
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Here is an example of reflection prompts if you and your students if the goal is to probe learning - These prompts
are designed to help students “Articulate learning”

Reference
Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical
reflection in applied learning.

Facilitator
This is one example of a rubric that will guide interpretation of student reflections. It is useful not only for
recognizing skill and knowledge gaps, but also for coaching students on their reflections with follow-up questions
and comments. The goal is to get students to become more self-reflexive. When reading a reflection - Look for
“markers” of the breadth of connections being made and the levels of reflection: references to my experience,
similar experiences, or a larger context and more connections.
Observation, understanding, reflection and critical reflection. Rubric is intended to guide reading but not
grading reflections. For SBMCP, reflections are used for learning and not assessment. The rubric can be helpful with
understanding and responding by encouraging a student to probe further or articulate more fully the insight they
gained through their reflection.
Markers: While recognizing connections is a useful framework for teaching reflection, they are not necessarily
easily detected in written reflections. To facilitate identifying connections, we noticed specific words or short
phrases in student writing that mark or point to one of the three connections. We refer to these as reflection markers.
We found that different types of reflection markers can point to any of the three connections. Thus, a marker usually
helped us identify that a student was making a connection.

Reference
Jones, M., & Shelton, M. (2011). Developing Your Portfolio–Enhancing Your Learning and Showing Your Stuff: A
Guide for the Early Childhood Student or Professional. Taylor & Francis.

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Facilitator
“This body of research makes reflection central to the pedagogy of portfolios for learning.”
Reflection is a skill that has value for learning through courses as well as experiential learning in the field and on the
job. It is the practice that gives meaning to the collection of artifacts in a portfolio and provides insight into the
“how’s” and ”why’s” of learning as a process. Reflection supports two of the learning theories on which the SBMCP
curriculum is built: constructivism and self-regulated learning. Changing workforce demands are sending more adult
learners online for continuing education and leading to increases in the number of life-long learners. The challenge
is that online courses or hybrid courses with self-paced components, like the SBMCP, require a high degree of Self-
Regulated Learning. Learners have a better chance at academic success if they can plan, monitor and evaluate their
own progress. According to researchers, Boom, Paas and Merrienboer (2007) eliciting reflections and providing
feedback has positive effects on self-regulated learning and learning outcomes. This is another reason for
introducing portfolios to adult learners who will benefit from reflection and maintaining their digital portfolios
beyond the boundaries of this one educational program.

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Facilitator
Reflection enables learning from experience and becoming self-aware. You will have an opportunity during the
synchronous session, Webinar I: Mapping the Learning Journey, to discuss your reflective practices and how you
can support specific instructional goals for your section through writing focused reflection prompts.

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Facilitator
We’ll end this session by asking you to reflect on this prompt, and then upload it to Pathbrite.
Write a reflection in Pathbrite describing the greatest opportunities and challenges for you in practicing reflection.
or describe to what degree and under what circumstances do you practice reflection in your professional life.

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Big Takeaway: Instructors and students need a shared understanding of how the digital portfolio will be used for
assessment and feedback to avoid adversely affecting student adoption and to maximize their metacognitive
development. (and capacity for self-assessment).

Module 4 focuses on the use of a digital portfolio for self-, peer-, and instructor-feedback and assessment of
progress toward mastery of a learning goal. This module introduces guidelines for providing adult learners with
meaningful feedback, and engages learners in examining the consequences of using a digital portfolio for formative
and summative assessment. By the end of the session, learners will have developed a plan to share with their
students.
Format: 10-minute Voice Thread presentation to before online session

Resources:
- Facilitator’s Guide
- Module 4 Voice Thread
- Pathbrite Guide

Readings:
McMillan, J.H. and Hearn, J. (2008) Student Self-Assessment: The Key to Stronger Student Motivation and Higher
Achievement. educational HORIZONS, 40-49.
Nicol, D.J. and MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and several
principles of good feedback practice. Studies in Higher Education, 31(2),199-218.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1),153-189.
Wiggins, Grant (2012). 7 Keys to Effective Feedback. Educational Leadership, 11-16. www.ascd.org

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Facilitator
In Module 3, the focus was on prompting students to construct meaning for themselves. Module 4 focuses on
students receiving information and using the digital portfolio for peer- and instructor-feedback to provide formative
assessment, as well as self-assessment. You’ll be introduced to guidelines for providing adult learners with
meaningful feedback. Instructors and students need a shared understanding of how the digital portfolio will be used
for assessment and feedback to promote student adoption and to maximize metacognitive development and capacity
for self-assessment.

Facilitator
During this session, we will:
• Differentiate between formative and summative assessment.
• Describe how digital portfolios support self-, peer-, and instructor feedback and assessment.
• Describe the pros and cons of using digital portfolios for formal and informal feedback and assessment.
• Provide learning partners with access rights in Pathbrite.
• Provide feedback on an artifact that is connected to learning outcomes and competencies.
• Reflect on how this session may or may not change their feedback and assessment practices.
• Introduce guidelines for providing meaningful feedback.
To participate in this session, you’ll need these resources:
- Readings
- Job Aids
- Pathbrite Guide
After watching this Voice Thread presentation on Feedback and Formative Assessment, please complete the
activity. You can do this individually or discuss it with your learning partner.
Next, we’ll meet online for Webinar I: Mapping the Learning Portfolio.

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Facilitator
Before we get into concept and methods for providing formative feedback, start with research that reminds us of the
human element in giving and receiving feedback. This does not change the methods we are recommending. It is
intended to emphasize the emotional aspect of this potentially positive aspect of learning. Sheila Heen, a Partner at
Triad Consulting Group and a lecturer on Law at Harvard Law School, explains the psychology behind feedback
and criticism. Heen is co-author of the book, “Thanks for the Feedback: The Science and Art of Receiving Feedback
Well” published in 2014.

Facilitator
According to Valerie Shute (2008), formative feedback is “information communicated to the learner that is intended
to modify their thinking or behavior for the purpose of improving learning.” Feedback is essential to improving
knowledge and skills. Providing effective feedback also helps students to develop their own capacity for self-
assessment. This is an especially useful skill for learning online. Based on subject matter expertise – it is up to
instructors on how to provide feedback.

Reference:
Shute, V. (2008). Focus on Formative Feedback. Review of Educational Research, 78 (1), 153.

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Facilitator
We are focusing on formative feedback because SBMCP portfolios are provided to students for learning and
formative assessment. Students are also encouraged to create public facing portfolios for professional development.
Assessment portfolios differ in terms of ownership and purpose: The institution is the primary owner and
students are often required to submit work in them for grading as a form of final or summative assessment. Pathbrite
can be set up as a course portfolio as well as an individual portfolio but in this case SMBCP students will use
Pathbrite as individual learning portfolios. As instructors, you’ll be offering feedback and prompting reflection as
strategies to help students reach their SBMCP goals and capture evidence of achievement and mastery. Exactly how
to provide feedback is up to each instructor. This session provides guidelines and principles for making your
feedback effective. We have included it in the orientation to portfolios because it is another way for students to have
visible evidence of how they are making progress toward their learning goals.
Teaching with Feedback in a Portfolio: Though submissions and portfolios will not be graded, you’ll be asking
students to reflect on final submissions of assignments. Seeking formative feedback is highly recommended but
optional. When students do seek your feedback on work in progress, students will need to provide a reflection on the
work they are submitting for formative assessment. In either case, neither the reflections or the portfolio will be
graded. Grading will be done through D2L, the Learning Management System for the program. You’ll spend more
time talking about this in Webinar I: Mapping the Learning Portfolio.

Facilitator
Feedback can help a learner to transform from a novice into an expert!
Choosing to provide directive feedback (tells the learner exactly what to do) or facilitative feedback (provides
guidance but does not tell the student exactly what to do) depends on where the learner is with respect to mastering
skill or knowledge (i.e., on the spectrum between novice and expert). Also depends on the situation and the nature of
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the task. In this program, it is your best strategy to build on the student’s prior knowledge and experience which can
be motivating. Facilitative feedback can also facilitate reflection.
Directive: That’s wrong. This is the reason why it’s wrong. This is exactly what you need to do.
Facilitative: This is what’s right and this is what needs improvement. Consider this when you revisit your answer.
Try again.
Feedback supports self-directed and lifelong learning. Avoid normative feedback – not comparing to others –
compare to self and standards. Build on previous performance.
Types of feedback: response specific, goal directed, immediately delivered, etc.)
Functions: Directive or facilitative Black and William (1998)
(e.g., Black & Wiliam, 1998, Sadler, 1989) from TEAL Center Fact Sheet No. 9: Formative Assessment).

Facilitator
What characterizes efficient and powerful feedback?
The intent is to support learning, feedback that is non-evaluative, supportive, timely and specific.
Formative feedback is essential since the SMBCP is a journey for students toward delivering a capstone and closing
identified knowledge and skill gaps.
Why non-evaluative?
Not a final assessment of student work. Not a deterrent to continuing to improve. Careful not to overpraise – this has
a diminishing return as well. Allows students to develop self-assessment capacity.
Why supportive?
Emotional component to learning. Important to avoid reducing self-esteem or eroding self-confidence. Fosters a
goal-orientation toward belief in a capacity to learn and grow v. performing within the perceived limits of what
students think they know and can do.
Why timely?
Immediate feedback v. delayed feedback. Know when to provide feedback depending on the environment, the task,
skill knowledge and the learner.
Why specific?
General feedback does not help inform students at any ability level. It can be frustrating, increasing mental effort
and concern about progress – how does the student know whether they are on track or not. If the only feedback is on
the final project, students don’t have a chance to discover and address any misconceptions, gaps in knowledge and
skills. Specificity: more useful if it is beyond correct/incorrect – specific. Verify correctness but elaborate as well.
When giving feedback:
• Consider length and complexity of feedback. Too much information can cause learners to ignore the
feedback – dilute message
• Goal directed feedback can be motivating: progress toward goal – develops a growth mind set – less about
performance and more about learning
• Allows for comparison of actual performance against a standard

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Facilitator
A model of feedback that is driven by learners which is useful in the context of the SBMCP and especially
applicable in the context of a student owned learning portfolio. “This positions learners as having a key role in
driving learning, and thus generating and soliciting their own feedback.”
From an act of teachers to an act of students in which teachers are part
(from unilateral to co-constructed; from monologue to dialogue)
From the almost exclusive use of teachers to that of many others
(from single source to multiple sources)
From an act of students as individuals to one that necessarily implicates peers
(from individualistic to collectivist)
From a collection of isolated acts to a designed sequence of development over
time (from unitary items to curriculum)

Reference
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment
and Evaluation in Higher Education, 38(6), 698-712.

Facilitator
When done well, formative feedback
• Reduces uncertainty about performance of a task
• Reduces cognitive load with explanatory feedback
• Corrects inappropriate strategies, procedural errors and misconceptions
Without formative feedback, how do students know whether they are on track or not?
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If the only feedback provided is about a final project, students don’t have a chance to discover and address any
misconceptions or gaps in knowledge and skills.

Facilitator
There are many strategies which can maximize the power of feedback. Shute (2008) provides nine guidelines for
using feedback to enhance learning. Guidelines are available in a blog post at Visible learning written by John
Hattie, https://visible-learning.org/2013/10/john-hattie-article-about-feedback-in-schools/ Feedback can also be
provided to be some combination of directive or facilitative, encouraging a learner to take specific steps or providing
information that the learner can use as they wish to enhance skills and knowledge. (e.g., response specific, goal
directed, immediately delivered, etc.)

References
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1),153-189.
Black, P. and William, D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy
and Practice, (5)1, 7-74. (summarized in TEAL Center Fact Sheet No. 9: Formative Assessment)

Facilitator
Giving and receiving feedback with peers has the potential to contribute significantly to making progress toward
learning goals. The course facilitator is not the sole voice of authority; especially in a program like the SBMCP
where students are working professionals – they have areas of expertise and multiple perspectives to inform their
feedback. External feedback can broaden and deepen perspectives. Peer feedback can be supported by shared
rubrics. Synchronous webinars are designed to facilitate social learning. Together learning partners, in pairs, in small
or large groups can help individuals identify barriers and find solutions, offer emotional support. According to
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Vygotsky (1962) cognitive development is advanced through social interaction - creating meaning and sharing
knowledge with others. Effective feedback begins with the intention to enhance skills, knowledge or attitude.
Giving and receiving feedback effectively is a valuable skill with real world application and implications in the work
place. Feedback assumes that skills and behaviors can change – grow –develop.

References
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: self-efficacy enhancing interventions.
In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, San Diego, CA:
Academic Press, 631-649.
Van den Boom, G., Paas, F., & van Merriënboer, J. J. (2007). Effects of elicited reflections combined with tutor or
peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532-548.

Facilitator
Self-assessment is a key skill that maximizes the potential of digital portfolios to benefit learning and professional
development. Feedback provides learners and instructors with a view of development of knowledge, skills and
motivation over time. Feedback gives learners and instructors the ability to recognize gaps in knowledge and skills.
It also gives learners information they need to self-to self-correct or seek support to fill those gaps. Self-assessment
is key to self-regulated learning (SRL) and lifelong learning.

