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.
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.
1. Choice and Voice<br />Blurring the Boundaries between ePortfolio Development and Social Networking<br />Dr. Helen Barrett<br />electronicportfolios.org<br />Twitter: @eportfolios<br />http://www.slideshare.net/eportfolios/<br />
2. Technology & Reflection<br />Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking<br />2<br />
3. Learner-Centered Philosophy<br /> "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)<br />
4. QUOTE<br /><ul><li>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</li></li></ul><li>Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education to <br />store documents <br />reflect on learning<br />feedback for improvement <br />showcase achievements for accountability or employment<br />5<br />
5. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />6<br />
10. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br />http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png<br />
11. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
12. Forms of Assessment<br /><ul><li>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</li></ul>Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
18. Balancing the 2 Faces of E-Portfolios<br />
19. Types of E-Portfolio Implementation<br />Working Portfolio<br />The Collection<br />The Digital Archive<br />Repository of Artifacts <br />Reflective Journal(eDOL)<br />Collaboration Space<br />Portfolio as Process-- Workspace (PLE)“shoebox”<br />Presentation Portfolio(s)<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences(varied permissions)<br />Varied Purposes<br /> Portfolio as Product-- Showcase<br />
21. Japanese<br />
22. Catalan<br />
23. Spanish<br />
24. Mandarin<br />
25. Social Learning<br />Interactivity!<br />21<br />
41. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
42. Sports? Games?
43. Compliance vs. Personal Mastery
44. Open Source movement (Wikipedia vs. Encarta)
45. Make a contribution</li></ul>31<br />
46. Mastery & ePortfolios (2)<br />ePortfolio:<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />32<br />
47. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />33<br />
48. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />34<br />
49. Use ePortfolios to documentMASTERY<br />35<br />
50. Purpose & ePortfolios<br /><ul><li>Relevance
51. Big picture
52. Engagement</li></ul>36<br />
53. 37<br />Good Question…<br />
54. 38<br />Because Purpose and Passion Co-Exist<br />
55. Life Portfolio – planning for an extended midlife transition (50-90)<br /><ul><li>Passions and pursuits
56. New possibilities
57. Visualize a new life
58. Not “retirement” but “rewirement”</li></ul>39<br />
59. 40<br />
60. 41<br />Portfolio Way of Thinking<br /><ul><li>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</li></li></ul><li>Strategies for a Portfolio Life<br />Tell the Story of Your Life<br />Accomplishments Leave Clues… + self-esteem<br />Connect with Others -- Network<br />Develop Your Goals… Change… Goals -- Purpose<br />Revise, Reflect, Rebalance<br />Story<br />Share<br />Goals<br />
67. Two Paradigms of ePortfolios for Assessment<br />
68. Two “Paradigms” of Assessment (Ewell, 2008)<br />Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content<br />
69. Opportunity Cost<br />The alternative you give up when you make a decision…<br />The cost of an alternative that must be forgone in order to pursue a certain action<br /> What is the opportunity cost of emphasizing accountability/compliance in ePortfolios over improvement/reflection and deep learning? <br />
74. Finding Balance in E-Portfolio Implementation<br />Tools<br />Use separate tools for assessment management and student e-portfolios?<br />Ball State’s rGrade & WSU’s Harvesting Gradebook<br />Incorporate blogging and social networking tools for interactivity and engagement<br />Open Source Tools: WordPress, Movable Type, Mahara<br />Allow embedding student Web 2.0 links, including video, into their e-portfolios<br />Enable exporting e-portfolio to students’ lifetime personal webspace<br />
75. Finding Balance in E-Portfolio Implementation<br />Strategies<br />Acknowledge the importance of both portfolio as workspace (process) & showcase (product)<br />Support student choice and voice in e-portfolios<br />Facilitate reflection for deep learning<br />Provide timely and effective feedback for improvement<br />Encourage student use of multimedia in portfolios for visual communication and literacy<br />Digital Storytelling & Podcasting<br />Picasa/Flickr slideshows<br />Acknowledge/Encourage students’ Web 2.0 digital identity<br />
76. Portfolios can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
77. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
78. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />54<br />
79. Voice6+1 Trait® Definition<br />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.<br />http://educationnorthwest.org/resource/503#VoiceNorthwest Regional Education Lab <br />
80. Convergence<br />
81. Erin’s Story<br />
82. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />58<br />
83. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />59<br />
84. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning<br />firstname.lastname@example.org<br />http://electronicportfolios.org/<br />Skype & Twitter:eportfolios<br />