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  • It is also not just about alignment with standards.
  • Many of us use the cloud, or cloud-based applications, without even being aware of it. Advances in computer science to ensure redundancy and protection from natural disasters have led to data being shared across many different hosting facilities. Improved infrastructure has made the cloud robust and reliable; as usage grows, the cloud is fundamentally changing our notions of computing and communication.
  • Part of a trend that began with simple innovations like personalized start pages, RSS aggregation, and customizable widgets, the personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it. Using a growing set of free and simple tools and applications, it is easy to create customized, personal web-based environments — a personal web — that explicitly supports one’s social, professional, learning and other activities via highly personalized windows to the networked world
  • This is the presentation that I gave at the CIC CAO Conference in November 2009, were I focused on Balancing the two faces of 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.

ASB Web2workshop Presentation Transcript

  • 1. Your Digital Self: Web 2.0 as Personal Learning Environment (PLE)February 2010http://sites.google.com/site/eportfolios/
    Dr. Helen Barrett
    Courtesy Research Associate
    Center for Advanced Technology in Education
    University of Oregon (2007-present)
    Assistant Professor, Educational Technology (retired)
    College of Education
    University of Alaska Anchorage (1991-2005)
  • 2. Overview of Workshop
    Theoretical
    Lifelong & Life-wide Learning
    Web 2.0
    Practical Skills
    Hands-On
    Overview of Tools
    Interactive Portfolios & Formative Assessment
    Form Teams
    Practical Strategies
    Web 2.0 Mash-Up:
    Blogs, Wikis, Google, YouTube, Flickr,
    Social Networks, Virtual Storage,
    Mobile Phones, and...???
  • 3. Introductions
    Who are you?
    What do you teach?
    What is your prior experience with portfolios… electronic?
    What are your questions about ePortfolios?
  • 4. Legacy from the Portfolio Literature
    Much to learn from the literature on paper-based portfolios
    As adult learners, we have much to learn from how children approach portfolios
    “Everything I know about portfolios was confirmed working with a kindergartener”
  • 5. The Power of Portfolios
    what children can teach us about learning and assessment
    Author: Elizabeth Hebert
    Publisher: Jossey-Bass
    Picture courtesy of Amazon.com
  • 6. The Power of Portfolios
    Author: Dr. Elizabeth Hebert, Principal
    Crow Island School, Winnetka, Illinois
    Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  • 7. From the Preface (1)
    Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
    “Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”
  • 8. From the Preface (2)
    Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
    “We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”
  • 9. From the Preface (3)
    Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
    “Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.”
  • 10. Let’s get personal…Think for a minute about:
    Something about your COLLECTIONS:Suggested topics:
    If you are a parent, what you saved for your children
    What your parents saved for you
    What you collect…
    Why you collect…
  • 11. Some issues to consider
    What do your collections say about what you value?
    Is there a difference between what you purposefully save and what you can’t throw away?
    How can we use our personal collections experiences to help learners as they develop their portfolios?
    The power of portfolios [to support deep learning] is personal.
  • 12. What is a Portfolio?
    Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.
    Financial portfolio: document accumulation of fiscalcapital
    Educational portfolio: document development of humancapital
  • 13. What is an Electronic Portfolio?
    Digital Documents
    Organized and presented with some type of "authoring" software
    Stored in an electronic container
    CD-Recordable disc
    DVD-Recordable disc
    WWW – Changing the genre!
  • 14. Portfolio Processes
    Traditional
    Collecting
    Selecting
    Reflecting
    Directing
    Presenting
    + Technology
    Archiving
    Linking/Thinking
    Storytelling
    Collaborating
    Publishing
  • 15. Personal Learning Environment Supports Self-Directed Learning
  • 16. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
    Learning that is…
    • Social and Participatory
    • 17. Lifelong and Life Wide
    • 18. Increasingly Self-Directed
    • 19. Motivating and Engaging
    • 20. … and Online!
  • Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
    http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  • 21. Knowing the learner (Self-awareness)
    Understanding prior knowledge
    Motivation for and attitudes toward learning
    Help learners understand themselves
    See their growth over time
  • 22. Planning for learning (Self management)
    Setting goals
    Develop a plan to achieve these goals
  • 23. Understanding how to learn (Meta-learning)
    Awareness of learners to different approaches to learning
    Deep vs. Surface Learning, Rote vs. Meaningful Learning
    Different Learning Styles
    Help learners recognize success
    Accommodate approaches that are not successful
  • 24. Evaluating learning (Self monitoring)
    Systematic analysis of learners’ performance
    Responsibility to construct meaning
    Be reflective & think critically
    Learners construct meaning, monitor learning, evaluate own outcomes
  • 25. Deep Learning
    involves reflection,
    is developmental,
    is integrative,
    is self-directive, and
    is lifelong
    Cambridge (2004)
  • 26. Conventional vs. Reform Instruction
    Teacher-directed
    Didactic teaching
    Short blocks of instruction on single subject
    Single media
    Individual work
    Teacher as knowledge dispenser
    Ability groupings
    Assessment of fact knowledge and discrete skills
    Student exploration
    Interactive modes of instruction
    Extended blocks of authentic and multidisciplinary work
    Multimedia
    Collaborative work
    Teacher as facilitator
    Heterogeneous groupings
    Performance-based assessment
    SRI (1993)
  • 27. What is the best tool?
    Do you need an all-in-one system or multiple tools?
  • 28. Categories of E-Portfolio Software
    Created as part of my study of different online tools:
    http://electronicportfolios.org/categories.html
    “Not just tools for telling [presentation]
    but more tools for talking! [conversation]”
    - Julie Hughes, University of Wolverhampton
    Conversation transforms!
  • 29. http://electronicportfolios.org/categories.html
    Web 2.0
  • 30. Major Categories of ePortfolio Tools
    Higher
    Individual & Institutional
    Authoring Tools
    Static Web Services
    Interactive Web Services
    Institutional
    Software - Server required
    Hosted Services
    Assessment Systems - Hosted Services
    Lower
    Level of interactivity
    Higher
    Level of personalization & creativity
    Lower
  • 31. Web 2.0 tag cloud
  • 32. Recent changes in technology
  • 33. Architectureof InteractionArchitecture of Participation (Web 2.0)
    allows a
    Pedagogyof Interaction
  • 34. Wikibook
    http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies
  • 35. Why Web 2.0?
    Access from Anywhere!
    Interactivity!
    Engagement!
    Lifelong Skills!
    Mostly FREE!
  • 36. All you need is… an <Embed> Code!
    Hall Davidson
    To link Web 2.0 content into e-portfolio systems
  • 37. Social Learning
    How can we integrate technology use with what we know about social learning and interactivity?
  • 38. Showcase?
    Assessment?
    Reflection?
    Multiple Purposes from Hidden Assumptions
    http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
  • 39. “The Blind Men and the Elephant”Thanks to Alan Levine
  • 40. 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
  • 41. E-Portfolio Components
    • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 42. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 43. Digital Repository
    (Becta, 2007; JISC, 2008)
  • 44. Enhancing students' computer & multimedia skills through ePortfolios
  • 45. Framework for 21st Century Skillshttp://www.21stcenturyskills.org/
    (handout)
  • 46. International Trends in ePortfolio Development
    Personalized Learning
    ‘Choice’ and ‘Voice’
    Self-Directed Learning
    Reflective Practice
    Constructing Deep Learning
    Digital Identity Development & Personal Branding
    Interactivity!!!
  • 47. Student Engagement!
    CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion]
    Learners find their voice and passions through choice and personalization!
    Portfolio as Story
    Positive Digital Identity Development - Branding
    “Academic MySpace”
  • 48. Six technologies with the power to transform K-12 teaching and learning
    One year or less:
    collaborative environments
    online communication tools
    Two to three years:
    mobile devices
    cloud computing
    Four to five years:
    smart objects
    the personal web
    New Media Centers
    http://www.nmc.org/
  • 49. Cloud Computing
    “The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”
    disk storage and processing cycles a readily available, cheap commodity
    thin-client, web-based applications for image editing, word processing, social networking, and media creation
    More reliable than desktop storage
    The Horizon Report, 2009
  • 50. The Personal Web
    … computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web.
