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AAEEBL SLC feb11
AAEEBL SLC feb11
AAEEBL SLC feb11
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AAEEBL SLC feb11

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Keynote presentation at AAEEBL West, February 28, 2011, in Salt Lake City.

Keynote presentation at AAEEBL West, February 28, 2011, in Salt Lake City.

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  • 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.
  • Adjectives to describe purpose
  • 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.
  • Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
  • Every student getting their own domain name. Building a positive digital identity.
  • How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • We have witnessed a revolution in mobile computing this year with the iPad. A new version will be announced on Wednesday. But most of the world has plain mobile phone.
  • Look at the way that technology supports those processes: digitizing/archiving, hyper-linking/embedding, storytelling, collaborating, publishing, aggregating. We need to help students develop lifelong skills that will last after they graduate. If students are using "world ware" (tools in use it the world) then they are developing skills that can be applied in the "real world" outside of formal education. We should also look at how students are naturally using technology in their lives: social networking, mobile communications, capturing and storing images, audio and video, etc. We could build on the tools that students are already using... and look at the intrinsic motivation factors that drive the use of social networking, and apply those factors to the ePortfolio environment: autonomy, mastery and purpose (thanks to Dan Pink's book, Drive). We are looking at a future that is well integrated with mobile devices.
  • 7 languages: English, Catalan, Spanish. German, Russian, Catalan, Mandarin
  • - this evidence of learning can be in the form of text, images, audio or video
  • “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- a very important part of the portfolio process is personal development planning and setting goals for achievement
  • one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement- learning is a social activity - technology provides new forms of collaboration
  • - 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
  • Here is an example
  • 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.
  • In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function: Stories help us organize our experience and define our sense of ourselves.
  • Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.
  • In summary, 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.
  • Transcript

    • 1. Is the Future ofePortfolios in your pocket?<br />Dr. Helen Barrett<br />electronicportfolios.org<br />Twitter: @eportfolios<br />Slideshare.net/eportfolios<br />AAEEBL <br />Western ePortfolio Conference<br />Westminster College<br />February 28, 2011<br />
    • 2. Discuss!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />#11waaeebl<br />2<br />
    • 3. Today’s Themes<br />Social Networking and ePortfolios<br />Purpose – Lifelong Learning<br />Process – Focus on Reflection<br />Balancing 2 Faces of E-Portfolios<br />Web 2.0 &amp; Mobile Tools<br />Collecting – “Capture the Moment”<br />Reflecting – Blogging &amp; Tweeting<br />Digital Storytelling<br />https://sites.google.com/site/mportfolios/<br />
    • 4. Golden Circle <br />What?<br />How?<br />Why?<br />
    • 5. WHAT?<br />Audio • Video • Text • Images<br />Digital Repository<br />Electronic Portfolio<br />Multimedia Artifacts<br />Social Networks<br />
    • 6. Portfolio<br />One Word, Many Meanings<br />
    • 7. Who was the first famous “folio” keeper?<br />Definitions<br />
    • 8. Leonardo da Vinci’s Folio<br />
    • 9. 9<br />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 />
    • 10. 10<br />Social networking <br />Last six years (or so)<br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />
    • 11. E-Portfolio Components <br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 12. Multiple Tools to Support Processes-Capturing &amp; storing evidence-Reflecting-Giving &amp; receiving feedback-Planning &amp; setting goals-Collaborating-Presenting to an audience
    • 13. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    • 14. WHY?<br />Reflection<br />Assessment<br />Guidance<br />Identity<br />Learning<br />Accountability<br />Employment<br />Showcase<br />
    • 15. Purpose<br />The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication. (p.10)<br />Paris, S &amp; Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association<br />
    • 16. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)<br />http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html<br />
