Eportfolios for educational transformation


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Presentation at 2nd Annual Public Education Transformation Convening: Getting Learning Right the First Time, November 1, 2011, Brookfield, WI

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  • http://teachingsagittarian.edublogs.org/2009/03/15/voicethread-as-a-digital-portfolio/
  • Not simply a “more accurate” way to do assessment for the same reasons and with the same outputs; certainly not a more efficient one Portfolio assessment of questionable value as an add on to existing practices that don’t embrace its underlying assumptions
  • Forethought – goal setting
  • Self-recording / self-reflection- multimedia
  • Feedback from multiple readers
  • Videos to show: 1st Judge SimmonsNew videos from the bloggers, part 2
  • Eportfolios for educational transformation

    1. 1. Eportfolios for EducationalTransformationDarren CambridgeAmerican Institutes for Research, 1 November 2011
    2. 2. • What?: Eportfolio components• Why?: Eportfolios and next generation learning• How?: Models at scaleThanks to Helen Barrett for pointing me to many ofthe examples in this presentation.Overview
    3. 3. • Authentic and diverse artifacts in multiple media and modalitiesArchive • Reflections, feedback, assessment • InteractionToolset • Scaffolding and analysis • Selections from archive • Interpreted and integrated in relationship to identity andMessage competenciesEportfolio components
    4. 4. Archive Example
    5. 5. Mobile archiving at TrilliumCharter, Grades 3-5, Portland
    6. 6. Trillium artifact reflection checklist
    7. 7. Toolset examples
    8. 8. Blogfolio at Pt. England School
    9. 9. PebblePad action planner
    10. 10. Interpretation examples
    11. 11. Integrative reflection onevidence at Conserve School
    12. 12. Voicethread for 5th grade student-ledconferences in Thailand
    13. 13. • At what level(s) might digital portfolio integrate into your initiatives?• How do you see them interacting?• What are you already doing that contributes to archiving, gives students tools to analyze and reflect on their learning, or provides them opportunities for synthesis?Discussion
    14. 14. Eportfolios and nextgeneration learning
    15. 15. • Personalized learning• Comprehensive systems of learning supports• World-class knowledge and skills• Performance-based learning• Anytime, anywhere opportunities• Authentic student voiceNxGL Design Principles
    16. 16. • Flexible, Anytime/Everywhere Learning• Redefine Teacher Role and Expand “Teacher”• Project-Based and Authentic Learning Opportunities• Student-Driven Learning Path• Mastery- and Competency-Based Progression/PacePersonalized LearningKey Components
    17. 17. E-Portfolio “projects … at their most effective … are (in verygood ways) highly disruptive. They throw up needs fororganizational change; change in governance; changes in theroles of many [educators], and the consequent need forprofessional development, changes in pedagogy, and hence tothe nature and shape and form of [subjects], and theconsequent needs for educational development support;changes to the student‟s „contract‟ with her school … If theyare to deliver maximum effect … projects must accept andembrace all of these areas of implication, and no doubt others.” −David BaumeA Disruptive Innovation
    18. 18. • Students need to be prepared for real world challenges that require multidisciplinary solutions• Students need to make connections between subjects• Students need to connect their learning in the classroom to their learning throughout life• Students need to find patterns in their learning over time• Students need to connect their learning to their identityIntegrative learning
    19. 19. Good Work (Gardner, Csikszentmihalyi, Damon)Expertise EthicsDoing work well Doing good workCompetencies Values and meaning Social Individual Professional contribution to society Personal integrity and meaning
    20. 20. Lived Experienced DeliveredThree curricula
    21. 21. Students are privileged informantsabout their own learningKathleen Yancey, Reflection in the Writing Classroom
    22. 22. The deep engagement of students indirecting and owning their individuallearning and shaping the nature of theeducational experience among their peers.Authentic Student Voice
    23. 23. • Students need to develop the skills that enable them to become self-directed, lifelong learners• Students should expect to have a significant role in shaping their school experience, including how they are assessed.Two Implications
    24. 24. • Student are privileged informants about their own learning.• Evidence of learning needs to come from multiple contexts, and the relationships between them need to be articulated.• Assessment should be a system of deliberative processes inclusive of all stakeholders, including students, that makes programs more responsive to them.Deliberative Assessment
    25. 25. • Which of these characteristics and assumptions do you embrace?• Which do you question?• In what ways might you use eportfolios to enhance the authentic student voice in your schools and districtsDiscussion
    26. 26. Models at Scale
    27. 27. Participating Groups: Goals: • Develop and share portfolio-• Rhode Island Network for worthy assignments Technology • Assess student learning according• Rhode Island Department of to state standards and district Education expectations• 15 High School Districts • All graduates submit a Graduation Portfolio (as diploma assessment)• 25 High Schools • Provide reports of student learning to state and accrediting organizationsRhode Island Electronic Portfolio System
    28. 28. Teachers link portfolio assignments to shared goals and rate student work according to goalsAssignments are Linked toState Standards and District Expectations
    29. 29. Graduation PortfoliosEach high school provides aportfolio template for students touse in re-purposing portfolioassignments to meet graduationrequirements
    30. 30. • Curricular goals and five dimensions of learning• Observations (by teachers and students) and samples of work throughout year• Interpretation and rating on reading and math scales• Moderations (school, district, national)Learning Record
    31. 31. Observations
    32. 32. High Tech High School:Students and Teachers
    33. 33. ePEARL Project Phases of Self-Regulation• Software for primary and • Forethought secondary school students • Goal Setting• In use in schools across • Self-efficacy Quebec and elsewhere in • Performance Canada • Self-recording• Research on use in French • Self-reflection immersion school for grades • Self-judgment 5-6 shows gains in self- • Self-reaction regulated learning attitudes and behaviors
    34. 34. • Youth learning framework • I want to be (taking on roles) • I want to do (activity-oriented exploration) • I want to make (artifact-creation driven)• Badge types • Skill-based – tied to artifacts to provide evidence • Community – granted by both mentors and peers • Automatic – reward smaller scale and more granular activity• Portable through the Mozilla Open Badges infrastructureDigital Youth Network Badges
    35. 35. Nottingham Passportfolio
    36. 36. • Published by Jossey-Bass in 2010• In depth examination of educational philosophy and technology• Mostly higher ed and adult learning examples and research, but many transferrable ideas
    37. 37. • dcambridge@air.org• (202) 403-6924• Home page: ncepr.org/darren (a bit out of date)• Twitter and Skype: dcambridStay in touch