Facilitator
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As a practitioner and instructor, you may present yourself to students in different roles: Coach, mentor, expert,
facilitator, instructor, assessor, etc. t is likely that you rotate among these roles. Based on the role students perceive
you to be in, they may receive your feedback through the following lenses:
• Expert: Your feedback has credibility
• Assessor: Your feedback has power over student success
• Coach, mentor: Your feedback is encouraging
• Instructor: Your feedback may not be questioned
• Facilitator: Your feedback is to guide
Keeping in mind the principles of andragogy, learners can be given a choice about when they receive feedback and
what they choose to do with it (e.g., formative). Learners can also drive feedback – giving and receiving it.

Facilitator
These are a few guidelines for giving and receiving formative feedback. The main goal is for student learning to
improve through feedback. You’ll have an opportunity to discuss specific strategies for implementing feedback in
your sections during the synchronous session on Mapping Learning in a Digital Portfolio which follows this module.
You will also have an opportunity to identify course assignments that are appropriate for assessment with a digital
portfolio and develop a plan for using digital portfolios to support feedback and assessment in your sections.
In preparation for the online session, reflect on your current feedback practices. Some questions to consider:
• Do you differentiate facilitative and directive feedback?
• Do your students approach you for feedback?
• How do you respond when your students do not apply or accept your feedback?
• What is the frequency with which you provide feedback?
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• Can you track the feedback you have provided for your students?

Facilitator
You can add feedback by commenting on a version of a student’s work.
Peers can give each other feedback – you can control access per artifact in Pathbrite.

Activity
Assign your learning partner access rights to an artifact in your Pathbrite repository for which you might want to
receive feedback.

Facilitator
Write a reflection in Pathbrite based on the prompt above.
Alternative Reflection:
In what ways has this session deepened your understanding of your responses and preferences for receiving
feedback? After watching this Voice Thread presentation on Feedback and Assessment, please complete the activity
on feedback. You can do this individually or discuss it with your learning partner.
Next: Watch the Voice Thread presentation for Module 5: The Power of Story.

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Module 2. Big Take-Away: Digital Portfolios enable instructors and students to track progress toward mastery of
program competencies by tracking achievement of learning outcomes.
Module 3. Big Take-Away: Reflection enhances metacognition and critical thinking while providing both the
student and the instructor with insights about what and how the student is learning.
Module 4. Big Takeaway: Instructors and students need a shared understanding of how the digital portfolio will be
used for assessment and feedback to avoid adversely affecting student adoption and to maximize their metacognitive
development. (and capacity for self-assessment).

Format: Facilitated webinar (60 minutes)
Speakers: Facilitator

Facilitator
• Welcomes learners and checks in on general satisfaction and progress with learning practices and applying
technical knowledge to create Pathbrite portfolios.
• Quick assessment of motivation, efficacy and readiness to learn by inviting learners to participate in a brief
anonymous poll in Bb Collaborate.
• Respond to concerns and gaps in motivation, knowledge in real time.
• Remind learners that support is available including access to the facilitator, tech support team and a
learning partner.
• Transition from work mode to learning mode through a moment of reflection

Reflection: Warm-up and transition from work to class (optional)
Let’s start by switching hats from working professional and expert to educator and instructor. Take a minute to think
if there was anything that happened today – something you did or observed that relates to tonight’s discussion on
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evidence of mastery, reflection, feedback or formative assessment. It could be something that produced evidence of
achievement or identified a gap in knowledge, skills, or provided new insights or perspectives on a problem you’ve
been trying to solve.
After a few minutes: Very briefly– lets go around and make some connections between work experience and what
we are teaching. If you prefer, always feel free to pass to the next person.

Facilitator
• Introduce the session: So far, you’ve been introduced to the idea of developing a Learning Portfolio to track
learning outcomes and competencies with assignments and the key portfolio practices of reflection,
feedback and formative assessment. During this session, you’ll be able to apply practices and discuss
strategies for bringing digital portfolios into your classes.
• Review objectives for this session.
• Set expectation that instructors will also need to adapt teaching strategies and assignments to align with
learning outcomes and assignments in their course sections.
• Instructors will need to communicate their own understanding of the digital portfolio initiative and
expectations for student participation.
• Assure instructors that they will be provided with scaffolding and recommendations for teaching.
We will provide you with recommendations for
• Student objectives
• Assignments that you can customize and include in your sections.
• Resources to adopt from this faculty orientation program
• Job Aids to scaffold student work
• Readings

Objectives for instructors in Webinar I
Adapt a teaching strategy for students to build learning portfolios.
Adapt a teaching strategy for students to practice reflection.
Adapt a strategy for maximizing the impact of your feedback.
Develop reflection prompts to meet your course goals.
Identify assignment(s) for students to upload for feedback.
Develop a formative assessment approach to share with your students.

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Facilitator
The objective is to provide scaffolding for instructors who are going to teach students about digital portfolios.
• Student Objectives: Suggest that students need to achieve these outcomes to prepare for using the digital
portfolios in learning and professional development. These are suggested student objectives.
• Planning: Assure instructors that during the webinars we will focus on how to achieve these objectives
within existing course activities to minimize the impact on student effort and cognitive load.
• Ask instructors for Questions? Comments? concerns?

Facilitator
The objective is for instructors to analyze the relationship between competencies, learning outcomes and
assignments.
• Ask instructors to reference the syllabus and matrix of competencies and LOs.
• Remind them that student assignments will produce artifacts that demonstrate mastery of core
competencies in the SBMCP.
• Engage instructors in discussion points above.
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Facilitator
The objective of this activity is to connect the pedagogy (tracking/reflecting on development of skills/knowledge
through assignments) with the technology (features that enable classifying and commenting; a repository for
collecting artifacts from assignments). A second objective is to provide an opportunity to use Pathbrite together.
• Ask instructors to open their learning portfolios in Pathbrite.
• Ask instructors to examine the repository and categories set up for tracking outcomes in Pathbrite. Can
they navigate around it? The SBM certificate curriculum provided the structure but how well have we
imported it into the digital portfolio?
• Ask instructors to predict how tracking progress in a digital portfolio might affect their teaching.

Facilitator
The objective of this activity is to apply new knowledge and skills to read reflections and write goal-driven prompts.
Leverage prior knowledge by reminding instructors that they often know what insights they would like students to
have. Instructors have experience now responding to prompts and uploading them to Pathbrite. Doing this in
partners should reduce cognitive load. Starting with reading and group analysis of reflections should also reduce
cognitive load.
Activity 1
• Provide instructors with several sample student reflections and reference reflection rubrics.
• Ask the group to vote on the level of reflection being demonstrated, using an online poll. Discuss if there is
disagreement or majority misses it.
• Remind instructors that reflection is for learning. Not grading reflections. You will invite students to reflect
occasionally.
• Discuss timing and frequency of asking students to reflect. Instructors have choice as do students.
Activity 2
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• Introduce this activity by emphasizing that reflections should have a purpose and the benefit lies in both
writing and reviewing reflections.
• Remind instructors to reference their own experience with responding to reflection prompts and uploading
them to Pathbrite.
• Ask instructors to describe what they are looking to elicit with their reflection prompts. Refer to guidelines
for writing reflection prompts with purpose.
• Ask instructors to share their goals with their learning partners and collaboratively write two reflection
prompts.
• Share reflection prompts with the group including a description of the goal you had for that reflection.
• Plan: Instructors can incentivize students to reflect. Reflection will be useful in writing narratives and
creating the outward facing portfolio. Reflection documents turning points and insights in learning process.
Direct benefit for capstone and other SBMCP assignments.

Facilitator
Job Aid: Guiding questions for decisions about integrating reflection in teaching.
Ash & Clayton (2009)

Facilitator
The objective of this discussion is to reinforce the intention for documenting reflection in a digital portfolio.
(If time permits)
• Introduce the rubric for assessment of student reflections.
• Lead discussion that surfaces and emphasizes the intention of reflective practice in this program.

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Facilitator
The objective of this discussion and activity is to have instructors draw on prior knowledge and experience to inform
their practice of providing formative feedback.
Activity
• Ask instructors to share examples of useful feedback that they have received. Consider whether it has
influenced how you provide feedback. Discuss in pairs using these guiding questions.
Discussion
• Ask instructors to describe the characteristics of useful feedback. Are the guidelines regarding complexity,
timing and novice v. expert applicable?
• How does the instructor know feedback is useful for the student?
• How will you establish safety and trust?
• How does the portfolio affect the process and dynamics of giving and receiving feedback?

Facilitator
The objective is to leverage social learning and problem solving regarding challenges for providing feedback.
Using these guiding questions, discuss in pairs and then share with the larger group – your ideas about balancing
effective feedback with time management and timing so as not to overwhelm or undermine student confidence.
(optional) seems difficult to do for the whole group with different topic areas– focus more on strategies for giving
feedback on different types of assignments

Activity
Ask instructors to provide feedback on an assignment.
Identify, specifically, what the student is doing well, and relate your feedback to the overall mastery of a
competency.
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Identify specifically what the student needs to work on, while enabling the student to self-assess.

Facilitator
The objective is to synthesize and demonstrate understanding of key portfolio concepts. It also provides an example
of how to introduce portfolios to students when courses start.

Activity/Assessment
• Ask instructors, in pairs, to discuss and compose an explanation for the portfolio topic assigned.
• Then have pairs present to the large group and answer any questions that come up.

Facilitator
The objective is to provide a scaffold for instructors so they begin to see the integration of digital portfolios in their
teaching.
This plan for introducing and integrating portfolios into teaching is designed to enable students to collect evidence
of learning and track their progress toward personal goals and competencies from the beginning of the SBMCP.
Introduction to Digital Portfolios at SBMCP
Different purposes; inward v. outward facing; not an LMS
Establish ownership of the learning portfolio with goals
Pathbrite digital portfolio; framework for learning
Practice Reflection: Transform experience into learning
Purpose; course plan for reflection; benefits
Receive and apply feedback for formative assessment
Purpose; course plan for peer and instructor feedback; self-assessment
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Facilitator
The objective is for instructors to practice reflection to enhance their own cognition and to track progress of their
SMART goal.
These are choices for reflection prompts that refer to learning in Mods 1-4.

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Big Takeaway: Storytelling positively effects learning and professional development through critical thinking,
metacognition and creativity on the part of the storyteller which engages listeners and readers both cognitively and
emotionally.

Module 5 introduces instructors to storytelling and narrative as a powerful component of a professional digital
portfolio. The purpose of the session is to provide research-based rationale for using stories to capture and focus
attention, whether the story is told online or live, during an interview. The purpose is to build self-efficacy among
instructors regarding their ability to tell stories by providing different models for creating a story and opportunities
to practice. Instructors will learn how to identify a theme or key message and deliver it through a very brief
narrative. In Module 7, instructors are asked to apply the principles of storytelling to create a professional narrative
for themselves. Peers and course facilitator provide feedback.
Format: 10-minute Voice Thread presentation to be watched before 60-minute Webinar.

Resources:
- Voice Thread Slides
- Job Aid: Storytelling Structure and Cognitive Progression
- Job Aid: The "What We Learned" Story Arc
- Worked Example: Facts into Story
- Pathbrite Guide

Readings:
Malita, L and Martin, C. (2010) Digital Storytelling as web passport to success in the 21
st
Century. Procedia Social
and Behavioral Sciences, 2(2010), 3060-3064.
Ibarra, H and Lineback, K. (2005) What’s Your Story? Harvard Business Review, Communication, online.

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Facilitator
The last two sessions on Reflection and Feedback focused on insight into the learning process. This session begins
to look outward by introducing storytelling as a pedagogical and professional practice that makes learning visible
and engages audiences by transforming facts into compelling narratives. Storytelling enables students to articulate
their mastery of ASBO core competencies, professional experience and achievements. We are all storytellers and it
is a skill that can be developed through a process for building narratives based on story structures, types and themes.
Storytelling positively effects learning and professional development through critical thinking, metacognition and
creativity on the part of the storyteller to engage listeners and readers both cognitively and emotionally. In
alignment with SBMCP learning outcomes for communication skills, you’ll have experiential learning opportunities
to practice storytelling. In module 6 and 7, we’ll place artifacts in relevant contexts through annotation and apply
knowledge about story structure and themes to create a professional narrative for a specific audience and purpose.

Facilitator
Module 5 is about the power of story to engage audiences and improve communication. It is also about how the
process of creating and telling stories develops learning skills. A key objective of this session is to understand that
stories change the way we process and retain information by making an emotional connection. This session explains
how developing stories enhances learning by involving higher order cognitive skills. You’ll be introduced to story
structures and themes on which you can build professional narratives. There is an activity at the end of this module
to familiarize you with the process of structured storytelling. We encourage you to work with your learning partner
on vetting story ideas and themes to identify one to develop into a professional narrative.
The objectives of this session are to
Understand the research that explains how storytelling affects information processing and social emotional
learning.
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Compare story types and themes for transforming facts into compelling narratives. (and building professional
narratives).
Describe story structures
Plan integration of storytelling into teaching
Use Pathbrite to share your story ideas and themes for feedback

To participate in this session, you’ll need these resources:
- Pathbrite Guide
- Career Map
- Story Structures and Themes
After watching this Voice Thread, please complete activities on Storytelling. You will need to recall experiences
that influenced your professional development and prior knowledge about your career path. You can do this
individually or discuss it with your learning partner. When you’re ready, please watch the Voice Thread for Module
6 – Collection and Curation

Facilitator
Reflection and storytelling can elevate communication and presentation -- skills that are considered among the
essential competencies for 21
st
century employability. Research indicates that our brains make very different
connections when we listen to a story than when we listen to a recitation of facts. Stories create powerful emotional
connections. Another outcome is that stories heighten engagement with content and recall of the information
presented in a story. Endorsing the power of narrative does not negate the importance of using data to support
credibility – but it is more likely to make an impression if that data is presented within a story. The video you are
about to watch: Persuasion and the Power of Story https://www.youtube.com/watch?v=AL-PAzrpqUQ produced
by Jennifer Aaker, Stanford School of Business, conveys the neuroscience behind storytelling and demonstrates that
we all have the capacity to tell stories which are relevant in academic, professional and personal settings.

