Video Resumes and ePortfolios: Guiding GenZ From Classroom to Employment
Listen and learn : Snapshot
Monday, June 24, 4:30–5:30 pm
Presentation 2 of 2
We Have Seen the Future, and It Is Sitting at Bistro Tables
Mary Ann Mengel Dr. Brenda Russell
Job markets are significantly evolving. As Gen Z seeks employment or graduate school, an innovative new approach helps highlight their personality, creativity, competencies and skills. Learn how video resumes and ePortfolios in an undergraduate program serve as both a program assessment and a personal marketing platform for graduates.
|Audience:||Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators|
|Attendee devices:||Devices not needed|
|Focus:||Digital age teaching & learning|
|Topic:||Innovation in higher education|
|Grade level:||Community college/university|
|Subject area:||Career and technical education|
|ISTE Standards:||For Students:
The last two decades have witnessed tremendous growth in the use of ePortfolios to foster and assess learning in a degree program. Not only an assessment tool, undergrads market themselves to employers with ePortfolios. Recent research (Hartwick, 2014) points toward the value of introductory videos in ePortolios. Students’ interest in creating and using ePortfolios is higher when they can showcase their experience and capabilities for potential employers, graduate school admissions, or other external audiences (Hubert, Pickavance & Hyberger, 2015).
As expectations for communication via multimedia become the norm, GenZ’ers are fundamentally changing the way they represent and market themselves. Today’s grads seek to demonstrate who they are and what they know at a level which can’t be achieved through a transcript or traditional resume. In contrast, incorporate a video resume in an ePortolio, and the evidence speaks for itself.
The presenters will share best practices and resulting student experiences as they implemented an ePortfolio assignment into a college degree program in applied psychology. Throughout the course of their enrollment, students create and build upon an ePortfolio, culminating with a visual/video resume.
Since 2016, students have utilized our custom WordPress-based template to digitally market themselves to potential employers. A recent enhancement to the project and template introduces a scaffolded approach to create and produce a video resume using tools such as iMovie and the campus’ One Button Studio. Components of the portfolio are submitted and assessed through a sequence of assignments integrated into the Canvas Learning Management System and Kaltura.
Studies show that hiring administrators would use videos in the hiring process and would be interested in viewing a video clip of the applicant (Strawhecker, Messersmith & Balcom, 2007/2008; Hartwick & Mason, 2014) Hartwick & Mason’s (2014). Research targeting pre-service teacher administrators found what was most valuable in ePortfolios was an introductory video. The video allowed them to connect virtually with the candidate and get a visual and general sense of the person.
Students who have completed the portfolio and gone on to graduate school or employment report they have used ePortfolios to market themselves. Based on results of pre-and post-tests, students feel as though the activity is rewarding; recognize the strength of an ePortfolio to make available to various audiences; and include their ePortfolio URL on business cards.
At the end of this session, participants will be able to:
• Describe learning styles associated with GenZ
• Analyze the potential of ePortfolios and video resumes to provide an appropriate medium for assessment and to facilitate success for job seekers
• Consider the instructional design process and strategies necessary to implement ePortfolios with video resumes, with a focus on digital citizenry, into an undergraduate curriculum
• Identify and organize content requirements for ePortfolio
• Consider the successes and challenges of implementing an ePortfolio and video resume requirement in an undergraduate degree program
• Appraise the effectiveness of video resumes as a platform for students to reflect critically and creatively about their academic and personal accomplishments
• Reflect upon the value of visual and multimedia-based elements as effective tools for grads to market themselves in a digitally-focused world
• Review the effectiveness of iMovie and related tools to design and develop a video resume component of an ePortfolio
• Consider the effectiveness of providing an ePortfolio template built in a platform such as WordPress
• Develop a plan for students to contribute to the body of work over time, as they develop skills and experience
• Evaluate the strategy of digitally showcasing undergrads’ education and internship/research experiences to potential employers and/or graduate school admissions committees as part of the capstone experience
The audience will be engaged through peer-to-peer interaction throughout the presentation of content as follows:
• Introduction (1 min)
• Career Prep and Marketing the Z Generation (3 min)
• History of an ongoing collaboration between a Professor of Applied Psychology and an Instructional Multimedia Designer which transformed paper portfolios to a digital format. (5 min)
• Process to identify and implement an appropriate technology platform, design an ePortfolio template, an assignment sequence, and assessment tools. (5 min)
• Recent enhancements to the project address newly emerging needs of GenZ as they seek jobs and the trend toward multimedia-based communication. (5 min)
• Share samples (5 min)
• Reflection on successes, lessons learned, goals (3 min)
• Q &A (3 min)
Cheng, G., & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337-350. Retrieved from http://ezaccess.libraries.psu.edu/login?url=https://search.proquest.com/docview/61812437?accountid=13158
Hartwick, J. M. M., Mason, R. W. (2014). Using introductory videos to enhance ePortfolios and to make them useful in the hiring process. International Journal of ePortfolio, 4(2), 169-184. doi:10.1080/00131720802362074
Hubert, D., Pickavance, J., & Hyberger, A. (2015). Reflective ePortfolios: One HIP to rule them all? Peer Review, 17(4). Retrieved from http://www.aacu.org/peerreview/2015/fall/hubert
Shepherd, C., & Hannafin, M. (2014). Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment ePortfolios, Journal of Computing in Teacher Education, 25:1,31-37, DOI: 10.1080/10402454.2008.10784606
Strawhecker J., Messersmith K., Balcom A. (2007). The role of electronic portfolios in the hiring of K–12 teachers. Journal of Computing in Teacher Education, 24(2), 65-71
Mary Ann Mengel, MS, CPACC has been an instructional multimedia designer at the Pennsylvania State University’s Berks campus for over twelve years. She teaches faculty development workshops and consults on learning design and technologies. Mengel holds a master’s degree in Instructional Technology and is a Certified Professional in Accessibility Core Competencies. Her areas of interest include the design and development of instructional resources, creative applications of educational technology, effective use of visual communication in learning design, and accessibility of digital content.