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AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
AAEEBL 2010 Keynote
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AAEEBL 2010 Keynote

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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.
  • Transcript

    • 1. Choice and Voice
      Blurring the Boundaries between ePortfolio Development and Social Networking
      Dr. Helen Barrett
      electronicportfolios.org
      Twitter: @eportfolios
      http://www.slideshare.net/eportfolios/
    • 2. Technology & Reflection
      Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking
      2
    • 3. 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)
    • 4. 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
    • 5. Social networks
      last five years
      store documents and share experiences,
      showcase accomplishments,
      communicate and collaborate
      facilitate employment searches
      6
    • 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
    • 7. Digital Archive (for Life) Supports Lifelong & Life-wide Learning
    • 8. Some Basic Concepts
      ePortfolio and social networking are both:
      Process: Time and Effort - Journey
      Product: The outcome - Destination
      9
    • 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
    • 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
    • 11. Multiple Purposes of E-Portfolios in Education
      Learning/ Process/ Planning
      Marketing/ Showcase
      Assessment/ Accountability
      "The Blind Men and the Elephant” by John Godfrey Saxe
    • 12. Forms of Assessment
      • Formative Assessments
      • 13. Provides insights for the teacher
      • 14. Assessment FOR/AS Learning
      • 15. Provides insights for the learner
      • 16. Summative Assessments (Assessment OF Learning or Evaluation)
      • 17. Provides insights (and data) for the institution
      Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
    • 18. Balancing the 2 Faces of E-Portfolios
    • 19. 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
    • 20.
    • 21. Japanese
    • 22. Catalan
    • 23. Spanish
    • 24. Mandarin
    • 25. Social Learning
      Interactivity!
      21
    • 26. Think!
      Engagement Factors?
      Social networks?
      ePortfolios?
      22
    • 27. Architecture of InteractionArchitecture of Participation (Web 2.0)
      allows a
      Pedagogyof Interaction
      (ePortfolio 2.0)
    • 28. What are Interactive Portfolios?
      Online Portfolios using Web 2.0 tools to:
      • reflect on learning in multiple formats
      • 29. showcase work online to different audiences
      • 30. dialogue about learning artifacts/reflections
      • 31. feedback to improve learning
    • Golden Circle
      What?
      How?
      Why?
      25
    • 32. Engage!
    • 27
      Similarities in Process
      Major differences:
      extrinsic vs.
      intrinsic motivation
      Elements of True (Intrinsic) Motivation:
      Autonomy
      Mastery
      Purpose
    • 36. 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
    • 37. Successful websites = Type I Approach
      • People feel good about participating.
      • 38. Give users autonomy.
      • 39. Keep system as open as possible.
      - Clay Shirky
      29
    • 40. Autonomy & ePortfolios
      Choice
      Voice
      Sharing
      Feedback
      Immediacy
      30
      http://www.flickr.com/photos/kenturamon/342946821/
    • 41. Mastery & ePortfolios
      • Exhilaration in Learning
      • 42. Sports? Games?
      • 43. Compliance vs. Personal Mastery
      • 44. Open Source movement (Wikipedia vs. Encarta)
      • 45. Make a contribution
      31
    • 46. Mastery & ePortfolios (2)
      ePortfolio:
      Flow
      Showcasing Achievements
      Increased self-awareness and self-understanding
      “Only engagement can produce Mastery.” (Pink, 2009, p.111)
      32
    • 47. FLOW
      a feeling of energized focus (Csíkszentmihályi)
      “Reach should exceed the Grasp”
      33
    • 48. 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
    • 49. Use ePortfolios to documentMASTERY
      35
    • 50. Purpose & ePortfolios
      36
    • 53. 37
      Good Question…
    • 54. 38
      Because Purpose and Passion Co-Exist
    • 55. Life Portfolio – planning for an extended midlife transition (50-90)
      • Passions and pursuits
      • 56. New possibilities
      • 57. Visualize a new life
      • 58. Not “retirement” but “rewirement”
      39
    • 59. 40
    • 60. 41
      Portfolio Way of Thinking
      • Portfolios can be timeless
      • 61. What really matters in life?
      • 62. Discover or rediscover passion…
      • 63. Create a legacy…
      • 64. Turn careers into callings, success into significance…
      • 65. To make a difference…
      • 66. 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
    • 67. Two Paradigms of ePortfolios for Assessment
    • 68. Two “Paradigms” of Assessment (Ewell, 2008)
      Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
    • 69. 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?
    • 70. Goal: Balance in Electronic Portfolios
      Purpose
      Improvement
      (Student-Centered)
      (Or Course-Centered)
      Accountability/
      Compliance
      (Institution-Centered)
      Along a Continuum
      ??
      ??
      Opportunity Cost
    • 71. 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
    • 72. 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
    • 73. 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
    • 74. 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
    • 75. 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
    • 76. Portfolios can help learners find their Voice…
      and explore their Purpose and Passions through Choice!
    • 77. ePortfolios should be more Conversation
      than Presentation
      (or Checklist)
      Because Conversation transforms!
    • 78. Do Your e-Portfolios have CHOICE and VOICE?
      Individual Identity
      Reflection
      Meaning Making
      21st Century Literacy
      54
    • 79. 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
    • 80. Convergence
    • 81. Erin’s Story
    • 82. A Reminder…
      Reflection & Relationships
      … the “Heart and Soul” of an ePortfolio…
      NOT the Technology!
      58
    • 83. My Final Wish…
      dynamic celebrations
      stories of deep learning
      across the lifespan
      59
    • 84. 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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