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Facilitator
This video: Persuasion and the Power of Story https://www.youtube.com/watch?v=AL-PAzrpqUQ
produced by Jennifer Aaker, Stanford School of Business, conveys the neuroscience behind storytelling and
illustrates that we all have the capacity to tell stories which are relevant in academic, professional and personal
settings.

Facilitator
The process of creating stories involves a range of higher order metacognitive skills. Developing stories requires
students to Analyze the audience and their interests and choose a topic; Apply principles of good storytelling and
select an appropriate story structure and theme; Evaluate and Select supporting artifacts, media and other story
elements; Create the story by incorporating all the elements; and finally, deliver the story either online or in person.
Storytelling also involves all four types of knowledge: Factual (recall an experience); Procedural (apply process
for creating story structure); Conceptual (choose themes) and Metacognitive (connect media and artifacts with
story through reflection). Regularly engaging in structured storytelling enhances skills recognized as essential for
academic and professional success in the current information economy and educational landscape such as critical
thinking, creativity, communication and effective application of media and technology. Even if students choose not
to post their portfolios online – creating relevant stories that illustrate credibility and competence will serve students
well in any professional situation where it is important to engage the audience and leave a strong, positive
impression.

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Facilitator
Over the course of the SMBCP, students will set 5 goals, address a problem scenario involving a specific
competency, complete 32 individual and group assignments related to 13 core competencies, and participate in a
Mid-Year review and two-day capstone session. If students set up their learning portfolios and begin collecting
assignment artifacts, reflections and feedback from the beginning of the program, it won’t take long to accumulate a
substantial amount of content. What reflection and storytelling will enable students to do is transform information
into compelling and relevant narratives. According to David Boud, reflective learning is founded on three aspects:
returning to experience, attending to feelings and evaluating experience. If students reflect on their progress, making
deeper and broader connections in the process - stories are bound to emerge.

Facilitator
An important first step in the process of structuring and developing stories is knowing who your audience is going to
be. And if you don’t have an audience – knowing who you want to draw to your story. What can you generalize
about the audience and their interests or perspective? We don’t always know exactly who will be in the audience,
but we can start with broad categories and go from there (colleagues at a conference, potential employers, funding
agency, School Board, parents, students, etc.). Equally important is your goal for telling a story – is there a call to
action? Why are you trying to connect with the audience? What is the purpose and the outcome you’re hoping for?

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Facilitator
We all tell stories but don’t necessarily consider ourselves storytellers in professional settings. The goal of
presenting a structured storytelling approach is to increase self-efficacy and automate aspects of the story
development process through practice. These story structures or templates provide a starting point for creating
stories and allow novice storytellers to concentrate on the content and main point or theme of their stories. These
story arcs can be helpful in conveying experience, skills, knowledge or achievement in a concise and memorable
way. Research into professional narratives shows that the most commonly used story structures are SOAR and CAR,
but by applying different story structures it is possible to frame the same experience, skill, or achievement in
different ways.
These are just a few of the structures you can use to tell your story.
SOAR: Situation – Obstacle or Opportunity – Action –Result
CAR: Challenge – Action – Result
STAR: Situation – Task – Activity - Result
BARER: Background – Actions – Reasons – Explained Result – Reflection and Re-application (what you
learned and how you use it)
THEN– NOW – HOW: Describes a situation then, the situation now, and how you accomplished Now.

References
Story structures
https://www.livecareer.com/quintessential/career-storytelling
Online Identity
https://www.livecareer.com/quintessential/career-storytelling-resources
https://www.livecareer.com/quintessential/profile-story
https://www.ethos3.com/2014/10/the-neuroscience-of-storytelling/
The Neuroscience of Storytelling
“Our Brains are wired to understand and retain stories”
http://www.sparkol.com/engage/8-classic-storytelling-techniques-for-engaging-presentations/

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Facilitator
Good stories usually have an underlying theme that provides the backbone of the narrative, keeping the audience
and storyteller focused. These are examples of themes that often come up in questions asked by employers during
interviews. Familiarity with various story structures and themes enables students to be flexible in choosing how they
will tell their stories in different situations, to different audiences and for different purposes. These story types: Who
I Am, How I Recovered from a Failure or Mistake, Vision, Achievement, Leadership, Team, etc. can also be viewed
as story themes or a story’s underlying message. Structures and themes provide choices for how to tell your stories
in different situations, to different audiences and for different purposes. This approach supports the transfer of basic
storytelling skills to new situations. In interview situations, employers often ask about experiences and expertise
around these themes. You will have an opportunity to develop your own stories as part of this session. There are
many more story themes with which to frame your stories, but these types of stories are most often sought by
employers.

Facilitator
Storytelling connects your audience to key information with a compelling narrative structure.
Authentic stories are powerful because they emerge from our real-life experiences. Allow the audience to connect
with you around universal themes and familiar situations they may resonate with.
Reflection connects learning, experience, mastery and artifacts.
Storytelling builds a professional identity.
Storytelling requires leveraging prior knowledge.
Authentic stories emerge from our real-life experiences.

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Facilitator
Presenting a strong professional identity and describing mastery can be challenging despite an individual’s deep
knowledge and experience in the field. The Mid-Year meeting presents an opportunity for students to practice
storytelling as a means of updating faculty on their progress and working on public speaking skills. Present
Storytelling techniques during Q2 and follow-up in the small coaching sessions. Students who have been collecting
artifacts, feedback and reflections will have information they can use in their stories. Also encourage students to
connect with their prior knowledge and experience. Recommend that students tell a story that either demonstrates
competency or readiness to apply a competency. Students can develop stories that describe their progress toward the
goal they identified at the start of the program or connect learning progress to application of a competency in their
work. Additional strategies and resources for teaching storytelling will be discussed in Webinar II – Making
Learning Visible. Structured storytelling still leaves students with a lot of choices for how to tell their stories.
A second opportunity
During their capstone session, students have another opportunity to focus on their communication and presentation
skills in demonstrating mastery of competencies. Encouraging students to mine their learning portfolios for evidence
that supports their expertise and use storytelling to convey their achievements aligns with the learning objectives for
the capstone component. Even if students choose not to post their portfolios online – creating relevant stories that
illustrate credibility and competence will serve students well in any professional situation where it is important to
engage the audience and leave a strong, positive impression.

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Refer to the Pathbrite Guide. Stories can be treated as an artifact in the repository enabling versions to be created
and shared for formative feedback.

Facilitator
COLLECTING STORIES IN A LEARNING PORTFOLIO
Of the 3 primary functions of the digital portfolio, we are still using the repository/library where you can collect
artifacts/evidence of learning and the inward facing view of learning progress based on reflection and feedback.
Collecting stories is preparation for using the 3
rd
function which is creating an outward-facing “showcase” or
professional portfolio. At this point we are collecting story ideas and themes to be developed into professional
narratives that support your professional identity and can be used to establish an online presence.
There are several options for adding stories to your learning portfolio in Pathbrite. The story can be added to the
Library as a stand-alone artifact or it can be associated with an artifact (final output of an assignment or versions of
an assignment in progress) or with a learning outcome or competency. To associate a story with an artifact, we’ll use
the commenting feature in Pathbrite. To associate the story with a learning outcome or competency, we’ll use
another feature in Pathbrite (TBD). And to add a stand-alone story to the Library in Pathbrite, you upload it as you
did your resume. Refer to the Pathbrite Users Guide. Pathbrite enables the portfolio’s owner to give access to any
part of the portfolio. Inward facing and outward facing refers to the different functions of the Learning portfolio
versus the showcase portfolio.

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Facilitator
You may not need a strategy or method for identifying story themes but if you find yourself needing a way to focus -
creating a mind map or illustrating your career journey can reveal themes and highlights. It is also a way to identify
patterns and gain awareness of your choices and strengths.
Mind map of career milestones. Identify milestones, events, situations, achievements, etc. that had an impact on
your professional identity and expertise.
This can be time bound to make it easier (e.g. over the past five years).
This is the first step in gathering stories and identifying patterns and themes.
Share stories and themes. Use your career maps and choose three story ideas and themes to share with your
learning partner. Based on feedback and discussion, choose a story idea and theme(s) to develop based on individual
story, purpose, theme, structure and audience interests.

Facilitator
Write a brief response and upload your reflection to Pathbrite.

Alternative reflections:
Reflect on your level of confidence in being able to tell a story after the session.
or describe your interest in storytelling after today’s session or describe your ability to tell a story after today’s session.

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Big Take-Away: Curating artifacts and providing context is essential to building a collection that will effectively
provide evidence of learning, professional achievement, and mastery of competencies.

Module 6 highlights the importance of providing context for artifacts. Instructors will have the opportunity to select
and align artifacts with competencies, and most importantly – provide the connection or context. In other words,
engaging in selection and curation of content in their libraries by explaining the rationale for why they chose a
particular artifact. Instructors will be asked to choose different types of artifacts including multimedia and upload
them to their repositories. In pairs, instructors will choose an artifact and reflect on how it demonstrates a particular
skill or knowledge. Peers will be asked to provide feedback on how well the artifact and context, conveyed mastery
of a particular skill or knowledge. Facilitators will also provide feedback. Instructors will need to come prepared
with “artifacts” to upload into their digital portfolios. Instructors will be asked to complete a written reflection at the
end of the module, and encouraged to voice their questions and concerns throughout the session.
Format: 10-minute Voice Thread presentation to be watched before meeting online.
Resources:
- Facilitator’s Guide
- Pathbrite Guide
- Job Aid: Artifact Reflections
- Job Ad: Reflect and Annotate Artifacts - Guiding Questions
- Job Aid: Effective Reflections

Facilitator
Curating artifacts and providing context is essential to building a collection that will effectively provide evidence of
learning, professional achievement, and mastery of competencies. Module 6 provides guidance on how to turn a
repository of files into a library of useful evidence.
DIGITAL PORTFOLIO CURRICULUM 134

Facilitator
During this session, we will:
• Define key terms including artifact, evidence of learning, repository, curation, and collection.
• Identify different types of artifacts (including multimedia) from coursework or professional experiences.
• Describe the process of curation and how it facilitates learning and professional development.
• Choose artifacts that provide evidence of mastery for a competency or achievement of a learning outcome.
• Upload multimedia artifacts in Pathbrite.
• Select an artifact and reflect on how the curated artifact demonstrates, skills, knowledge and competency in
Pathbrite.
• Reflect on how and when evidence of mastery is captured in professional practice.
Digital portfolios can serve as library or repository of artifacts – outcomes of assignments, projects, professional
experiences, testimonials, references, etc. But they increase in value when there is adequate context for each artifact.
During this session, we’re going to define the process of collection, curation and selection. Without context and
curation – the digital portfolio runs the risk of becoming just another online storage space.

To participate in this session, you’ll need these resources
- Readings
- Job Aids: Reflect and Annotate Artifacts
- Pathbrite Guide
After watching this Voice Thread, please complete the activity on curation. You can do this individually or discuss it
with your learning partner. Next, we’ll meet online for Webinar II: Making Learning Visible.

DIGITAL PORTFOLIO CURRICULUM 135

Facilitator
Let’s define artifact: An artifact is evidence of expertise, achievement of skills, knowledge, or mastery of a
competency. An artifact can be collected in the form of text documents, images, video, data, presentations or audio
files – web pages, and other digital content. While artifacts are usually chosen to demonstrate, or illustrate best
work, it can also be advantageous to save work in progress to show evolution of a project or development of a skill
over time – this is especially true in a learning portfolio. This practice might significantly contribute to enhancement
of metacognitive skills. Within their digital portfolios, students will collect artifacts and store them in a repository.
In the case of Pathbrite, the repository is referred to as a Library where students can store assets in a wide variety of
file formats. In a structured educational program, students tend to collect artifacts from course assignments. But
artifacts can also be collected to represent informal learning and achievements or evidence of competencies based on
prior knowledge and work experience (assignments, projects, presentations, documentation, reports, course
assignments, journal entries, reflections, blog posts, etc.) This may be a rich source of content for working
professionals.

Activity
Consider how you might guide students to identify prior knowledge and experiences that can be added to their
portfolios.

Facilitator
It is much easier to find the appropriate artifact to support what you are trying to communicate when each artifact is
added to the portfolio library with a description. A simple and effective practice is to add annotation that explains
what it is, what it represents, when it was created and why it is a good representation of a skill, knowledge,
expertise, core competency. In a learning portfolio, alignment of artifacts from assignments with learning outcomes
and core competencies is particularly important. It is also worth taking the time to curate artifacts before adding
them to your repository so that their meaning is fresh.
Providing students with guiding questions will make it easier for students to select an artifact that reinforce their
narratives. Keep in mind, too, that a single asset could represent different skills simply by changing the context and
highlighting alternative aspects of the work.
Digital portfolios offer tools that enable selection, annotation and assemblage of content out of a collection of
artifacts whether the intended audience is instructors or an external audience such as prospective employers.

