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  • As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
  • Is this happening in your institution?
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • I’m writing a book on Interactive Portfolios for K-12 teachers and Teacher Educators. What are Interactive Portfolios?
  • Simon Sinek, in his wonderful TED Talk, discusses How great leaders inspire action – talks about the Golden Circle. Leaders talk a lot about What and How, but really need to focus on Why.
  • I am very interested in how we motivate students, to get them engaged in the process, through strategies of goal-setting, self assessment and ownership of the portfolio process.
  • Here are some strategies for a portfolio life: Tell the Story of Your Life: Narrative is a powerful tool for self-discoveryAccomplishments Leave Clues… and increase self-esteemConnect with Others -- NetworkDevelop Your Goals: Goals Prepare us for Change… Goals Yield PurposeIt is a time to Revise, Reflect, Rebalance
  • I have someconcerns about howePortfolios are perceived by some students today. There are two predominant paradigms of assessment that is guiding our use of ePortfolios today.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • I always like to share a sample story. This is my daughter’s story, developed at the Center for Digital Storytelling last summer, as areflection on her teaching overseas.

AAEEBL 2010 Keynote AAEEBL 2010 Keynote Presentation Transcript

  • Choice and Voice
    Blurring the Boundaries between ePortfolio Development and Social Networking
    Dr. Helen Barrett
    electronicportfolios.org
    Twitter: @eportfolios
    http://www.slideshare.net/eportfolios/
  • Technology & Reflection
    Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking
    2
  • Learner-Centered Philosophy
    "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
  • QUOTE
    • The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios
  • Electronic Portfolios
    almost two decades (since 1991)
    used primarily in education to
    store documents
    reflect on learning
    feedback for improvement
    showcase achievements for accountability or employment
    5
  • Social networks
    last five years
    store documents and share experiences,
    showcase accomplishments,
    communicate and collaborate
    facilitate employment searches
    6
  • Boundaries Blurring (between e-portfolios & social networks)
    Structured Accountability Systems? or…
    Lifelong interactive portfolios
    Picasa
    Mash-ups
    Facebook
    Flickr
    blogs
    YouTube
    Ning
    wikis
    Twitter
    7
  • Digital Archive (for Life) Supports Lifelong & Life-wide Learning
  • Some Basic Concepts
    ePortfolio and social networking are both:
    Process: Time and Effort - Journey
    Product: The outcome - Destination
    9
  • Compare Processes
    Social Networking
    Connect(“Friending”)
    Listen(Reading)
    Respond(Commenting)
    Share(linking/tagging)
    Portfolio
    Collection
    Selection
    Reflection
    Direction/Goals
    Presentation
    Feedback
    Technology
    Archiving
    Linking/Thinking
    Digital Storytelling
    Collaborating
    Publishing
    10
  • Multiple Purposes from Hidden Assumptions
    What are yours?
    • Showcase • Assessment • Learning •
    http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
  • Multiple Purposes of E-Portfolios in Education
    Learning/ Process/ Planning
    Marketing/ Showcase
    Assessment/ Accountability
    "The Blind Men and the Elephant” by John Godfrey Saxe
  • Forms of Assessment
    • Formative Assessments
    • Provides insights for the teacher
    • Assessment FOR/AS Learning
    • Provides insights for the learner
    • Summative Assessments (Assessment OF Learning or Evaluation)
    • Provides insights (and data) for the institution
    Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
  • Balancing the 2 Faces of E-Portfolios
  • Types of E-Portfolio Implementation
    Working Portfolio
    The Collection
    The Digital Archive
    Repository of Artifacts
    Reflective Journal(eDOL)
    Collaboration Space
    Portfolio as Process-- Workspace (PLE)“shoebox”
    Presentation Portfolio(s)
    The “Story” or Narrative
    Multiple Views (public/private)
    Varied Audiences(varied permissions)
    Varied Purposes
    Portfolio as Product-- Showcase
  • Japanese
  • Catalan
  • Spanish
  • Mandarin
  • Social Learning
    Interactivity!
    21
  • Think!
    Engagement Factors?
    Social networks?
    ePortfolios?
    22
  • Architecture of InteractionArchitecture of Participation (Web 2.0)
    allows a
    Pedagogyof Interaction
    (ePortfolio 2.0)
  • What are Interactive Portfolios?
    Online Portfolios using Web 2.0 tools to:
    • reflect on learning in multiple formats
    • showcase work online to different audiences
    • dialogue about learning artifacts/reflections
    • feedback to improve learning
  • Golden Circle
    What?
    How?
    Why?
    25
  • Engage!
    • Goal-Setting
    • Self-Assessment
    • Ownership
    • Intrinsic Motivation
  • 27
    Similarities in Process
    Major differences:
    extrinsic vs.
    intrinsic motivation
    Elements of True (Intrinsic) Motivation:
    Autonomy
    Mastery
    Purpose
  • Pink’s Motivation Behavior
    X
    Type X - Extrinsic
    fueled more by extrinsic rewards or desires (Grades?)
    Type I – Intrinsic
    Behavior is self-directed.
    I
    28
  • Successful websites = Type I Approach
    • People feel good about participating.
    • Give users autonomy.
    • Keep system as open as possible.