    The Horizon Report, 2009
  • 51. A Reminder…
    Reflection
    … is the “Heart and Soul” of a Portfolio… NOT the Technology!
  • 52. Technology & Reflection
    Two Themes across the Lifespan with ePortfolio Development
  • 53. Digital Archive (for Life) Supports Lifelong & Life-wide Learning
  • 54. Early Childhood ePortfolio Emphasis
    Technologies: Digital images, audio and video plus parent (and grandparent!) involvement
    Reflection in Early Childhood: Finding Voice and the Language of Reflection
  • 55. Formal Education: Assessment Portfolio Systems
    Two approaches
    • Formative
    • 56. Summative
  • Forms of Assessment
    Formative Assessments
    Provides insights for the teacher
    Assessment FOR 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
  • 57. Purposes for Assessment
    Assessment FOR Learning
    =
    Formative (Classroom-based) Assessment
    Assessment OF Learning =
    Summative Assessment
  • 58. Portfolio Differences
    Assessment FOR Learning
    Purpose negotiated
    Artifacts chosen - feedback to learner
    Organized by learner
    Formative (Present to future)
    Student-centered
    Intrinsically motivating
    Assessment OF Learning
    Purpose prescribed
    Artifacts mandated - scoring for external use
    Organized by teacher
    Summative (Past to present)
    Institution-centered
    Requires extrinsic motivation
  • 59. ePortfolio 1.0 - ePortfolio 2.0
    Hierarchical, Designed
    Metaphor: Portfolio as Test
    Data-driven
    Focus on Standardization
    Feedback from Authority Figures
    Large, complex systems
    Networked, Emergent
    Metaphor: Portfolio as Story
    Learner-driven
    Focus on Individuality, Creativity
    Feedback from Community of Learners
    Small pieces, loosely joined - "Mash-ups"
    Continued…
  • 60. ePortfolio 1.0 - ePortfolio 2.0(continued)
    Web-based Form
    Positivist
    Accountability-driven
    Proprietary
    Digital Paper (text & images)
    Local Storage (hard drives, CD)
    Blog and Wiki
    Constructivist, Connectivist
    Learning-focused
    Open Standards
    Digital Story (multimedia)
    Network Storage (Lifetime Personal Web Space)
  • 61. Middle Level (ages ~9~14)ePortfolio Emphasis
    Technologies: Blogs, Wikis, VoiceThread, GAMES!
    Reflection in Middle Grades: Learning to Learn Portfolio Model
  • 62. Learning to Learn Portfolio Model
    Ian Fox
    Bucklands Beach Intermediate School, Auckland, New Zealand
  • 63. Learning to Learn Portfolio ModelIan Fox, New Zealand
  • 64. Metacognitive Development
    Models for Learning - for teaching thinking skills
    Reflection - being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement.
    Goal-Setting - has a profound effect on students’ progress towards independent learning
  • 65. Assessment to Improve Learning
    Clear Success Criteria -
    Clear performance standards give students a goal towards which they should strive.
    Self-Assessment -
    Students can assess their own work against stated standards.
    Authentic Process and Product -
    real-life tasks and contexts
  • 66. Development of Home-School Links
    Parental Involvement -
    portfolio going home on a regular basis, parents have opportunities to discuss progress with their children and give support and encouragement
    Student-Led Conferences -
    focus remains on the students and the critical role they have in determining their own future development
    Shared Understanding -
    the whole assessment process becomes more open
  • 67. Goal:
    Development of Independent Learners
    “More significantly the portfolio can be a vehicle for empowering students to take increasing responsibility for their own learning. It can assist with the development of student self esteem through providing a means for them to display work of which they are proud;”
  • 68. Personalizing & Goal Setting
  • 69. High School ePortfolio Emphasis
    Technologies: GoogleApps (Docs, Sites), Social Networking
    Reflection in High School: Construction of Self, Planning for the Future
  • 70. How can you leverage the technologies students own?
