What is a portfolio? Some people think about their investments. But the dictionary provides this definition: a flat, portable case for carrying loose papers, drawings, etc. A portfolio in education is a purposeful collection of work that demonstrates efforts, progress and achievement in one or more areas over time. Portfolios in education have traditionally been collections of papers, often stored in a notebook or file folder.
Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment. 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)
How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world! Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. [Erin’s story – Messiah – feedback immediate.]
The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
The traditional portfolio literature identifies the processes shown in the left column. The value-added of technology shows in the right column. Social Networking is added in the middle. First, we have the collection process; with technology, that leads to creating a digital archive of the work. The second step involves selecting specific pieces or work from the collection to demonstrate a particular outcome, goal or standard. With technology, that process is done by creating a hyperlink to the documents in the archive. Some researchers have found that the process of hyperlinking may lead to higher levels of thinking about learning, or meta-cognitioin. The process of reflection helps the learner construct meaning from the work they have selected, and technology creates new models of storytelling to help with that meaning-making. Direction is setting goals for the future, and celebration is a formal exhibition before an audience, either real or virtual. Technology creates new opportunities for collaborating and publishing, especially with Web 2.0 tools. Social networks involve…
So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
This diagram of the components of an e-portfolio system was developed for an e-portfolio research report published in 2007 by Becta in the U.K. This diagram shows some major distinctions: between the collection of work (the archive of evidence) on the bottom, the various presentations of a subset of that work (what we think of as multiple portfolios, depending on purpose and audience) on the top and the various tools used to mediate the process, in the middle.
Portfolios in Formal Education: Exploring Personal and Professional Identity Building a Professional Online Brand.
Who knows what this means?
Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
There is a difference between the building blocks of a Personal Learning Environment [PLE} often called the working portfolio, and a particular story that is told to a specific audience -- often called a presentation portfolio. The working portfolio is the repository or the digital archive of the artifacts. A working portfolio also includes a lot of personal information about a learner, and may also include a reflective journal, sometimes called a blog if it is stored online. The presentation portfolio is the narrative or the story that the portfolio tells. There may be multiple views, both private or public, for various audiences and for various purposes. With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system.
We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
Common Tools vs. Proprietary systems
I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “ tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
Collection -- Creating the Digital Archive ( regularly – weekly/monthly ) Digital Conversion (Collection) Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Level 2 Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) ( regularly ) organized chronologically (in a blog ?) Captions (Background Information on assignment, Response) Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
Level 3 Selection/Reflection and Direction ( each semester? End of year? ) organized thematically (in web pages or wiki) Why did I choose these pieces? What am I most proud to highlight about my work? What do they show about my learning? What more can I learn (Goals for the Future)? Presentation ( annually )
Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops. Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
BUT! “Portfolios should be less about telling and more about talking!” Julie Hughes, University of Wolverhampton Learning is a Conversation. (Chris Betcher)
How can we integrate ePortfolios with what we know about social learning and interactivity?
As I close my presentation, I want remind us that reflection and relationships are the “heart and soul: of a portfolio (and Social Networking) NOT the Technology!
My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan as you are preparing and nurturing today’s children to create and inspire tomorrow’s world!
I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!
Implement ePortfolios K-20 with Web 2.0 and Mobile Tools Helen Barrett Cynthia Lucena AAEEBL Conference July 25, 2011 electronicportfolios.org/ slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Bl o g Mobiles Web Sites Blog Pages Captions/Journals
The Learning Cycle David Kolb from Dewey, Piaget, Lewin, adapted by Zull
Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Try out what you have learned Learn from the experience Reflect on the experience Have an experience Practice Metacognition
“ metacognition lies at the root of all learning” “… self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals…” James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education (Stylus Publishers)
Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.
The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment , whether it's in a picture, a video, or a blog entry.
-- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx
Posted on ePortfolio Conversations Google Group:
Question: How to collect evidence of informal learning rather than formal education.
Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.”
What functions can be achieved with mobile phones for each of these processes?
Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video
Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories
Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement
Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement
Collaborating - learning is a social activity - technology provides new forms of collaboration
Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
Mobile Web is becoming the Personal Learning Environment of the “Net Generation”