    • 17. Knowing the learner (Self-awareness)<br />Understanding prior knowledge<br />Motivation for and attitudes toward learning<br />Help learners understand themselves<br />See their growth over time<br />
    • 18. Planning for learning (Self management)<br />Setting goals<br />Develop a plan to achieve these goals<br />
    • 19. Understanding how to learn (Meta-learning)<br />Awareness of learners to different approaches to learning<br />Deep vs. Surface Learning, Rote vs. Meaningful Learning<br />Different Learning Styles<br />Help learners recognize success<br />Accommodate approaches that are not successful<br />
    • 20. Evaluating learning (Self monitoring)<br />Systematic analysis of learners’ performance<br />Responsibility to construct meaning<br />Be reflective &amp; think critically<br />Learners construct meaning, monitor learning, evaluateown outcomes<br />
    • 21. Deep Learning<br />involves reflection,<br />is developmental,<br />is integrative,<br />is self-directive, and<br />is lifelong<br />Cambridge (2004)<br />
    • 22. Temple at Delphi<br />“Know Thyself”<br />
    • 23. Managing Oneself<br />Peter Drucker, (2005) Best of Harvard Business Review<br />“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”<br />New Purpose: Use ePortfolios for managing knowledge workers&apos; career development<br />What are my strengths?<br />How do I perform?<br />What are my values?<br />Where do I belong?<br />What should I contribute?<br />Responsibility for Relationships<br />The Second Half of your Life<br />
    • 24. 5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years<br />Social networking use is skyrocketing while email is plummeting<br />You can’t find jobs traditionally anymore<br />People are managing their careers as entrepreneurs<br />The traditional resume is now virtual and easy to build<br />Job seeker passion has become the deciding factor in employment<br />http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/<br />
    • 25. Dan Schawbel, Forbes“personal branding guru”<br />“Your online presence communicates, or should communicate, what you’re truly and genuinely passionate about… I firmly believe that you won’t be able to obtain and sustain a job without passion anymore.”<br />http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/<br />
    • 26. Lifelong Context for ePortfolios<br />
    • 27. Digital Identity Management<br />http://www.youtube.com/watch?v=79IYZVYIVLA<br />Saskatchewan Identity Management Project: http://www.identitymanagementproject.com/<br />
    • 28. Passion and Self-Directed Learning<br />Lisa Nielsen’s “The Innovative Educator” blog entries:<br />Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)<br />10 Ways Technology Supports21st Century Learners in Being Self Directed<br />http://theinnovativeeducator.blogspot.com/<br />
    • 29. Processes<br />Portfolio<br />Collection<br />Selection<br />Reflection<br />Direction/Goals<br />Presentation<br />Feedback<br />Technology <br />Archiving<br />Linking/Thinking<br />Digital Storytelling<br /> Collaborating<br /> Publishing<br />Social Networking<br />Connect(“Friending”)<br />Listen(Reading)<br />Respond(Commenting)<br />Share(linking/tagging)<br />27<br />
    • 30. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull<br />Practice<br />Have an experience<br />Reflect on the experience<br />Try out what you have learned<br />Metacognition<br />Learn from the experience<br />
    • 31. Portfolio Learning<br />Experience<br />Feeling<br />Reviewing<br />Recording Organizing Planning<br />Publishing &amp;<br />Receiving Feedback<br />Sharing &amp;<br />Collaborating<br />Selecting Synthesizing<br />Dialogue<br />Reflecting<br />Understanding<br />Conceptualizing<br />&amp; Constructing Meaning<br />Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)<br />JISC, 2008, Effective Practice with e-Portfolios, p. 9<br />
    • 32. What is Reflection?<br />Major theoretical roots: <br />Dewey<br />Habermas<br />Kolb<br />Schön<br />Dewey: “We do not learn from experience… we learn from reflecting on experience.”<br />
    • 33. Jennifer Moon on Reflection<br />Reflection is a form of mental processing – like a form of thinking – that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (based on Moon 1999)<br />1999<br />2004<br />
    • 34. Moon on Reflection<br />One of the defining characteristics of surface learning is that it does not involve reflection (p.123)<br />
    • 35. Self-Regulated LearningAbrami, 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 <br />Goals<br />Captions/Journals<br />Change over Time<br />
    • 36. ePortfolios should be more Conversation<br />than Presentation<br />Because Conversation transforms!<br />
    • 37. 35<br />Similarities in Process<br />Major differences:<br />extrinsic vs. <br />intrinsic motivation <br />Elements of True (Intrinsic) Motivation:<br />Autonomy<br />Mastery<br />Purpose<br />
    • 38. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
    • 39. Give users autonomy.