    Accessibility from home computers
    Connectivity with cell phones
  • 71. How is social networking impacting technology in education?
    It is having a huge impact on our social and political world!
  • 72. Discuss!
    What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
  • 73. Professional ePortfolio Emphasis
    Technologies: Social Networks, Productivity Tools, Micro-Blogging (Twitter, Edmodo) and Second Life
    Reflection on the Job: Sharing Experiences, Building a Community of Learners
  • 74. Web 2.0, an Architecture of Interaction/Collaboration
    Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)
    Using Social Networking Strategies
    (Facebook, Ning, Twitter, Edmodo)
  • 75. Planning Issues
    What is your purpose?
    Software capabilities: allow interaction between faculty and students around learning activities and products
  • 76. Change!
  • 77. Web 2.0 Technologies
    Advantages
    Free, often open-source tools on the WWW
    “Me Publishing (blog and wiki)
    Shared Writing (GoogleDocs)
    Web Publishing(Google Sites)
    Disadvantages
    May require higher technology competency
    Mostly not secure websites
    “Small Pieces, Loosely Joined”
  • 78. Validating my dissertation research
    When learning new tools, use familiar tasks
    When learning new tasks, use familiar tools
  • 79. Hands-on activity: #1 Google Account
    Log in toyourGoogle account
    Use this account as your Google address for all other tools we will be using.
    Write down your user name and password in more than one place! Put all of participant Google addresses on a list and give to me.
  • 80. Google Sites
    Advantages
    Free website builder
    Easy-to-use
    Flexibility and creativity in portfolio authoring.
    Helps students build technology skills.
    Automatically store pages online.
    100 MB limit on uploaded attachments
    Interactivity and Feedback
    Disadvantages
    Set up own system for managing the feedback on student work.
  • 81. Page Types in Google Sites
    Web Page – create your own structure
    Announcements – blog with RSS feeds
    File Cabinet – upload files, organize in folders
    List – simple flat-file data base
  • 82. Explore Google Sites Capabilities for ePortfolio Requirements
    File Cabinet page type to upload artifacts
    Comments for feedback on pages or entries in Announcements page
    Announcements page type (blog) with RSS feeds
    List page type as data base
    Subscribe to page or site changes
    What’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html
  • 83. Google Sites ePortfolios
    handouts
  • 84. Public Google Tools vs. GoogleApps for Education?
    Public Google Tools (Gmail account)
    Google Apps for Education
    Student owns the account for life (must be over 13)
    Student has complete control of access
    FREE for anyone
    No uploading to Google Video (must use YouTube to embed videos)
    Start immediately
    Protected environment (school assigns account)
    School can control access (limit to members)
    FREE for education
    Limited use of Google Video (2 GB)
    Need some advanced set-up time
    http://sites.google.com/site/colettecassinelli/proscons
  • 85. Hands-on Activity: #2 & 7 Google Sites
    http://sites.google.com
    With your new Google Account, activate a new Google Site asan ePortfolio.
    Create the following pages:
    • Home (main page)
    • 86. About Me
    • 87. Journal (Announcements page type)
    • 88. Competencies (or Goals or Standards)
    • 89. Sub pages for each one
    Create hyperlinks to artifacts in blog or attachments
  • 90. Blogs
    Advantages
    Quickly, easily create a learning journal, documenting growth over time with entries that are date-stamped.
    WordPress allows additional pages and sub-pages.
    Interactivity is maintained through RSS feeds and Comments that can be added.
    WordPress file limit 3 GB!
    WordPress blogs can be password-protected.
    Disadvantages
    Prescribed order (reverse-chronological) of entries.
    Does not allow organizing attached files into folders.
    Limited attachments in Blogger.
  • 91. Hands-on activity: #3 Blog
    Set up a reflective journalas an Announcements page in Google Sites
    Write your first blog entry
    Create entries with hyperlinks in your blog to document the learning activities in this workshop.