DIGITAL PORTFOLIO CURRICULUM 136

Facilitator
Curation is the process of evaluating, selecting, and presenting artifacts from a collection. Artifacts do not always
have to represent best work – artifacts can represent work in progress, or a phase in project development. Either
way, curation is a practice that promotes discoverability and enables alignment of evidence with competencies and
professional narratives.
In the absence of curation, a collection could grow into unchecked storage making it difficult to navigate and find
artifacts that provide meaningful evidence.
Curating a collection for presentation in a digital portfolio involves organizing artifacts and explaining why they
were selected. The video you are about to watch describes a different, but related kind of content curation. It is about
the practice of curating ideas and content from the web for a particular audience to highlight a theme and express
your point of view on current trends, next horizons, innovation, best practices, etc. The goal for this type of content
curation is to become a thought leader, establish an individual voice, and strengthen professional identity. This video
will explain online content curation more fully.
https://www.youtube.com/watch?v=8Qzgj7Mk8As

Facilitator
If a digital portfolio is going to convey your sense of personal and professional identity, curating other content is
another way of expressing your point of view – grounded by your individual skills, knowledge, experience, values,
etc.

DIGITAL PORTFOLIO CURRICULUM 137

Facilitator
Encourage students to begin collecting and curating as soon as possible. It is an opportunity for them to apply
reflection. Raise awareness about how details get lost in time as will the significance of the artifact so it’s important
to capture it in the moment. Artifacts are evidence and will be useful if nothing else than a reminder of a story or
achievement.
Going through the process of curation requires critical thinking and increases self-awareness. As soon as students
are ready to add content, they can be provided with a set of questions to answer regarding the value, meaning and
context of the artifact or evidence they are adding to their Libraries. You can encourage students to keep up with this
practice because it will enable them to manage and find items in their collections as the quantity grows over time.

DIGITAL PORTFOLIO CURRICULUM 138

See the Pathbrite Guide for instructions on how to comment on and tag artifacts in a Pathbrite portfolio.

Facilitator
Describe how and when evidence of expertise and achievement is captured in your profession, then upload your
reflection to Pathbrite.

DIGITAL PORTFOLIO CURRICULUM 139

Module 5. Big Takeaway: Storytelling positively effects learning and professional development through critical
thinking, metacognition and creativity on the part of the storyteller which engages listeners and readers both
cognitively and emotionally.
Module 6. Big Take-Away: Curating artifacts and providing context is essential to building a collection that will
effectively provide evidence of learning, professional achievement, and mastery of competencies.
Format: Facilitated webinar (60 minutes)
Speakers: Facilitator

Facilitator
• Welcomes learners and checks in on general satisfaction and progress with learning practices and applying
technical knowledge to create Pathbrite portfolios.
• Quick assessment of motivation, efficacy and readiness to learn by inviting learners to participate in a brief
anonymous poll in Bb Collaborate.
• Respond to concerns and gaps in motivation, knowledge in real time.
• Remind learners that support is available including access to the facilitator, tech support team and a
learning partner.
• Transition from work mode to learning mode through a moment of reflection.

Reflection: Warm-up and transition from work to class (optional)
Let’s start by switching hats from working professional and expert to educator and instructor. Take a minute to think
if you told or were told a compelling story related to your professional life, today. And if so, what was the intent of
that story?
After a few minutes
DIGITAL PORTFOLIO CURRICULUM 140

Very briefly– can anyone make that connection between our work experience and what we are teaching. If you
prefer, always feel free to pass to the next person.

Facilitator
• Introduce the session: The focus of these webinars is to build your comfort level and expertise with both
the practices and technology of portfolios so you can use them in your teaching. The last two modules
introduced story structure as a first step toward creating professional narratives and curating artifacts that
will support professional narratives and with evidence and contribute to professional identity. During this
session, you’ll have an opportunity to work on increasing engagement through stories and continue to plan
for bringing digital portfolios into your classes.
• Review objectives for this session.
• Set expectation that instructors will also need to adapt these teaching strategies and assignments to align
with the learning outcomes and assignments in their course sections.
• They will also need to communicate their own expectations for student participation.
• Assure learners that they will be provided with scaffolding and recommendations for teaching with
portfolios.
We will provide you with recommendations for
• Student objectives
• Assignments that you can customize and include in your sections.
• Resources to adopt from this faculty orientation program
• Job Aids to scaffold student work
• Readings

Objectives for instructors in Webinar II
Adapt a teaching strategy for students to adapt story structures.
Adapt a teaching strategy for students to collect, curate and annotate their artifacts.
Develop reflection prompts to meet your course goals.
Integrate an activity for students to identify audience and goals for their stories.
Integrate an assignment for students to create a story.
Integrate an activity for students to select and contextualize artifacts for specific purposes.

DIGITAL PORTFOLIO CURRICULUM 141

Facilitator
• These are suggested student objectives.
• Plan is to integrate these outcomes into your existing course activities to minimize the impact on student
effort and cognitive load.
• Questions? Comments? Concerns?

Facilitator
The objective of this activity and discussion is to experience first-hand the contrast between conveying information
with and without the structure of a story.
Activity
• Tell instructors that you are going to share information with them. And then ask the group to respond to
questions about the information you just gave them.
• Now tell the group you’ll provide them with information and this time provide it in the form of a story with
an arc.
• Again, ask the group to respond to questions about the information.
• Ask instructors for observations about retention, attention, and interest in finding out more about the
narrator of the story.
Discussion
• Ask instructors about the relevance of the story arcs and themes they were introduced to in Mod 5. What
story arcs are missing that apply to their careers and professional development?
Alternative Activity
This could be done during Webinar II or as a follow-up to Mods 5 and 6, in preparation for this webinar.
In pairs, share story ideas and themes based on career map and choose a story to develop into a professional
narrative. Share with learning partner and discuss ways of connecting the story to a competency.
DIGITAL PORTFOLIO CURRICULUM 142

Facilitator
Story structure is useful for preparing to communicate with an audience in that it keeps the speaker focused and
maximizes the opportunity to reach the end with a clear call to action, even when the time to speak is cut short. I
want to demonstrate this by asking you to develop the parts of a story separately but tell it as one story. This activity
is based on Ron Hoff’s book, “Say It in Six.” This story structure lends itself well to structuring presentations and as
a tool for organizing your thoughts. The story is told in six minutes –
Resource
- Job Aid: “Say it In Six” worksheet

Activity
The objective is to build confidence/self-efficacy in telling stories through structure. The goal is to develop a growth
mind-set regarding narrative skills. Would be ideal if everyone had a chance to tell the story…
• Ask instructors about an issue they have had to address recently where they were making an ask. Or
choose a topic ahead of time that will resonate with the professional environment they operate in (School
Business Management).
• Agree on the audience they will be speaking to. Tell them to keep in mind the audience’s interests and
point of view.
• Next, divide the group according to the different sections of the story and assign a group to be the audience.
• Give groups 5 minutes to construct their segment of the story and ask them to choose someone to tell their
part of the story.
• Bring everyone together, and “tell the story in six.”

DIGITAL PORTFOLIO CURRICULUM 143

Facilitator
In Mod 6, the topic was collecting and curating artifacts. How often do we collect and curate evidence of
competency and achievement outside a course? Digital portfolios offer a way to represent professional achievements
and competencies with evidence. Adding artifacts as they emerge, enables reflection while the experience of
producing the artifact is still vivid.

Discussion
• Engage instructors in discussion about how artifacts produced in their professional lives could be added to
their portfolios. What is meaningful to them as employers and professionals?
Activity
The objective is to maintain and/or increase the task value of collecting and providing context for artifacts in a
portfolio.
• (This work was done in preparation for the webinar) Identify an artifact that demonstrate evidence of one
of the 13 professional competencies. Explain in 1-3 sentences, why and how it demonstrates mastery or
progress toward mastery.
• Ask instructors to share their ideas with the larger group.
• Ask instructors how they could help students identify prior knowledge and experience to build on and
document in their portfolios.

Facilitator
The objective is to provide another scaffold for instructors to integrate digital portfolios and associated practices
such as reflection and storytelling in their teaching.
This plan for introducing and integrating portfolios into teaching is designed to enable students to collect evidence
of learning and track their progress toward personal goals and competencies from the beginning of the SBMCP. It
also aligns with core competencies in the curriculum.

DIGITAL PORTFOLIO CURRICULUM 144

Facilitator
The objective is for instructors to practice reflection to enhance their own cognition and to track progress of their
SMART goal.
These are choices for reflection prompts that refer to learning in Mods 5-6.

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Big Takeaway: Creating professional narratives enhances professional identity, both online and offline.
Module 7 builds on the knowledge and skills instructors acquired in previous modules, especially, the ability to
reflect and make connections between formal and informal learning experiences, prior knowledge, achievements and
professional competencies. The purpose of this module is to give instructors the opportunity to develop a
professional narrative that can be published to the public or used in an interview situation with an external audience.
In pairs, instructors will provide each other with feedback and discuss strategies for integrating this application of
storytelling into their courses.
Format: 10-minute Voice Thread presentation to be watched before meeting online.

Resources:
- Job Aid: Story Themes
- Job Aid: Rubric for Storytelling
- Worked example of fact v story
- Pathbrite Guide

Readings:
Graves, N. and Epstein, M. (2011). EPORTFOLIO: A TOOL FOR CONSTRUCTING A NARRATIVE
PROFESSIONAL IDENTITY. Business Communications Quarterly, 74(3), 342-346.
Heifetz, J. (2016) Improve Your Resume by Turning Bullet Points into Stories. Harvard Business Review, online.

Facilitator
Creating professional narratives enhances professional identity, both online and offline.
Module 7 is about using the structures and themes introduced in Module 5 on Storytelling to create a specific kind of
story – the professional narrative.
DIGITAL PORTFOLIO CURRICULUM 146

Facilitator
Now that you’ve had a chance to apply story structures to your story ideas, we’re going to define a very specific
kind of story - a professional narrative and discuss how professional narratives contribute to your professional
identity.
During this session, we will:
Define online identity, professional identity and the importance of managing them.
Provide examples of professional narratives and how they affect professional identity offline and online
Compare strengths and weaknesses of different representations of online identity
Construct a professional narrative with a theme and supporting artifacts that connects to a competency.
Integrate artifacts and media
Upload your professional narrative to Pathbrite for feedback
Reflect on extent to which professional identity influences business decisions and hiring practices
Facilitator
To participate in this session, you’ll need these resources:
Readings
Job Aides
Pathbrite Guide
After watching this Voice Thread, please complete the activities for this session.
You can do this individually or discuss it with your learning partner.
When you’re ready, watch the Voice Thread for Module 8 – Professional Identity.

Facilitator
DIGITAL PORTFOLIO CURRICULUM 147

Professional narrative and identity are related concepts that can increase/decrease employability in the current
economic environment. The good news is that according to these researchers in the fields of economics and
communications management, it is possible for us to can control our professional narratives and identities.
According to LaPointe (2010), individuals who can describe and position their professional identity through
narratives about their work experiences, can use that approach to negotiate their careers and manage change.
Professional identity can be situational. For example - a story in which you stepped up to be the leader– and another
story in which you chose to be the follower. Researchers Meijers and Lengelle (2012) studied the learning process
that occurs when narratives are used to develop career identities. They found that over time, telling smaller stories
has the potential to create a cohesive career story with a beginning, middle and future. And, at Emory University’s
Goizueta Business School, students identify narrative themes running through their portfolios and use them to create
personal brand statements in preparation for entering the job market.

References:
Bird, S. (2007). Sensemaking and identity: The interconnection of storytelling and networking in a women's group
of a large corporation. The Journal of Business Communication (1973), 44(4), 311-339.
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional
adaptation. Administrative science quarterly, 44(4), 764-791.
LaPointe, K. (2010). Narrating career, positioning identity: Career identity as a narrative practice. Journal of
vocational behavior, 77(1), 1-9.
Meijers, F., & Lengelle, R. (2012). Narratives at work: The development of career identity. British Journal of
Guidance & Counselling, 40(2), 157-176.

Facilitator
These are the steps involved in transforming story ideas and themes into a professional narrative. With peer
feedback from your colleagues, you’ve chosen and summarized your story idea and theme; selected a story arc and
identified your audience. During this session, you’ll connect your story and theme to a core competency, choose
artifacts and supporting media for your story

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Facilitator
The audience for a professional narrative can range from a potential employer in an interview situation to members
of the public who visit and join professional groups on LinkedIn. It is also important to understand the environment:
financial, social, political situation, organizational culture, values and next horizon. Here is background knowledge
shared by SBM leaders (September 2015) at http://www.weareevery.com/tips-for-new-school-business-managers/
The implications are that SBMs need to develop their recruitment, management and development of staff, and
external networking skills (in the long-term). Leadership skills will be especially important; by this, I mean that
SBMs need to be creating a vision and inspiring and enabling their staff to work towards this. Other background
information provided by your potential colleagues or employer:

"Look at three priorities to address in your first year.”

"Use your cluster schools and their SBMs for support. Regular meetings where you can share best practice, tips and
share workload are invaluable.”

“If you're new, don't be embarrassed to ask for help. A lot of new SBMs get a pretty poor handover from their
predecessor, often due to the time taken for recruitment. And, as someone who's worked with a variety of public
sector leaders, I can honestly say SBMs are the friendliest, and most willing to help their colleagues."