    • 40. Keep system as open as possible.</li></ul>- Clay Shirky<br />36<br />
    • 41. Portfolios help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    • 42. HOW?<br />Workspace<br />Tools<br />Mobile<br />Showcase<br />“Capture the Moment”<br />Apps<br />https://sites.google.com/site/mportfolios/<br />
    • 43.
    • 44. Why Mobile is a Must<br />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&apos;s possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.<br />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&apos;s in a picture, a video, or a blog entry. <br />-- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx<br />
    • 45. Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation<br />
    • 46. 2011 Horizon Report<br />Time-to-adoption:<br />One Year or Less<br />Electronic Books<br />Mobiles (mentioned in last 3 years)<br />Two to Three Years<br />Augmented Reality <br />Game-Based Learning <br />Four to Five Years<br />Gesture-Based Computing <br />Learning Analytics <br />New Media Consortium http://www.nmc.org/<br />
    • 47. Mobile Year in Review 2010<br />http://www.youtube.com/watch?v=6mCkbrYKQyI<br />
    • 48. Posted on ePortfolio Conversations Google Group:<br />Question: How to collect evidence of informal learning rather than formal education. <br />Response: &quot;Start with SMS [on mobile phones] - it’s the morse codeof the presentgeneration...and it works.”<br />
    • 49. Capture the Moment with Mobile Phones<br />SMS messages<br />Twitter posts<br />Facebook updates<br />Any portfolio tools???<br />Camera <br />Still <br />video<br />
    • 50. October 11, 2010<br />http://www.chicagotribune.com/news/education/ct-met-cell-phones-in-class-20101011,0,1580981.story<br />
    • 51. XO-3<br />One Laptop per Child <br />Available ~2012 ~$75 <br />Android-based tablet<br />
    • 52.
    • 53. Using iOS Devices<br />
    • 54. What functions can be achieved with mobile phones for each of these processes? <br />Capturing &amp; storing evidence - this evidence of learning can be in the form of text, images, audio or video <br />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<br />Giving &amp; receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement<br />Planning &amp; setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement<br />Collaborating - learning is a social activity - technology provides new forms of collaboration<br />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<br />
    • 55. Capturing and Storing Evidence<br />Mobile Phones<br />Smart Phones<br />Camera can capture still images, video<br />Record audio?<br />Transmit to a website or upload to a computer<br />Cameras can capture images and video<br />Apps to record audio <br />uploaded to a website or uploaded to a computer<br />Audio • Video Text • Images<br />
    • 56. Reflection, Goal Setting<br />Mobile Phones<br />Smart Phones<br />SMS reflections to a website (depending on capability of software)<br />Needs to be similar to Facebook updates<br />Mobile apps for several web-based ePortfolio tools as well as generic tools such as blogs, Twitter, Facebook, etc.<br />Video editing tools available for creating digital stories<br />
    • 57. Giving &amp; receiving feedback, Collaboration<br />Mobile Phones<br />Smart Phones<br />NO Feedback? (Can mobile phones read websites to be able to provide feedback/comments?)<br />one-to-one collaboration using SMS<br />Post directly to web-based accounts, like Facebook and Twitter<br />Mobile web browsers should allow reading posts and online documents, and providing comments or co-authoring<br />one-to-many collaboration using online communities and services, such as GoogleDocs or wikis<br />
    • 58. Presenting to an Audience<br />Mobile Phones<br />Smart Phones<br />NO (presentations require special tools)<br />Some apps are available to create presentations and project with appropriate cable to projector (iPad)<br />