    Add comments to another participant’s blog
    (any blogging software will work)
  • 92. Reflection: a reminder
    Write a reflection on what you learned today
    Tip on reflection: add not only descriptive comments (who, what, when, where)
    Also add Analysis (why, how)
    A brief look at reflection next:
  • 93. GoogleDocs
    Advantages
    Documents, presentations or spreadsheets can be edited
    Maintains a record of all revisions, with identity of author.
    Interactivity is maintained through comments and co-authoring.
    Easily embed presentations into blog.
    Convert all documents to Microsoft Office or OpenOffice or PDF.
    Disadvantages
    Set up own system for managing the feedback on student work.
    Requires full time high speed Internet access.
    No attachments, only hyperlinks to documents.
  • 94. Hands-on activity: #5 Create Artifacts in GoogleDocs
    Create at least one artifact for your portfolio in GoogleDocs
    Upload Word files, convert to GoogleDocs.
  • 95. Attachments in Google Sites
    More Actions -> Manage Site
    Shows pages where attachments were added and links
    (re-use files using hyperlinks – right click and copy link)
  • 96. Storage Limitations in Google Sites – Apps vs. Sites
    sites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up
    GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each student
    Standard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain
    Google's FAQ on Storage in different versions of Google Sites
  • 97. Digital Tools for Reflection
    Digital Storytelling and Engagement
  • 98. Do Your e-Portfolios have VOICE?
    Individual Identity
    Reflection
    Meaning Making
    21st Century Literacy
    “When words are infused by the human voice, they come alive.”
    - Maya Angelou
  • 99. Digital Storytelling Process
    Learners create a 2-4 minute digital video clip
    First person narrative [begins with a written script ~ 400 words]
    Told in their own voice [record script]
    Illustrated (mostly) by still images
    Music track to add emotional tone
    Anchorage
    8th grade
  • 100. Convergence
  • 101. Wordle.net
    This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.
    http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/
  • 102. Examples
    Digital Stories in ePortfolios
    Digital Narratives in Online Video Formats
  • 103. Portfolio Development Process
  • 104. Balancing the 2 Faces of E-Portfolios
  • 105. Types of ePortfolio 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
  • 106.
  • 107. Structure of E-Portfolio Types
    Portfolio as Process/ Workspace
    Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences
    Primary Purpose: Learning or Reflection
    Reflection: immediate focus on artifact or learning experience
    Portfolio as Product/ Showcase
    Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
    Primary Purpose: Accountability or Employment
    Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
  • 108. Process
    handouts
    Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?
    Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?
    Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”
    Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.
    Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
    Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public.
    REPEAT for each learning activity or artifact.
  • 109. 1. Purpose.
    Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?
    Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step?
    Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.”
    Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.
    Teachers: Set up templates for student work in GoogleDocs, if appropriate
  • 110. 2. Collection/Classification
    What artifacts will you include in your portfolio? How will you classify these entries?
    Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocs
    Students: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work
  • 111. Recommendations on Storage:
    Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs).
    Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.
  • 112. Brainstorm
    What is your purpose for developing ePortfolios?
    How would you answer your students’ question:“Why are we creatinga blog/portfolio?”
  • 113. Level 1 - Collection
  • 114. Brainstorm - Level 1
    What are some strategies you currently use to integrate technology across the curriculum?
    What types of digital documents do students create?
    Where are these digital documents stored?
  • 115. 3. Reflection
    Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”
    Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)
    Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).
    Students: Add your own classification using Tags
    Students: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item
  • 116. 4. Connection/Interaction/Dialogue/Feedback
    This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
    Teachers and Peers:  Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.
    Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.
    Students should be given the option of updating the work, based on the feedback and the rubric.REPEAT steps 3-4 for each learning activity or artifact.
  • 117. Level 2: Primary Purpose: Learning/Reflection
  • 118. Brainstorm - Level 2
    How are you supporting student reflection on their learning?
    How are you providing feedback on student learning?