    - Clay Shirky
    29
  • Autonomy & ePortfolios
    Choice
    Voice
    Sharing
    Feedback
    Immediacy
    30
    http://www.flickr.com/photos/kenturamon/342946821/
  • Mastery & ePortfolios
    • Exhilaration in Learning
    • Sports? Games?
    • Compliance vs. Personal Mastery
    • Open Source movement (Wikipedia vs. Encarta)
    • Make a contribution
    31
  • Mastery & ePortfolios (2)
    ePortfolio:
    Flow
    Showcasing Achievements
    Increased self-awareness and self-understanding
    “Only engagement can produce Mastery.” (Pink, 2009, p.111)
    32
  • FLOW
    a feeling of energized focus (Csíkszentmihályi)
    “Reach should exceed the Grasp”
    33
  • Student Engagement!
    CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
    Find voice and passions through choice and personalization!
    Portfolio as Story
    Positive Digital Identity Development - Branding
    “Academic MySpace”
    34
  • Use ePortfolios to documentMASTERY
    35
  • Purpose & ePortfolios
    • Relevance
    • Big picture
    • Engagement
    36
  • 37
    Good Question…
  • 38
    Because Purpose and Passion Co-Exist
  • Life Portfolio – planning for an extended midlife transition (50-90)
    • Passions and pursuits
    • New possibilities
    • Visualize a new life
    • Not “retirement” but “rewirement”
    39
  • 40
  • 41
    Portfolio Way of Thinking
    • Portfolios can be timeless
    • What really matters in life?
    • Discover or rediscover passion…
    • Create a legacy…
    • Turn careers into callings, success into significance…
    • To make a difference…
    • An ongoing, ageless framework for self-renewal
  • Strategies for a Portfolio Life
    Tell the Story of Your Life
    Accomplishments Leave Clues… + self-esteem
    Connect with Others -- Network
    Develop Your Goals… Change… Goals -- Purpose
    Revise, Reflect, Rebalance
    Story
    Share
    Goals
  • Two Paradigms of ePortfolios for Assessment
  • Two “Paradigms” of Assessment (Ewell, 2008)
    Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
  • Opportunity Cost
    The alternative you give up when you make a decision…
    The cost of an alternative that must be forgone in order to pursue a certain action
    What is the opportunity cost of emphasizing accountability/compliance in ePortfolios over improvement/reflection and deep learning?
  • Goal: Balance in Electronic Portfolios
    Purpose
    Improvement
    (Student-Centered)
    (Or Course-Centered)
    Accountability/
    Compliance
    (Institution-Centered)
    Along a Continuum
    ??
    ??
    Opportunity Cost
  • Goal: Balance in Electronic Portfolios
    Purpose
    Improvement
    Accountability
    Highly Structured
    Uniformity and Standardization
    Required Assignments
    Formal Evaluation
    Complexity
    Checklist
    Data!
    Engagement
    Deep Learning
    Personalization
    Choice and Voice
    Lifelong Skills
    Ease of Use
    Ownership
    Time
    Opportunity Cost
  • Goal: Balance in Electronic Portfolios
    Purpose
    Accountability
    Improvement
    Flexible Structure
    Self-Assessment & Feedback
    Lifelong Learning Skills
    More Social Learning
    Personalization
    Choice and Voice
    Engagement
    Story
    Time Involvement
    Ease of Scoring for…
    Collection of Data for…
    Accountability
    Institutional Support
    & Funding?
    Opportunity Cost
  • Goal: Balance in Electronic Portfolios
    Purpose
    Accountability
    Feedback
    Uniformity
    Flexible Requirements
    Data
    Program Improvement
    Improvement
    Self-Assessment
    Personalization
    Choice and Voice
    Student Engagement
    Increased Achievement
    Time
    Complexity
    Social
    Learning
    Opportunity Cost
  • Finding Balance in E-Portfolio Implementation
    Tools
    Use separate tools for assessment management and student e-portfolios?
    Ball State’s rGrade & WSU’s Harvesting Gradebook
    Incorporate blogging and social networking tools for interactivity and engagement
    Open Source Tools: WordPress, Movable Type, Mahara
    Allow embedding student Web 2.0 links, including video, into their e-portfolios
    Enable exporting e-portfolio to students’ lifetime personal webspace
  • Finding Balance in E-Portfolio Implementation
    Strategies
    Acknowledge the importance of both portfolio as workspace (process) & showcase (product)
    Support student choice and voice in e-portfolios
    Facilitate reflection for deep learning
    Provide timely and effective feedback for improvement
    Encourage student use of multimedia in portfolios for visual communication and literacy
    Digital Storytelling & Podcasting
    Picasa/Flickr slideshows
    Acknowledge/Encourage students’ Web 2.0 digital identity
  • Portfolios can help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • ePortfolios should be more Conversation
    than Presentation
    (or Checklist)
    Because Conversation transforms!
  • Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Reflection
    Meaning Making
    21st Century Literacy
    54
  • Voice6+1 Trait® Definition
    Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
    http://educationnorthwest.org/resource/503#VoiceNorthwest Regional Education Lab
  • Convergence
  • Erin’s Story
  • A Reminder…
    Reflection & Relationships
    … the “Heart and Soul” of an ePortfolio…
    NOT the Technology!
    58
  • My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan
    59
  • Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning
    eportfolios@gmail.com
    http://electronicportfolios.org/
    Skype & Twitter:eportfolios