    • 59. MicroVision SHOWWX+ Laser Pico Projector For iPod, iPhone &amp; iPad<br />$399 – Amazon.com<br />http://www.microvision.com/showwx/<br />
    • 60. Creating an ePortfolio with GoogleApps Education or WordPress<br />Storage = Google Docs<br />Reflective Journal = Blogger or WordPress<br />Presentation =Google Sites <br />
    • 61. Level 1 Workspace: Collection of Artifacts in the Cloud<br />
    • 62. With iOS (iPod Touch, iPhone, iPad) <br />Text Images Audio Video<br />Capture the Moment<br />
    • 63. Integrate file storage with computer and website<br />Hyperlink to files in Public folder!<br />
    • 64. Dragon Dictation<br />Voice recognition<br />Share in many ways<br />
    • 65. EvernoteOne Account, Many Devices<br />Capture Anything<br />Access Anywhere<br />Find Things Fast<br />Capture something in one place -- access it from another<br />Web page access<br />Emailing your memories<br />Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.<br />
    • 66. AudioBoo.fm<br />a mobile &amp; web platform that effortlessly allows you to record and upload audio for your friends, family or the rest of the world to hear.<br />Also Google Voice<br />
    • 67. JotNot Scanner Pro ($.99)<br />Scan Multi-page documents<br />Remove Shadows &amp; Noise<br />Save as PDF<br />Email, Fax and Share your Scans<br />Send the image directly via email or upload it to cloud storage services including Evernote, Box.net, Dropbox, or Google Docs. (not with free version)<br />
    • 68. Mobile Phone Apps for ePortfolios<br />U.K. Metacognitives<br /><ul><li>Mahara</li></ul>PortfolioUP(more tools under development in N.Z)<br />U Minnesota Duluth OSPI<br />
    • 69. iPhone App for PebblePad (U.K.)<br />
    • 70.
    • 71. Speak-to-Tweet<br />SayNow.com bought by Google, January 25, 2011<br />
    • 72. Level 2 Workspace: Learning/Reflective Journal<br />
    • 73. Blogging* by eMail*the act of sharing yourself<br />Tumblr<br />Posterous<br />Set up account on website<br />Send email to: myaccount.tumblr.com<br />iPhone App<br />Call in your posts for audio post to blog<br />Cross-post to Facebook &amp; Twitter<br />Just email to post@posterous.com <br />iPhone App<br />Cross-post to Facebook &amp; Twitter<br />
    • 74. More PebblePad Screens<br />
    • 75. Reflection with WordPress App<br />
    • 76. Post to from Mobile<br />Send email to pre-arranged email address<br />Use BlogPressiOS app ($2.99)<br />Set up Blogger Mobile and send SMS<br />
    • 77. Level 3: Showcase Portfolio<br />Level 3: Primary Purpose: Showcase/Accountability<br />
    • 78. Learner-Centered Philosophy<br /> &quot;A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students&apos; own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson &amp; Paulson, 1991, p.2)<br />
    • 79. Telling stories and listening to other people&apos;s stories shape the memories we have of our experiences.<br />Roger Schank, Tell Me a Story<br />
    • 80. Digital Storytelling Process<br />Create a 2-to-4 minute digital video clip<br />First person narrative [begins with a written script ~ 400 words]<br />Told in their own voice [record script]<br />Illustrated (mostly) by still images<br />Music track to add emotional tone<br />
    • 81. Video Editing on iOS<br />iMovie $4.99<br />ReelDirector $3.99<br />Splice $1.99<br />Free<br />
    • 82. In Summary<br />
    • 83. A Reminder…<br />Reflection &amp; Relationships<br />… the “Heart and Soul” of an ePortfolio…<br />NOT the Technology!<br />79<br />
    • 84. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />80<br />
    • 85. Dr. Helen Barrett<br />Researcher &amp; ConsultantElectronic Portfolios &amp; Digital Storytelling for Lifelong and Life Wide Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />http://slideshare.net/eportfolios<br />https://sites.google.com/site/mportfolios/<br />

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