    Who is currently bloggingwith students? Give abrief description.
  • 119. Less abouttellingMore about talking!
    - Julie Hughes, University of Wolverhampton
    Take advantage of Web 2.0 strategies in learning
  • 120. Reflection reminder
    Create a blog entry with a link to at least one of your GoogleDocs documents you created.
    Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.
  • 121. Don’t jump tothe final presentation prematurely…
    Document the learning process over time… through a learning journal.
  • 122. Deep Learning
    involves reflection,
    is developmental,
    is integrative,
    is self-directive, and
    is lifelong
    Cambridge (2004)
  • 123. Moon on Reflection
    One of the defining characteristics of surface learning is that it does not involve reflection (p.123)
  • 124. Reflective Questions that tie the Past to the Future
  • 125. North Carolina Reflection Cycle
    Self-Assessment: The Reflective Practitioner
    http://www.ncpublicschools.org/pbl/pblreflect.htm
  • 126. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm
    Select: What evidence/artifacts have you included?
    Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:
    Who was involved?
    What were the circumstances, concerns, or issues?
    When did the event occur?
    Where did the event occur?
  • 127. Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htm
    Analyze: "digging deeper."
    • "Why" of the evidence or artifact
    • 128. "How" of its relationship to teaching practice
    Appraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.
    Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
  • 129. Review Examples of Scaffolding for Reflection
    http://sites.google.com/site/reflection4learning
  • 130. Forms of Assessment
    Formative Assessments
    Provides insights for the teacher
    Assessment FOR 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
  • 131. Purposes for Assessment
    Assessment FOR Learning
    =
    Formative (Classroom-based) Assessment
    Assessment OF Learning =
    Summative Assessment
  • 132. Crucial Distinction
    Assessment OF LearningHow much have students learned as of a particular point in time?
    Assessment FOR LearningHow can we use assessment to help students learn more?
    Rick StigginsAssessment Training Institute
  • 133. www.qca.org.uk ages3-14
  • 134. Principles of Assessment FOR Learning
    Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
  • 135. Formative assessments to improve student achievement
    “Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source: http://teachfirst.com/2009/09/14/formative-assessments-is-the-feedback-on-student-learning-or-on-our-teaching/
    Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).
  • 136. 7 Principles of Good Feedback Practice for Formative Assessment:
    helps clarify what good performance is (goals, criteria, expected standards);
    facilitates the development of reflection and self-assessment in learning;
    delivers high quality information to students about their learning;
    encourages teacher and peer dialogue around learning;
    encourages positive motivational beliefs and self-esteem;
    provides opportunities to close the gap between current and desired performance;
    provides information to teachers that can be used to help shape the teaching.
  • 137. Feedback - Use the acronym THIRD...
    TIMELY:  Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment.   
    HONEST: or assignment better.
    IMPROVING:   Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this.
    RELEVANT:  Make sure your feedback makes sense.
    DIRECT:  If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. 
    http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html
  • 138. Checklist of Observable Behaviors for Feedback
    Practice: Students exercise with the purpose of enhancing knowledge and skills.
    Teacher: The instructor gives students verbal or written input.
    Peer feedback: Peers provide verbal or written input.
    Cues about how to improve: The learner gets information back that includes suggestions on how to do better.
    Corrective feedback: This input is meant to help improve performance.
    Supportive feedback: A mentor or peer provides encouragement.
    Reference: Ewell,  P.  T.  (1997).  Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird.  National Center for Higher Education Management Systems (NCHEMS). p.9  Available: http://www.intime.uni.edu/model/learning/learn_summary.html
  • 139. Level 3: Primary Purpose: Showcase/Accountability
  • 140. Brainstorm - Level 3
    How might you support student presentation of their achievement?
    What are strategies you could use to engage students in showcasing their work?
  • 141. 5. Summative Reflection/Selection/Evaluation
    At the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
    Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.
    Students:  Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.
    Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.
  • 142. 6. Presentation/Publishing
    The portfolio developer decides what parts of the portfolio are to be made public.
    Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.
    Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.
