AAEEBL 2010 Keynote

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

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

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

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

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

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AAEEBL 2010 Keynote

by Helen Barrett on Jul 21, 2010

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