Facilitator:
Given this background information, how would you construct your professional narrative to pique your professional
audience’s interest in your qualifications.

References
DIGITAL PORTFOLIO CURRICULUM 149

Transition story structure– Turning points
https://hbr.org/2005/01/whats-your-story

STAR
https://www.theguardian.com/careers/careers-blog/star-technique-competency-based-interview
What do they convey about digital literacy?
What do they convey about communication skills?
What do they convey about values?
What do they convey about expertise and experience?
What do they convey about your employability?
What do they convey about your collaboration skills?

Activity (Due before Webinar III)
Write your professional narrative. Write, practice reading out loud, and submit a draft of your professional
narrative to Pathbrite and invite your learning partner and the facilitator to provide feedback. Your story can be
anywhere between 1-2 minutes long. You have access to worked example “Turning Fact into Story.” Feedback is
formative.

Facilitator
Images convey meaning. When paired with oral stories or written texts, images can reinforce or change a message.
Telling and listening to stories creates a connection between storytellers and listeners by making meaning out of the
facts of an event or experience.
These are all optional activities that can be done if time allows during the follow-up Webinar III: Going Public
Activities
Images and metaphors. Participants are given phrases and words and asked to select images to pair with them.
Discussion follows on how pairing images and text changes meanings.
Tell a 3-image story. Participants are given images that can be arranged in different ways to demonstrate that
images alone can convey a story.
Select image(s). Participants can choose one or several images to align with their stories and themes.
Create a storyboard. Participants are asked to create a slide(s) in PowerPoint as an option for the final storytelling
activity. They are not required to record their audio but if they want to do so, they can.

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Facilitator
The objective of this activity is to introduce basic guidelines for adding media to digital portfolios so that the media
intentionally supports professional identity and conveys digital literacy. Ask instructors what they would like to
convey about themselves as professionals. Provide examples of visual metaphors. Ask faculty if they think the
following guidelines are still relevant since they were published 9 years ago.

Graphics should fit in with the purpose, organization, and style of the page. They should enhance the design,
structure, or informative content of the web page without distracting attention. As much as you may want to add an
image to a page because it shows off some fancy new effect you learned in the graphics program, think first about
whether it fits in or not. You may want to keep these types of graphics in your personal portfolio under the heading,
“Cool Effects I Know in My Graphics Program.”
Avoid using graphics with large file sizes that add to the load time of the page. Also, consider the cumulative
file size of all images on the page. Excessive “page weight” caused by poor image use can result in slow load times
for pages. According to the Yale University Web Style Guide, 2nd Edition, "At today's average modem speeds most
pages designed for users dialing in from home should contain no more than 50 to 75 kilobytes of graphics."
Graphics should help to guide the viewers’ focus to the important content on the page. Using visually strong
graphic elements on a page can be useful in directing viewers' attention and providing structure for the page. Be
careful, though. Strong graphic elements can also pull attention away from central content or compete with one
another on the page. This results in the page appearing overly busy or cluttered and makes it difficult to read.
Remember, if you attempt to emphasize everything then nothing ends up standing out.
Avoid repetitive use of overly bright or potentially “obnoxious” images. These types of "eye catching" images
may be attractive at first, but after the novelty wears off, they may cause viewers to lose patience with the site.
While an animation of a dancing monkey may seem interesting and funny at first, over time it may become
annoying and drive viewers away.
Provide textual equivalent alternatives for graphic content. Remember that not all users are able to see the
images on your web page. Whenever images are used, it is important to provide equivalent content or descriptions of
the image in a textual format. The most common way this is done is to provide descriptive text using the ALT
attribute. This is especially important where images are used as navigation buttons or links.
When using text in graphics, make sure there is sufficient contrast between the text and the background
color. Design graphic elements so that users can easily distinguish the text from its background. Also, be sure to
avoid color combinations (reds and greens for example) that color blind users will not be able to distinguish apart
from one another

Reference
Guidelines developed by the University of Washington. Copyright © 2005-2008 Shareable.

DIGITAL PORTFOLIO CURRICULUM 151

Facilitator
The objective of this activity is to introduce basic guidelines for adding media to digital portfolios so that the media
intentionally supports professional identity and conveys digital literacy.
Reference
And pitfalls to avoid: https://www.smashingmagazine.com/2008/03/creating-a-successful-online-portfolio/

DIGITAL PORTFOLIO CURRICULUM 152

Facilitator
As students prepare for their capstone experience and presentation – the skills used for creating professional
narratives complement their communications skills.
Even if they are not posted online or in a public portfolio, developing professional narratives can be useful in an
interview situation or an unexpected opportunity that requires you to represent your skills, knowledge and
experience. Having professional narratives can reduce the chances of “going blank” when asked a question in a high
stakes situation.

Facilitator
This is an opportunity to be creative and take advantage of the digital portfolio’s flexibility. It is possible to
audio/video record or write your professional narrative, with or without images. It is also possible to upload the
narrative to the repository and leave it there until you’re ready to put it in your professional portfolio or post it by
itself on one of your online sites.

Facilitator
Describe the extent to which online professional identity has influenced your professional decisions and hiring
practices – will that change going forward? Why or why not?

Alternative Reflection:
How did the process of creating a professional narrative affect your concept of professional identity?

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Big Takeaway: An online professional identity will convey your presence, highlight your skills and experience,
contribute to your professional network, and demonstrate your digital literacy.
Module 8 builds on the knowledge and skills instructors acquired in previous modules, especially, the ability to
reflect and make connections between formal and informal learning experiences, prior knowledge, achievements and
professional competencies. The purpose of this module is to give instructors the opportunity to develop a
professional narrative that can be published to the public or used in an interview situation with an external audience.
In pairs, instructors will provide each other with feedback and discuss strategies for integrating this application of
storytelling into their courses.
Module 8 culminates with presenting skills, knowledge and competencies with the public facing “showcase” feature
of the digital portfolio and considering different online spaces for publishing a digital portfolio to enhance
professional identity and networking.
Format: 10-minute Voice Thread presentation to be watched before meeting online.

Resources:
- Facilitator’s Guide
- Pathbrite Guide
- Job Aid: This is Me: Learning materials about Digital Identity*
*Produced by the This IS ME project. Originating project funded by Eduserv. Modified by Nancy White
for use in the NGO sector and the CGIAR Social Media Workshop/KS Toolkit. Remodified by Shirley
Williams, Sarah Fleming and Pat Parslow for Careers advice. This Is Me Activities by This Is Me
http://thisisme.reading.ac.uk is licensed under a Creative Commons Attribution-Share Alike 2.0 UK:
England & Wales License http://creativecommons.org/licenses/by-sa/2.0/uk/

Readings:
Edmiston, D. (2014) Creating a Personal Competitive Advantage by Developing a Professional Online Presence,
Marketing Education Review, 24(1), 21-24.
Jones, T.D. and Swain, D.E. (2012). Managing Your Online Professional Identity. Bulletin of the American Society
for Information Science and Technology, 38(2), 29-31.
Markgren, S. (2011). Ten simple steps to create and manage your professional online identity. How to use portfolios
and profiles. C&RL News, 31-35.

DIGITAL PORTFOLIO CURRICULUM 154

Facilitator
Module 8 leverages the artifacts and professional narratives collected in the inward-facing learning portfolio to
create an outward-facing Showcase portfolio. An online professional identity will convey your presence, highlight
your skills and experience, contribute to your professional network, and demonstrate your digital literacy.

Facilitator
During this session, we will:
Define and describe the public facing showcase portfolio.
Integrate a traditional resume with other elements to create a professional identity.
Define basic principles for adding multimedia to a digital story.
Create a professional narrative with multimedia elements in Pathbrite.
Make a showcase available to a select group (e.g., facilitator and peers in the group).
Post the digital portfolio online (e.g., at Linked In, professional organizational page, etc.) if interested.
Reflect on their confidence and interest in teaching with digital portfolios and using them as professionals in the
field.
Define functionality of a “showcase” portfolio
Describe role of professional online presence in employability
Evaluate professional online platforms
Create a professional “showcase” portfolio in Pathbrite
Integrate cv, resume, mission statement, professional narrative, media and artifacts into “showcase”
Select online platform(s) for posting your professional portfolio
Develop strategies for managing professional online presence

DIGITAL PORTFOLIO CURRICULUM 155

Facilitator
Up until now we have been collecting and curating artifacts of learning, reflections on progress, and feedback on
assignments in a learning portfolio we set up in Pathbrite. In module 8, we are ready to set up another portfolio.
Unlike the inward facing learning portfolio – this portfolio will be an outward facing showcase of skills and
knowledge.

Facilitator
The showcase portfolio is your professional portfolio and it is intended to be outward facing. While you can create
multiple personal and professional portfolios, this session is focused on going public with your professional
portfolio. It is also possible to control with whom and how much of your portfolio you want to share.

DIGITAL PORTFOLIO CURRICULUM 156

Facilitator
You can collect data about your online presence, and monitoring your online identity matters. These are options if
you intend to really go public. Even if you are not into branding yourself/. Employers do go online and look at
profiles and other types of online presence. It is an opportunity to convey professionalism, digital literacy.
Being professional means you should let people know who you are – a little bit about yourself. Images are a good
way to accomplish this.

Facilitator
The online landscape is vast but the number of platforms where you can establish a professional online presence are
fewer than you think. They also fall into different categories. Consider the questions here when deciding where to
establish yourself. And it is possible to build a presence in more than one cyber location.
But remember that it is important to manage your presence. Consider the following:
- Social media platforms
- Professional platforms
- Academic platforms
- Distribute links, content (e.g., one story)
- Reference during interviews with your tablet or phone
- Link in your email signature
- Generic portfolio hosting sites
Other services such as Portfolio Lounge take care of all the hosting coding and optimization for search engines and
makes sure your ePortfolio is safe and reliable. You can upload your own custom logo and have your custom
domain. The free version of its services is available to you for as long as you'd like. You can upgrade to a monthly
subscription if you find that you need more space or access to expanded features. FolioSpaces.org Is another hosting
service that allows you to import your ePortfolio free of charge at any time.
DIGITAL PORTFOLIO CURRICULUM 157

Facilitator
You can have more than one platform where you establish your professional identity – but consider whether and
how you will maintain your online presence in these different environments so that they remain dynamic and
current.

Facilitator
Going online is a long-term commitment to maintaining your portfolio and online presence. Your portfolio should
not be static. Review. Update. Or Remove.

DIGITAL PORTFOLIO CURRICULUM 158

Facilitator
You can post some content or the entirety of your Pathbrite portfolio. This is a good opportunity to understand how
you can create multiple portfolios and how you control access and posting to online sites.

Facilitator
MOVING STORIES from a LEARNING PORTFOLIO to ONE OR MORE SHOWCASE PORTFOLIOS
Of the 3 primary functions of the digital portfolio, we are still using the repository/library to collect
artifacts/evidence of learning and build the inward facing view of learning progress based on reflection and
feedback. The process of collecting stories and artifacts is preparation for using the 3
rd
function which is an outward-
facing “showcase” or professional portfolio. The “showcase portfolio presents story ideas and themes that have been
developed into professional narratives that convey your professional identity and establish your online presence.
Pathbrite enables the portfolio’s owner to give access to any part of the portfolio. Inward facing and outward facing
refers to the different functions of the Learning portfolio versus the showcase portfolio.

DIGITAL PORTFOLIO CURRICULUM 159

Facilitator
Consider including information about who you are personally as well as professionally.

Facilitator
Over time your students’ digital portfolio could have a library full of stories and artifacts that will establish and
maintain their public, professional identity in any number of outward facing portfolios.
DIGITAL PORTFOLIO CURRICULUM 160

Facilitator
You can post some or all your Pathbrite portfolio. This is good opportunity to understand how you create multiple
portfolios and how you can control access and posting to online sites.

Facilitator
Describe your level of confidence and interest in teaching with digital portfolios and/or using them as a professional
and upload your reflection to Pathbrite.

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Module 7. Big Takeaway: Creating professional narratives enhances professional identity, both online and offline.
Module 8. Big Takeaway: An online professional identity will convey your presence, highlight your skills and
experience, contribute to your professional network, and demonstrate your digital literacy.
Format: Facilitator-led webinar (60 minutes)
Speakers: Facilitator

Facilitator
Welcome. This is the last session. I’m conducting a very quick poll in Bb to gauge your efficacy, gaps in
knowledge, skills and motivation.

Reflection: Warm-up and transition from work to class (optional)
Let’s start by switching hats from working professional and expert to educator and instructor. Take a minute to think
if there was anything that happened today – something you did or observed that relates to tonight’s discussion on
reflection. It could be something that produced evidence of achievement or identified a gap in knowledge, skills–
both are relevant to the process of learning and mastery of competencies.
After a few minutes: Very briefly– lets go around and make some connections between work experience and what
we are teaching. If you prefer, always feel free to pass to the next person.

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Facilitator
• Introduce the session: The last two modules introduced the outward-facing professional portfolio. During
this session you’ll be able to present your own professional portfolios and continue to discuss strategies for
bringing digital portfolios into your classes.
• Review objectives for this session.
• Set expectation that instructors will also need to adapt teaching strategies and assignments to align with the
learning outcomes and assignments in their course sections.
• Instructors will also need to communicate their own understanding of the digital portfolio initiative and
expectations for student participation.
• Assure instructors that they will be provided with scaffolding and recommendations for teaching with
portfolios. They can also consult with each other and the program support team once they get underway
with portfolios in their courses.