    Students: Create a page with Future Learning Goals (reflection in the future tense).
    Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).
  • 143. Brainstorm
  • 144. Implementing Google Apps with your students
    Designate an administrator in your school
    Work with staff to assign student accounts in lifegrantnyc.com domain
  • 145. Making Change Happen
    Managing Complex Change
  • 146. If we provide it… will they use it?
    How do we implement an ePortfolio process that
    Sticks?
    136
  • 147. 137
    Key Qualities of an idea that is made to stick:
    Simplicity
    Unexpectedness
    Concreteness
    Credibility
    Emotional
    Stories
  • 148. 138
    Qualities of “Stickiness”
    Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"
    Unexpectedness: "How do you capture people's attention... and hold it?"
    Concreteness: "How do you help people understand your idea and remember it much later?"
    Credibility: "How do you get people to believe your idea?"
    Emotional: "How do you get people to care about your idea?"
    Stories: "How do you get people to act on your idea?"
  • 149. Managing Complex Change
  • 150. Managing Complex Change graphic
  • 151. Vision
    Confusion
  • 152. How will you develop a vision?
    Brainstorm strategies you can use to share and create buy-in for your vision for implementing electronic portfolios in your organization.
    What should you includein your visionstatement?
  • 153. Develop a Vision
    Explore other school websites
    See what others are doing
    Develop a prototype
    Conduct a pilot project
    Be willing to change your vision
  • 154. Vision
    Model it
    Present it
    …again and again
    Revisit it
    Top down… bottom up
    Too many priorities?
  • 155. Skills
    Anxiety
  • 156. How will you develop skills?
    Brainstorm strategies you can use to develop the skills necessary for implementing electronic portfolios in your organization.
  • 157. Student Skills
    Collect evidence of learning
    Select specific evidence that demonstrates a particular outcome, goal or standard
    Reflectmetacognitively on learning represented in evidence, making a case that the artifacts constitute evidence of achievement
    Make connections in their learning
    Set goals for future learning
    http://electronicportfolios.org/teachers/competencies.html
  • 158. Teacher Skills
    Model all of student competencies PLUS:
    Articulate the difference between assessment OF learning and assessment FOR learning
    Implement classroom-based assessment FOR learning strategies
    Provide/facilitate specific and detailed feedback to learners about their learning
    Support student reflection through modeling and research-based practices
    Create an environment that facilitates students' deep learning
    Modify instruction based on what teachers are learning about their students’ reflection
    http://electronicportfolios.org/teachers/competencies.html
  • 159. Develop Skills
    Begin with current software
    Add new skills when you are ready
    Go slowly
    Take Time
    Be willing to learn alongwith your students
    Do your own e-portfolio!
  • 160. Don’t double your learning!Consider Cognitive Overload!
    When learning new tools, use familiar tasks;
    When learning new tasks, use familiar tools.
    Barrett, 1991
  • 161. More Learning Resources
    http://mosep.org
    MOre Self-Esteem with my ePortfolio (European Study & Tutorial)
  • 162. Incentives
    Gradual
    Change
  • 163. How will you develop incentives?
    Brainstorm strategies you can use to develop incentives for implementing electronic portfolios in your organization.
  • 164. Develop Incentives
    Release time?
    Equipment & software for early adopters
    What works in your school?
    With individual teachers?
  • 165. Resources
    Frustration
  • 166. How will you find resources?
    Brainstorm strategies you can use to find resources for implementing electronic portfolios in your organization.
  • 167. Action Plan
    False
    Starts
  • 168. How will you develop an Action Plan?
    Strategies you can use to develop an action plan for implementing electronic portfolios in your organization.
  • 169. What are the elements of your action plan?
    Here are the elements that you will need to include in your action plan for implementing electronic portfolios:
    Infrastructure (hardware and software)
    Curriculum Issues
    Training Issues (Skills)
    Incentives
    Resources
    Other?
  • 170. Curriculum Issues
    Where is the concept of the e-Portfolio introduced to students?
    Does the curriculum require “appropriate digital artifacts for electronic portfolio?”