We will provide you with recommendations for
• Student objectives
• Assignments that you can customize and include in your sections.
• Resources to adopt from this faculty orientation program
• Job Aids to scaffold student work
• Readings

Objectives for instructors in Webinar III
Adapt a teaching strategy for students to build showcase portfolios.
Adapt a teaching strategy for students to create professional narratives.
Adapt a teaching strategy for students to manage their professional online identities.
Integrate an activity for students to identify audience and goals for their showcase portfolios.
Integrate an assignment for students to create a professional narrative that meets their goals and audience interests.
Integrate an activity for students to assess online sites where they might establish their professional identities.

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Facilitator
These are suggested student objectives. The plan is to integrate these outcomes into your existing course activities to
minimize the impact on student effort and cognitive load.
Questions? Comments? concerns?
Themes include:
Value of professional portfolios – including the critical thinking involved in creating one.
Customizable nature of outward facing portfolios to address a purpose
Why creating and controlling online identity matters
Demonstrating 21
st
century skills
Portfolio process is informative and preparatory
Professional narratives: pull content to stand alone

Facilitator
The objective of this activity is to apply knowledge of story structure to create a professional narrative for a specific
purpose and audience, to give and receive feedback and to increase self-efficacy regarding the ability to tell a
compelling professional story.

Activity
Write a professional narrative. Choose an audience and create stories that align with their interests and goals. Create
a story structure. Upload to Pathbrite and share with learning partners and facilitator. Revise as needed based on
self-assessment and feedback from peers and facilitator.

DIGITAL PORTFOLIO CURRICULUM 164

Facilitator
The objective of these activities is to develop an outward-facing professional portfolio and evaluate how well it
represents an instructor’s professional identity.

Activity
Choose audience, goal and online site to post (optional/hypothetical)
Activity
Create public facing portfolio to convey professional narrative and identity. Get feedback form learning partner and
facilitator.
Activity
Discuss overall plan for integration of digital portfolios into teaching. Using inward facing portfolio to track learning
(development of capstone project; goals and growth areas identified by students). Creating separate outward facing
portfolio for professional identity.

Facilitator
These are recommendations for incorporating professional narratives and showcase portfolios into your teaching and
course.
Related themes:
Developing media literacy and 21
st
century skills, meeting emerging employer expectations
Creating a professional presence for different audiences and goals
Utility of professional narratives online and offline
Importance of controlling one’s online identity

DIGITAL PORTFOLIO CURRICULUM 165

Facilitator
The objective of this discussion is to provide space and time for SBMCP instructors to have an open conversation.
Encourage faculty to raise questions and concerns about supporting students to track their capstone projects and
goals with digital portfolios, faculty motivation to maintain their own professional portfolios, etc.

Discussion
Overall plan for integration of digital portfolios into teaching. Using inward facing portfolio to track learning
(development of capstone project; goals and growth areas identified by students). Creating separate outward facing
portfolio for professional identity.

Facilitator
These are options for final reflections.

DIGITAL PORTFOLIO CURRICULUM 166

Facilitator
As part of our program evaluation, we asked you to complete a pre-survey. Please take a few minutes now to
complete the post-survey. Your responses will be aggregated and anonymized.
Assessment:
Post-survey using items from subscales in MSLQ (Motivated Strategies for Learning Questionnaire) developed by
Pintrich, Smith, Garcia, & McKeachie (1991) and PALS (Patterns of Adaptive Learning Scales) (Midgely, et al,
2000) to assess changes in task value, self-efficacy, and goal setting.

Media Selection
Principles that guide media selection for delivering instruction are essential given that
current technology choices are both abundant and constantly evolving. The ACTIONS model
offers a viable framework based on questions that lead to cost-effective, pragmatic choices,
allow flexibility and enable alignment with pedagogy (Bates & Poole, 2003). A later model,
SECTIONS, builds on the ACTIONS framework with two major changes. The SECTIONS
model treats interactivity and ease of use as two distinctly separate selection criteria and it
focuses attention on students, assuming access to technology is one of their defining
characteristics. The SECTIONS framework most accurately reflects criteria used in making
decisions about the online learning environment for SBMCP students. Technology was already
in place for this program included the Learning Management System (D2L) and online
conferencing platform (Blackboard Collaborate). The SBMCP Digital Portfolio initiative then
selected Pathbrite as the digital portfolio platform. With these technologies in place already it
DIGITAL PORTFOLIO CURRICULUM 167

was vitally important not to increase complexity of the learning ecosystem and at the same time,
support Teaching and Learning, Interactivity and User Friendliness.

Figure 2. ACTIONS Framework (Bates, 1985) Figure 3. SECTIONS framework (Bates & Poole, 2003)
Since the digital portfolio curriculum takes a flipped classroom approach, it was
necessary to choose technology solutions for engaging learners with asynchronous online content
and interactive, synchronous online class sessions. Blackboard Collaborate is a familiar
technology to SBMCP students who meet online in synchronous small learning groups and once
a week in synchronous, large class meetings, making it both a cost effective and user-friendly
solution for delivery of the three Digital Portfolio webinars. The remaining 8 modules of content
were designed to be brief with minimal interaction. A simple solution for delivery of the modules
is Voice Thread which enables narration and sharing of multimedia files such as Power Point for
comments (written, drawn or spoken). An alternative solution that would support greater
interactivity with content is Storyline Articulate, but the learning curve for development is much
higher than for Voice Thread.

A Access
C Costs
T Teaching and Learning
I Interactivity and User Friendliness
O Organizational Issues
N Novelty
S Speed
S Students
E Ease of Use
C Costs
T Teaching and Learning
I Interactivity and User Friendliness
O Organizational Issues
N Novelty
S Speed
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CHAPTER IV
RECOMMENDATIONS FOR IMPLEMENTATION
While this curriculum addresses the specific needs of SBMCP faculty, the modular and
technology-agnostic design could, with minimal modification, be implemented with faculty
teaching in other programs and disciplines. The core pedagogical practices of reflection,
formative feedback and digital storytelling represent distinct skills and knowledge that can be
taught outside the framework of a digital portfolio. In fact, the digital portfolio, or technology
component is secondary to teaching the key portfolio practices mentioned above. The pedagogy
associated with effective portfolio practices, can be applied to paper based portfolios, and do not
require a sophisticated technical solution to have value for the author.
There are distinct advantages to creating a digital portfolio including a searchable
repository for storing digital artifacts such as audio, video, images, text-based files and other data
related to the author; functionality that allows the author to invite and keep a record of feedback
and reflections on iterative work; and features that enable an author to create different
combinations of artifacts, narratives and profiles for presentation to external audiences. The
portability of digital portfolio is also a benefit for mobile and lifelong learning.
Customizing the curriculum
It is recommended that introducing this curriculum in a different discipline, program or
organization starts with understanding the characteristics and prior knowledge of the learners,
their motivation and any barriers or opportunities related to the culture and structure of their
organizations, as well as programmatic goals for adopting portfolios. For example, academic
research faculty may have different motivations and interests in portfolios than SMBCP
instructors who are primarily adjunct faculty and full-time practitioners in their fields. Sustained
DIGITAL PORTFOLIO CURRICULUM 169

interest and learning are related to the relevance of skills and knowledge and ultimately task
value. This approach will inform other choices regarding modifications to curriculum content,
such as readings and finding examples of applied portfolio practices that are relevant to the
learners.
The curriculum can be modified for engagement with different audiences, within a
discipline or organization. The aim of this curriculum is to teach adjunct faculty who are working
professionals in their field, the core skills and knowledge associated with digital portfolios so
they can teach them to their students. It is feasible to modify the curriculum so that the content is
delivered directly to students. Another audience might be full time educators who would
appreciate more research-oriented academic readings. Within a nursing program, content could
be drawn from extensive research on the use of reflection in health care settings. In each case,
readings and other aspects of the content can be augmented, or replaced to increase relevance
within various disciplines.
Core portfolio practices
The process of developing a portfolio has value and can result in a transformative
learning experience. Ideally, portfolio practices enable authors to describe their learning journey,
deepen understanding of their cognitive processes, form their professional and personal identity
for presentation to an external audience, and showcase their expertise and achievements. The
core portfolio practices that reinforce self-regulated learning, metacognition, digital literacy and
identity formation suggest this curriculum could benefit learners who are not necessarily
instructors. Portfolio practices could help staff meet the goals of student affairs, career advising
and service learning programs among others. The curriculum could also be modified for direct
delivery to students. For example, portfolios could help first generation college students build
DIGITAL PORTFOLIO CURRICULUM 170

self-efficacy through reflection, narratives, and visible evidence of their academic progress. The
modular nature of the curriculum also enables implementation of specific content and practices
without implementing a portfolio. Developing reflection and storytelling skills offer personal and
professional benefits on their own.
Delivery of the curriculum
This digital portfolio curriculum is modular and designed for maximum flexibility.
Synchronous and asynchronous components can be delivered entirely online or entirely face-to-
face. Fidelity of the curriculum is dependent on a blended learning experience. The synchronous
sessions are integral to supporting social emotional learning and providing opportunities for
practice and peer-to-peer as well as facilitator feedback. Providing a forum in which learners can
express and address concerns, collaborate and support each other addresses the emotional aspects
of learning. Other positive outcomes for learners are applying and practicing skills which builds
self-efficacy and collaborating which reduces cognitive load. These synchronous sessions are
also key to mitigating perceived gaps in organizational support.
The timeline for delivering the curriculum is also flexible, with one caveat. It is important
to leave adequate processing and development time between learning the steps involved in
creating a professional narrative and producing a draft story. Otherwise, learners and facilitators
can either compress their self-paced engagement with the content or distribute it over a longer
period. The content is delivered as brief narrated presentations, Voice Threads, and potentially
Articulate Storyline. If this curriculum is adopted by another program, it might be desirable to
add more interaction online, and leave webinars in place as longer sessions that are primarily
interactive and discussion-based.

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Portfolio technology
This curriculum is technology-agnostic. Portfolios are containers and platforms for
implementing practices such as reflection, feedback, narratives and presentation of skills,
knowledge and accomplishments. The actual format could be low tech (e.g., original, paper-
based portfolio) or high tech (e.g. multimedia, web-based portfolio). Advantages of the high-tech
version are functionality that enables digital artifacts to be stored in an online accessible
repository with annotations/reflections on their significance; digital content that is searchable and
portable; the ability to create customized showcases to present to different audiences, for
different purposes and to represent different professional identities.
Another benefit of the learning portfolio is providing a view over the long term that
enables learners to discover patterns – raise self-awareness of cognition, and skills, knowledge
and competencies. The focus is still on how learners are implementing the core practices. For
example, lacking a digital portfolio, reflections can be recorded in a journal; the multimedia
showcase can be presented as a simple web page, blog, or even Power Point presentation; and
the repository can be a collection of artifacts in different formats accompanied by notes.
Professional narratives could be text-based stories with illustrations, but an online professional
narrative has the potential to incorporate text, audio, and/or video. Digital portfolios have the
capacity to support dynamic content and easy organization of artifacts, reflections and narratives
which makes it easier for individuals to create an online presence and represent themselves
online.
When the curriculum is to be adapted for a different audience and program, it will be
beneficial to bring together instructors, instructional designers, and instructional technologists to
collaborate on development and implementation. This approach brings together perspectives and
DIGITAL PORTFOLIO CURRICULUM 172

expertise that could leverage the TPACK model and lay the groundwork for faculty to have a
transformative learning experience about portfolio pedagogy and technology. It will be critical
for the organization in which the portfolios will be implemented to communicate support for
their use and ensure that expectations for digital portfolios aligns with program goals as well as
the organization’s culture and values.

DIGITAL PORTFOLIO CURRICULUM 173

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Appendix A
Terms and Definitions
Cybervetting
Refers to the practice of viewing social networking sites, blogs and microblogs and using
search engines like Google to obtain information about job applicants or to monitor current
employees. (Mikkelson, 2010).
Digital Literacy
Digital literacy is the ability to use information and communication technologies to find,
evaluate, create, and communicate information, requiring both cognitive and technical skills
(Visser, 2012). Digital literacy is also defined as capabilities which fit someone for living,
learning and working in a digital society. The following are elements of digital literacy:
information and data media literacies; digital creation, innovation and scholarship; digital
identity and wellbeing; communication, collaboration and participation; digital learning and self-
development; and, information computing proficiency (JISC, 2015).
Digital Portfolio or ePortfolio
These terms are often used interchangeably to refer to a collection of authentic and
diverse evidence, drawn from a larger archive representing what a person or organization
has learned over time, on which the person or organization has reflected, and that is designed for
presentation to one or more audiences for a rhetorical purpose. This is an early definition
established by the National Learning Infrastructure Initiative (EDUCAUSE; Cambridge, 2004 in
Barrett, 2007). This is a general definition that works within the educational and professional
development context of the digital portfolio curriculum being developed.

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Prior Learning Assessment and Recognition (PLAR)
Recognition of prior learning is defined by the United Nations Educational, Scientific,
and Cultural Organization as the “formal acknowledgement of skills, knowledge, and
competencies that are gained through work experience, informal training, and life experience.
While educational institutions may have policies that acknowledge PLAR crediting prospective
students for their prior knowledge lags behind in practice (Conrad, 2008).
21st century skills
Refers to key competencies and skills that have been found to be essential for educational
achievement and employability in today’s economy. These ten skills are based on a synthesis of
twelve frameworks and are divided into four groupings: Ways of Thinking: 1. Creativity and
innovation; 2. Critical thinking, problem solving, and decision making; 3. Learning to learn and
metacognition; (2) Ways of Working: 4. Communication; 5. Collaboration (teamwork); Tools for
Working: 6. Information literacy; 7. ICT literacy (information communication literacy); and
Living in the World: 8. Citizenship – local and global; 9. Life and career; and 10. Personal and
social responsibility – including cultural awareness and competence (Binkley, Erstad, Herman,
Raizen, Ripley, Miller-Ricci & Rumble, 2012.

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Appendix B
Facilitator’s Guide

Facilitator’s Guide
Digital Portfolios for Learning and Professional Development
SBMCP Faculty Professional Development Curriculum

Curriculum Design

1. Program Outcome SBMCP instructors will have the motivation, skills and knowledge to integrate digital
portfolios into teaching and support SBMCP students use of Pathbrite to advance learning and professional
development.

2. Facilitators Role Guide learning process for SBMCP instructors as professional development for teaching.
When bringing in additional examples and resources ensure that they are relevant to school business
management professionals.

3. Content Instructional strategies, pedagogical practices, and technical skills are integrated in curriculum.
• Portfolio practices and technical skills are presented in Voice Thread lectures.
• Strategies for bringing digital portfolios into teaching are discussed and supported in webinars.
• Pathbrite features are consistently introduced in association with learning and professional
development outcomes (i.e., SBMCP instructors use Pathbrite for a clear purpose)
• Topics such as Learning Objectives, Reflection, Feedback and Storytelling can stand alone.
• Portfolio practices can be separated from specific portfolio technology.

4. Interaction Each module provides opportunities for application and practice individually or with a learning
partner. Webinars provide opportunities for social learning, and learning partners provide additional support.
The course facilitator can choose how to provide support to SBMCP instructors: scheduled office hours and/or
monitoring online discussion posts in LMS are ideal.

5. Assessment Given that this is a professional development curriculum and SBMCP instructors are adult
learners, formative assessment is based on the instructors’ reflections, activities, and discussions. Summative
assessment is based on their final portfolios and reflections. A pre-post survey will be used to assess
motivation to use digital portfolios.

6. Flexible Delivery Hybrid with (1) on-ground session; (8) online, asynchronous modules; and (3) synchronous,
webinars for a total of 6 hours of “seat time” for SBMCP instructors.
• Modular design allows delivery of webinars as on-ground sessions.
• Entire curriculum can be delivered as a one-day professional development workshop.
• Curriculum schedule can be compressed or distributed over a longer time.
DIGITAL PORTFOLIO CURRICULUM 190

Module 1 Power of Portfolios On Campus
Time Topics Resources
5 min Presentation
(SBMC program leadership)
Welcome and introductions; rationale for initiative
Module 1 PPT
5 min Discussion
(Facilitator)
Define eportfolio and assess prior knowledge
Module 1 PPT
20 min Presentation
Sample digital portfolios; separation of technology and practices;
benefits and examples for learning, employability; and
professional identity; goals for students; digital portfolio
components
Module 1 PPT
5 min Break
Ask instructors to find their partners by posting cards with
matching icons and contact information on a board.
Break
30 min Activity
Connect practice and purpose with Pathbrite functionality
• Establish ownership of eportfolio by completing your profile
in Pathbrite
• Begin establishing professional identity by posting an
individual mission statement.
• Begin collecting artifacts by uploading resume/CV to Library.
Pathbrite Guide
Job Aid: Writing a professional mission
statement

*Instructors come prepared with
CV/Resume and a professional mission
statement.
15 min Presentation
TPACK: intersecting areas of knowledge; flipped classroom
format; learning partners; remaining topics, online learning
environment; highlight next steps and Session 2 topic.
Module 1 PPT
Course outline
Pathbrite Guide
5 min Assignment
Connect practice and purpose with Pathbrite functionality
• Begin reflecting on individual learning process by uploading a
response to session prompt in Pathbrite.
Pathbrite Guide

5 min Presentation
(SBMC program leadership)
Close out the session with acknowledgements and statement of
organizational support and request for commitment.
Module 1 PPT
Evaluation
(SBMC program leadership)
At end of closing remarks ask instructors to complete the online
post-session survey before leaving.
Post-session Motivation and
Satisfaction Survey

DIGITAL PORTFOLIO CURRICULUM 191

Module 2 Goals, Learning Outcomes, Competencies Online – Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 2 Voice Thread.
Module 2 Voice Thread slides
SBMC program syllabus with 13 core
competencies and assignments
Activity
Connect practice and purpose with Pathbrite functionality
• Instructors prepare to track learning by setting up categories
for competencies and learning outcomes in Pathbrite.
• Instructors set a SMART professional development goal
related to teaching with portfolios and upload to Pathbrite as
a means of building intrinsic motivation.
• Instructors choose one of their student’s assignments and
identify the level of cognitive processing and type of
knowledge associated with it.
• Optional: Instructors identify the level of cognitive processing
and type of knowledge involved in reaching their own goals.

Pathbrite Guide
Job Aid: SMART goal
Job Aid: Anderson and Krathwohl
taxonomy

Pre-Work for Webinar I Mapping the Learning Portfolio
• Instructors choose an assignment, from their sections, that
they think is particularly effective, ineffective or missing when
it comes to providing evidence of competency, and come
prepared to explain why during Webinar I: Mapping the
Learning Portfolio. Discuss and summarize with learning
partners.
• Optional: Instructors could upload their assignment choice and
rationale to Pathbrite.

SBMC program syllabus
Pathbrite Guide

Module 3 Reflection Online- Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 3 Voice Thread.
Module 3 Voice Thread slides

Activity
• Instructors analyze sample reflections for depth and breadth
of reflective practice
• Ask instructors to self-assess their previous reflections.
Pathbrite Guide
Job Aid: Reflection Rubric
Job Aid: Writing Reflection Prompts

Pre-Work for Webinar I Mapping the Learning Portfolio
• Instructors describe what they hope to learn from their
students’ reflections and ask them to write a reflection
prompt that has a specific goal.
• Instructors upload their reflection prompts to Pathbrite and
make them accessible to learning partners.

SBMC program syllabus
Pathbrite Guide

Module 4 Feedback and Formative Assessment Online - Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 4 Voice Thread.
Module 4 Voice Thread slides
SBMC program syllabus
Activity
• Instructors respond to different feedback scenarios. For
example, same assignment submitted in one case by a novice
and in another by a seasoned professional. Ask instructors
how they might connect to prior knowledge and experience,
as well as a competency.
Pathbrite Guide
Job Aid: Giving and Receiving
feedback

Pre-Work for Webinar I – Mapping the Learning Portfolio
• Instructors describe the characteristics of effective feedback
in their experience based on several questions and share with

DIGITAL PORTFOLIO CURRICULUM 192

learning partners. Ask them to summarize what they had in
common and what was different and come prepared to
discuss in Webinar I.

Webinar I Mapping the Learning Portfolio Online - Synchronous
Time Topics Resources
5 min Welcome and warm-up (Facilitator)
• Reminder Big Takeaways form modules 2,3 and 4.
• Session is focused on building the inward facing learning
portfolio for tracking progress and learning from the process.
• Session also focuses on practices and bringing portfolios into
teaching.
Webinar I PPT
Bb Collaborate log in
10 min Discussion
Learning Outcomes, Competencies and Assignments
• Mapping the learning portfolio based on competencies,
learning objectives, and assignments to track progress across
topics and over time.
• Ask pairs to lead the discussion on most challenging
competencies to demonstrate and why.
• Ask pairs to share summary of discussion on effectiveness of
assignments and demonstrating competency. Discuss
alternatives.
Webinar I PPT
15 min Activity and Discussion
Reflection
• Reflection enables learning from experience and is a key
portfolio practice that leads to self-regulation.
• Ask group to use reflection rubric to assess level of sample
reflections. Discuss responding and coaching. Discuss
challenges of writing prompts.
• Discuss impact of reflection on instructors themselves.
Webinar I PPT
Job Aid: Reflection Rubric

15 min Activity and Discussion
Feedback
• Ask instructors to identify characteristics of useful feedback
emerged from their conversations.
• In pairs ask instructors to respond to a scenario with
feedback. Relate to overall mastery of a relevant
competency. Consider whether you would change feedback
based on student being either a novice or a more
experienced professional.
• Ask pairs to identify and share at least one strategy for
establishing an environment of trust and safety.
• Discuss strategies for combining peer
Webinar I PPT

15 min Presentation -
Teaching with Portfolios – Student Objectives
• Introduce strategies for achieving student objectives.
• Ask for questions, concerns and recommendations.
• Ask about instructors’ experience with using Pathbrite.

Webinar I PPT
Reflection
Ask instructors to respond to a prompt about teaching with
portfolios at the end of the Webinar
Job Aid: Reflection Rubric

Module 5 Power of Story Online - Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 5 Voice Thread.
Module 5 Voice Thread slides
SBMC program syllabus with
competencies
DIGITAL PORTFOLIO CURRICULUM 193

Activity
• Instructors identify story arcs and themes in sample stories.
• Instructors create a career map to identify significant
milestones, turning points, challenges and opportunities
related to professional development and upload to Pathbrite.
Job Aid: Career Map template
Job Aid: Story structure and themes

Pre-Work for Webinar II – Making Learning Visible
• Instructors share 3 story ideas and themes with learning
partners for peer feedback in Pathbrite. Instructors choose
one to develop into a professional narrative.
Pathbrite Guide

Module 6 Collection and Curation Online - Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 6 Voice Thread.
Module 6 Voice Thread slides
SBMC program syllabus
Pre-Work for Webinar II – Making Learning Visible
• Instructors associate their story with one of the 13 core
competencies and identify an artifact that provides evidence
of it.
• Instructors provide context and upload the artifact to their
repository in Pathbrite associating it with the identified
competency.
Pathbrite Guide

Webinar II Making Learning Visible Online - Synchronous
Time Topics Resources
5 min Welcome and warm-up (Facilitator)
• Reminder of big takeaways from modules 5 and 6.
• Session focuses on the process of finding stories that connect
artifacts and competencies through reflection and feedback.
Value of the process itself.
• Session also focuses on adding content to the learning
portfolio that makes progress visible.
Webinar II PPT
Bb Collaborate log in
15 min Activity and Discussion
Power of Storytelling
• Discuss confidence in telling stories.
• Instructors read facts and then read story version of facts,
and after each reading group is asked how much information
they’ve retained.
• Discuss relationship of stories, emotional connections and
leadership.
Webinar II PPT
Activity: Retention of Facts v.
Narratives
15 min Activity and Discussion
Finding Stories through Reflection and Feedback
• Reminder: Reflection enables learning from experience and
is a key portfolio practice relevant to finding stories.
Ask pairs to lead the following:
• Discuss utility of connecting career milestones and
competencies in the process of finding stories.
• Discuss the alignment of themes and structure to different
audiences and goals.
• Compare traditional resumes to the digital portfolio in
different contexts.
Webinar II PPT
Job Aid: Reflection Rubric
Job Aid: Story Structures and Themes

15 min Activity and Discussion
Collecting and Curating through Reflection
• In pairs, instructors describe the evidence of mastery they
look for from candidates, colleagues and staff.
• Group discussion on the evidence of competency they
receive. Would artifacts annotated with context enhance
certification or is certification adequate?

Webinar II PPT

DIGITAL PORTFOLIO CURRICULUM 194

15 min Presentation -
Teaching with Portfolios – Student Objectives
• Introduce strategies for achieving student objectives.
• Ask for questions, concerns and recommendations.
• Ask about instructors’ experience with using Pathbrite.

Webinar II PPT
Reflection
Ask instructors to respond to a prompt about teaching with
portfolios at the end of Webinar II and upload to Pathbrite
Job Aid: Reflection Rubric

Webinar III Going Public Online - Synchronous
Time Topics Resources
5 min Welcome and warm-up (Facilitator)
• Reminder of big take-aways from modules 7 and 8.
• Session focuses on presentation of professional narratives
and how showcase portfolios themselves convey identity.
• Session also focuses on establishing and managing a
professional online identity.
Webinar III PPT
Bb Collaborate log in
30 min Activity and Discussion
• Instructors present their 1-3 minute professional narratives
online or tell them orally. Afterwards, instructors describe
their choices of theme, story arc use of media and intention.
Webinar III PPT

20 min Presentation - Webinar III PPT
Module 7 Professional Narratives Online - Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 7 Voice Thread.
Module 7 Voice Thread slides
SBMC program syllabus
Activity
• Instructors create a Showcase Portfolio in Pathbrite with
content in Library and any new artifacts.
• Instructors are given different scenarios in which they will tell
a professional story. They comment on how that would
influence their narratives.
Pathbrite Guide

Pre-Work for Webinar III Going Public
• Instructors create a professional narrative based on their
career stories with artifacts and media. Narratives are
uploaded to Pathbrite and shared for feedback.