    What kind of support is available to student & teachers… class? lab?
    How is the portfolio assessed?
  • 171. Develop an Action Plan
    Identify standards/themes to be addressed
    Identify curriculum areas to be “tweaked”
    Create a timeline and milestones
    Assign responsibility
    Develop an e-portfolio handbook
    Identify success indicators
    Develop rubrics
    Examples
  • 172. Planning into Action
    Focus on what you can do with current resources (technological & skills)
    Designate an ePortfolio champion
    Both teacher and administrator support
    Identify opportunities in the curriculum to develop digital artifacts
    Tie to standards
  • 173. Your Small Group Task
    Brainstorm Vision Strategies
    What is your vision for e-portfolios for your school? (“your elevator speech”)
    Think about how will you communicate that vision?
    30 minutes
  • 174. Next Steps
    Brainstorm Action Plan Steps
    What is on your “to do” list?
    What changes need to happen?
    What support do you need?
    Build web-based resource on ePortfolios in your school
  • 175. Really Simple Syndication (RSS)
    aggregation of content from multiple Web sources in one place
    RSS content can be read using software called an "RSS reader", "feed reader" or an "aggregator", which can be web-based or desktop-based.
    The user subscribes to a feed by entering the feed's link into the reader or by clicking an RSS icon in a browser that initiates the subscription process.
    (Wikipedia)
  • 176. RSS Feed ReaderGoogle Reader
    The RSS reader checks the user's subscribed feeds regularly for new content, downloading any updates that it finds and provides a user interface to monitor and read the feeds.
    in Oprah speak, RSS stands for: I’m “Ready for Some Stories”. It is a way online for you to get a quick list of the latest story headlines from all your favorite websites and blogs all in one place.
    (Wikipedia)
  • 177. “Oprah Speak”
    http://www.backinskinnyjeans.com/2006/09/how_to_explain_.html
  • 178. Hands-on activity #10: RSS Reader
    Set up a Google Readeraccount with your GMAIL address
    http://www.google.com/reader/
    Subscribe to RSS feeds.
    Collect RSS feeds in a folder in Google Reader.
  • 179. Google Reader (RSS)
    Open GoogleReader to activate it (watch the short little video).
    Visit the blogs of class members and subscribe to some or all of their blogs. Click on the RSS feed (usually at the bottom of the blog): Subscribe to: Posts (Atom)
    Select the preferred Reader (Google) and select GoogleReader.
    Go to GoogleReader and organize feeds in folders using Manage Subscriptions.
  • 180. Hands-on activity: #8 Twitter
    Set up a Twitter accountusing your GMAIL address
    http://www.twitter.com
    http://www.edmodo.com
    Write your first “tweet” using #web2eportfolios in message
  • 181. Reflection Suggestion
    Of all the tools we have tried so far,
    Which one is best for reflection?
    Which one is best for public presentation?
    Which one is best for documenting competencies?
    Which one is hardest to use? Easiest?
    Start thinking about what you want to learn next after the workshop is over.
    Set some learning goals in your blog
    BloggeriGoogle
    GoogleGroups
    Google Reader *
    GoogleDocs Document
    GoogleDocs Presentation
    Google Sites
  • 182. Making ePortfolios Stick
    Will your students want to use the ePortfolio process after they graduate?
  • 183. Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.
  • 184. Success Factors
    Successful ePortfolio Project = I + J + K + L + M + N + O, where:I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technologyarchitectureM = lifelong supportN = standards and transportability,andO = X (undetermined factors)
  • 185. Isn’t this Web 2.0 thing just a fad?
    cognitive surplus
    Telling about Interview with TV producer
    looking for the mouse
    Web 2.0 Expo, April 2008, Clay Shirky
    Author of the book Here Comes Everybody
  • 186. Choices
  • 187. My Final Wish…
    May all yourelectronic portfolios become dynamic celebrations and stories of deep learningacross the lifespan.
  • 188. Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
    eportfolios@gmail.com
    http://electronicportfolios.org/