Pathbrite Guide
Module 8 Professional Identity Online - Asynchronous
Time Topics Resources
15 min Self-Guided Presentation
Instructors watch Module 8 Voice Thread.
Module 8 Voice Thread slides
SBMC program syllabus
Activity
• Instructors explore online sites, and choose one or more
based on their goals and networks of interest.
• Instructors draft a high-level plan for maintaining their online
presence over time.
Pathbrite Guide
Job Aid: Managing Online Identity

Pre-Work for Webinar III – Going Public
• Instructors receive feedback from learning partner and
facilitator, finalize their 1-2 minute narratives, upload them
to their ‘showcase’ portfolios, and provide access to the
portfolios for other instructors.
Pathbrite Guide
DIGITAL PORTFOLIO CURRICULUM 195

Teaching with Portfolios – Student Objectives
• Introduce strategies for achieving student objectives.
• Discuss flexibility regarding portfolio “assignments.”
• Discuss questions, concerns or recommendations.
• Ask about instructors’ experience with using Pathbrite.

5 min Reflection
• Ask instructors to respond to a prompt about progress they
made toward their goal for teaching with digital portfolios.
Job Aid: Reflection Rubric
Evaluation
• At end of the webinar ask instructors to complete the online
post-session survey and submit a final reflection.
• Let instructors know that as part of the digital portfolio
initiative, they will be contacted midway through the
program and asked to share level of digital portfolio usage
and observations about teaching with them.
• Offer consultation on plan for adding portfolios to the
curriculum.
Post-session Motivation and
Satisfaction Survey

DIGITAL PORTFOLIO CURRICULUM 196

Appendix C
Faculty Development Bootcamp: Digital Portfolio Course Outline

SBMCP Faculty Boot Camp
Digital Portfolios for Learning and Professional Development

Program Description
The purpose of this faculty program is to orient SBMCP instructors to teaching with the Pathbrite digital portfolio
by learning portfolio pedagogy, instructional methods and technology skills. Through Pathbrite, we would like
SBMCP students to:
• Track their learning and collect compelling evidence of achieving the 13 ASBO competencies
• Reflect and make connections among learning experiences over time
• Demonstrate capacities for digital literacy, presentation and communication among other 21
st
century
skills
• Present a strong professional identity in support of career advancement.
This program covers 8 topics delivered with a “flipped classroom” approach. Instructors do self-paced preparation
by watching Voice Thread presentations and completing activities offline. These sessions are followed by online
meeting with other SBMCP instructors and the program facilitator to review and apply new skills and knowledge.
The program facilitator will be available to provide feedback on activities throughout the program.

Topics and Schedule
Total time: approximately 5.5 hours of instruction plus 1.5 hours of preparation

Module Delivery Topic Time
1. Boot Camp Session

Introduction:
Power of Digital Portfolios
90 minutes
2. Self-paced Voice Thread Alignment: Goals, LOs Competencies 10 minutes
3. Self-paced Voice Thread Fostering Reflection 10 minutes
4. Self-paced Voice Thread Feedback and Formative Assessment 10 minutes
Online Meeting Webinar I. Mapping the Learning Portfolio 60 minutes
5. Self-paced Voice Thread Power of Story 10 minutes
6. Self-paced Voice Thread Collecting and Curating Evidence 10 minutes
Online Meeting Webinar II. Making Learning Visible 60 minutes
7. Self-paced Voice Thread Professional Narratives 10 minutes
8. Self-paced Voice Thread Professional Online Identity 10 minutes
Online Meeting Webinar III. Going Public 60 minutes

Resources in D2L
• Orientation Outline
• Slides and Voice Threads for each module
• Readings
• Job Aids
• Teaching Handouts
• SBMCP Curriculum

DIGITAL PORTFOLIO CURRICULUM 197

Pathbrite Support
• Guide
• Technical Support

Activities
1. Power of Digital Portfolios
• Bring digital cv/resume and prepare a professional statement to upload to Pathbrite.
• Complete pre-training survey.
• Upload a reflection.
2. Alignment
• Describe how assignments demonstrate competency for your section of the SBMCP.
• Set up categories in Pathbrite to track competencies and learning goals in your inward facing porfolio.
• Upload a reflection.
3. Reflection
• Set goals for student reflections based on your section of the SBMCP.
• Write reflection prompt.
• Upload a reflection.
4. Feedback
• Develop a feedback strategy to share with students in your section of the SBMCP.
• Upload a reflection.
5. Power of Story
• Identify an experience that demonstrates one of the competencies in your section of SBMCP.
• Choose a story arc and theme that relates to that experience.
6. Collecting and Curating
• Identify evidence to support your story arc and theme.
• Recommend additional artifacts that demonstrate the same LOs as assignment artifacts.
• Upload a reflection.
7. Professional Narratives
• Create a professional narrative using your story arc, theme and multi-media artifacts.
• Create a public facing portfolio based on your primary goals and target audience.
• Upload a reflection.
8. Online Identity
• Create/enhance your professional online identity by either posting your public facing portfolio or using
information and artifacts in your portfolio to build an online presence.

DIGITAL PORTFOLIO CURRICULUM 198

Appendix D
Job Aid: Teaching Plan for Integrating Digital Portfolios into SMBCP Curriculum

Guidelines for Introducing Digital Portfolios into the SMBCP Curriculum
• All instructors are in one program so consistency is important.
• Give students choice about using the portfolio, but provide regular opportunities to use it.
• Do not be prescriptive about using the portfolio – all adult learners and professionals.
• Students are already using reflection and feedback. Answer the key question: What are the advantages of
doing it in digital portfolio?
• Implementation plan is based on topics covered each quarter and to provide time for building a
repository.

Schedule
• Introduce digital portfolio topics at the end of synchronous sessions – can be distributed – there are 18
sessions total.
• Use small group coaching sessions to to review portfolio topics and answer questions.

Q1 or Introduce at Boot Camp for Students
If integrated with Boot Camp SBMCP leadership can introduce the initiative as they did with faculty and a hands on
workshop could be provided to set up portfolios.
Introduce and set up portfolios with capstone, competency-scenario project and course competencies. Students
can control access to items in portfolios. Review techniques for reflection; giving and receiving feedback.
Encourage students to collect artifacts, seek formative feedback and upload reflections. Discuss utility of portfolios
for Mid-Year progress update with faculty. Provide reflection prompts. Offer formative feedback.

Q2 Introduce storytelling and relate it to communications competency topic in this quarter. Provide reflection
prompts. Offer formative feedback.

Mid-Year Encourage students to use portfolio to review learning progress and prepare for Mid-Year review. Offer
formative feedback.

Q3 provide reflection prompts. Introduce showcase portfolios, professional narratives and professional identity.
Offer to provide formative feedback.

Q4 Provide reflection prompts. Encourage students to seek peer feedback and choose public platforms for sharing
professional portfolios.

RESOURCES
Mapping the Learning Portfolio (Mod 1, 2,3,4)
Teaching Aid -Introducing utility and value of portfolios through research and testimonials
Teaching Aid - Benefits of capturing reflections and feedback in a learning portfolio to be able to make learning
process visible. See development over time and address gaps. Develop yourself as a SRL.

Making Learning Visible (Mod 5,6)
Teaching Aid -Utility of transforming facts into narrative. Relevance of storytelling in professional situations.
Teaching Aid -Integrate prior knowledge and experience which might otherwise be forgotten with artifacts.

DIGITAL PORTFOLIO CURRICULUM 199

Managing a Professional Identity (Mod 7,8)
Teaching Aid -Utility of developing professional narratives.
Teaching Aid -Value and utility of developing and managing online professional identity.

The following learning objectives can be related to the students’ capstone and one-page applied competency
scenario. Review in Webinars.
MODULE 5
• Describe scientific research behind power of story
• Compare story types and themes
• Describe story structures for professional narratives
• Develop story ideas and themes highlighting professional expertise
• Use Pathbrite to give and receive feedback on story ideas

MODULE 7
• Define professional narratives and professional identity
• Evaluate various representations of online identity
• Apply story structure to create a professional narrative
• Connect professional narrative to competencies and audience
• Integrate artifacts and media to support professional narrative
• Use Pathbrite to give and receive feedback on professional narrative

MODULE 8
• Define functionality of a “showcase” portfolio
• Describe role of professional online presence in employability
• Evaluate professional online platforms
• Create a professional “showcase” portfolio in Pathbrite
• Integrate cv, resume, mission statement, professional narrative, media and artifacts into “showcase”
• Select online platform(s) for posting your professional portfolio
• Develop strategies for managing professional online presence

DIGITAL PORTFOLIO CURRICULUM 200

Appendix E
Reading List for Faculty Participants

Reading List: Digital Portfolios for Learning and Professional Development
Module 1
Nguyen, C.F. (2013). The ePortfolio as a Living Portal: A Medium for Student Learning Identity, and Assessment.
International Journal of ePortfolio, 3(2), 135-148. www.theijep.com.
Watson, C.E., Kuh, G.D., Rhodes, T., Penny Light, T., and Chen, H. (2016). Editorial: ePortfolios – The Eleventh High
Impact Practice. International Journal of ePortfolio, 6(2), 65-69. www.theijep.com.
Watty, K and McKay, J. ePortfolios: what employers think. EFMD Global Focus, iss.3 Vol. 10 www.global focus
magazine.com
Module 2
Chen, H. L., Grocott, L.H., and Kehoe, A. L. (2016). Changing Records of Learning through Innovations in Pedagogy
and Technology. EDUCAUSE REVIEW Why IT Matters to Higher Education.
Madden, T.M. (2015). Reimagining Boundaries: How ePortfolios Enhance Learning for Adult Students. International
Journal of ePortfolio, 5(1), 93-101.
Turkay, S. (2014). Setting Goals: Who, Why, How?. Manuscript.
Module 3
Gino, F. and Pisano, G. (2014). Reflecting on Work Improves Job Performance. Harvard Business Review - Research
& Ideas.
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A
framework. Teaching in Higher Education, 18(4), 401-413.
Module 4
McMillan, J.H. and Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher
Achievement. educational HORIZONS, 40-49.
Nicol, D.J. and MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven
principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.
Wiggins, G. (2012). 7 Keys to Effective Feedback. Educational Leadership, www.ASCD.org, 11-16.
DIGITAL PORTFOLIO CURRICULUM 201

Module 5
Malita, L. and Martin, C. (2010). Digital Storytelling as web passport to success in 21
st
Century. Procedia Social and
Behavioral Sciences, 3060-3064.
Ibarra, H. and Lineback, K. (2005). What’s Your Story? Harvard Business Review – Communication.
Module 7
Graves, N. and Epstein, M. (2011). EPORTFOLIO: A TOOL FOR CONSTRUCTING A NARRATIVE PROFESSIONAL
IDENTITY. Business Communications Quarterly, 74(3), 342-346.
Heifetz, J. (2016) Improve Your Resume by Turning Bullet Points into Stories. Harvard Business Review,
Module 8
Edmiston, D. (2014) Creating a Personal Competitive Advantage by Developing a Professional Online Presence,
Marketing Education Review, 24(1), 21-24.
Jones, T.D. and Swain, D.E. (2012). Managing Your Online Professional Identity. Bulletin of the American Society for
Information Science and Technology, 38(2), 29-31.
Markgren, S. (2011). Ten simple steps to create and manage your professional online identity. How to use
portfolios and profiles. C&RL News, 31-35.

Abstract (if available)

Abstract When constructed with deep reflection, curated artifacts of learning, and structured narratives, a digital portfolio can surface the development of knowledge and skills, demonstrate competency and offer a dynamic portrait of the author’s professional identity. The curriculum, Digital Portfolios for Learning and Professional Development is designed to motivate and teach adjunct instructors in Rossier’s School Business Management Certificate Program (SBMCP) how to use, and teach their students to use, digital portfolios so that they and their students realize the digital portfolio’s educational and professional advantages. The TPACK (Technology Pedagogy and Content Knowledge) framework, expectancy-value theory, constructivist, and adult learning theories influenced the instructional design and delivery of this curriculum. Overall, the curriculum engages learners in portfolio practices that increase metacognition, communication, critical thinking, and digital literacy skills while encouraging self-regulated learning. Evaluation of this curriculum is guided by the New World Kirkpatrick’s model of evaluation to assess changes in motivation by measuring task value, self-efficacy and goal orientation before and after instructors participate in training. Formative and summative assessments measure the achievement of learning outcomes, while surveys, observations and interviews are planned to evaluate the transfer of learning and achievement of program level outcomes in the long term. Although the hybrid curriculum references a specific portfolio application, a modular arrangement of content allows for flexibility in delivery and choice of technology for creating digital portfolios. Recommendations are included for adapting the curriculum to teach portfolio practices in the context of other disciplines and professional fields.

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Asset Metadata

Creator Falkenberg Getman, Joan (author)

Core Title Digital portfolios for learning and professional development: a faculty development curriculum

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 08/04/2017

Defense Date 05/10/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag adult learning,Artifacts,digital portfolio,digital portfolio curriculum,ePortfolio,evidence of competency,evidence of learning,feedback,formative assessment,metacognition,narrative,OAI-PMH Harvest,online identity,professional development,professional identity,reflection,self-regulated learning,self-regulation,Storytelling,TPACK framework

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Mendoza, Christine (committee member), Yates, Kenneth (committee member)

Creator Email jgetman@usc.edu,joangetman@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-422889

Unique identifier UC11264056

Identifier etd-Falkenberg-5680.pdf (filename),usctheses-c40-422889 (legacy record id)

Legacy Identifier etd-Falkenberg-5680.pdf

Dmrecord 422889

Document Type Dissertation

Rights Falkenberg Getman, Joan

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA