ASB Web2workshop

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)

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...???

Introductions
Who are you?
What do you teach?
What is your prior experience with portfolios… electronic?
What are your questions about ePortfolios?

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”

The Power of Portfolios
what children can teach us about learning and assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com

The Power of Portfolios
Author: Dr. Elizabeth Hebert, Principal
Crow Island School, Winnetka, Illinois
Picture taken by Helen Barrett at AERA, Seattle, April, 2001

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.”

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.”

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.”

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…

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.

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

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!

Portfolio Processes
Traditional
Collecting
Selecting
Reflecting
Directing
Presenting
+ Technology
Archiving
Linking/Thinking
Storytelling
Collaborating
Publishing

Personal Learning Environment Supports Self-Directed Learning

Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
Learning that is…
Social and Participatory
Lifelong and Life Wide
Increasingly Self-Directed
Motivating and Engaging
… 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

Knowing the learner (Self-awareness)
Understanding prior knowledge
Motivation for and attitudes toward learning
Help learners understand themselves
See their growth over time

Planning for learning (Self management)
Setting goals
Develop a plan to achieve these goals

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

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

Deep Learning
involves reflection,
is developmental,
is integrative,
is self-directive, and
is lifelong
Cambridge (2004)

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)

What is the best tool?
Do you need an all-in-one system or multiple tools?

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!

http://electronicportfolios.org/categories.html
Web 2.0

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

Web 2.0 tag cloud

Recent changes in technology

Architectureof InteractionArchitecture of Participation (Web 2.0)
allows a
Pedagogyof Interaction

Wikibook
http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies

Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!

All you need is… an <Embed> Code!
Hall Davidson
To link Web 2.0 content into e-portfolio systems

Social Learning
How can we integrate technology use with what we know about social learning and interactivity?

Showcase?
Assessment?
Reflection?
Multiple Purposes from Hidden Assumptions
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

“The Blind Men and the Elephant”Thanks to Alan Levine

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

E-Portfolio Components
Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
Digital Repository
(Becta, 2007; JISC, 2008)

Enhancing students' computer & multimedia skills through ePortfolios

Framework for 21st Century Skillshttp://www.21stcenturyskills.org/
(handout)

International Trends in ePortfolio Development
Personalized Learning
‘Choice’ and ‘Voice’
Self-Directed Learning
Reflective Practice
Constructing Deep Learning
Digital Identity Development & Personal Branding
Interactivity!!!

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”

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/

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

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

A Reminder…
Reflection
… is the “Heart and Soul” of a Portfolio… NOT the Technology!

Technology & Reflection
Two Themes across the Lifespan with ePortfolio Development

Digital Archive (for Life) Supports Lifelong & Life-wide Learning

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

Formal Education: Assessment Portfolio Systems
Two approaches
Formative
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

Purposes for Assessment
=
Formative (Classroom-based) Assessment
Assessment OF Learning =
Summative Assessment

Portfolio Differences
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

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…

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)

Middle Level (ages ~9~14)ePortfolio Emphasis
Technologies: Blogs, Wikis, VoiceThread, GAMES!
Reflection in Middle Grades: Learning to Learn Portfolio Model

Learning to Learn Portfolio Model
Ian Fox
Bucklands Beach Intermediate School, Auckland, New Zealand

Learning to Learn Portfolio ModelIan Fox, New Zealand

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

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

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

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;”

Personalizing & Goal Setting

High School ePortfolio Emphasis
Technologies: GoogleApps (Docs, Sites), Social Networking
Reflection in High School: Construction of Self, Planning for the Future

How can you leverage the technologies students own?
Accessibility from home computers
Connectivity with cell phones

How is social networking impacting technology in education?
It is having a huge impact on our social and political world!

Discuss!
What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?

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

Web 2.0, an Architecture of Interaction/Collaboration
Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)
Using Social Networking Strategies
(Facebook, Ning, Twitter, Edmodo)

Planning Issues
What is your purpose?
Software capabilities: allow interaction between faculty and students around learning activities and products

Change!

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”

Validating my dissertation research
When learning new tools, use familiar tasks
When learning new tasks, use familiar tools

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.

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.

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

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

Google Sites ePortfolios
handouts

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

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)
About Me
Journal (Announcements page type)
Competencies (or Goals or Standards)
Sub pages for each one
Create hyperlinks to artifacts in blog or attachments

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.

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)

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:

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.

Hands-on activity: #5 Create Artifacts in GoogleDocs
Create at least one artifact for your portfolio in GoogleDocs
Upload Word files, convert to GoogleDocs.

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)

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

Digital Tools for Reflection
Digital Storytelling and Engagement

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

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

Convergence

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/

Examples
Digital Stories in ePortfolios
Digital Narratives in Online Video Formats

Portfolio Development Process

Balancing the 2 Faces of E-Portfolios

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

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)

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.

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

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

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.

Brainstorm
What is your purpose for developing ePortfolios?
How would you answer your students’ question:“Why are we creatinga blog/portfolio?”

Level 1 - Collection

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?

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

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.

Level 2: Primary Purpose: Learning/Reflection

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.

Less abouttellingMore about talking!
- Julie Hughes, University of Wolverhampton
Take advantage of Web 2.0 strategies in learning

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.

Don’t jump tothe final presentation prematurely…
Document the learning process over time… through a learning journal.

Deep Learning
involves reflection,
is developmental,
is integrative,
is self-directive, and
is lifelong
Cambridge (2004)

Moon on Reflection
One of the defining characteristics of surface learning is that it does not involve reflection (p.123)

Reflective Questions that tie the Past to the Future

North Carolina Reflection Cycle
Self-Assessment: The Reflective Practitioner
http://www.ncpublicschools.org/pbl/pblreflect.htm

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?

Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htm
Analyze: "digging deeper."
"Why" of the evidence or artifact
"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.

Review Examples of Scaffolding for Reflection
http://sites.google.com/site/reflection4learning

Forms of Assessment
Formative Assessments
Provides insights for the teacher
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

Purposes for Assessment
=
Formative (Classroom-based) Assessment
Assessment OF Learning =
Summative Assessment

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

www.qca.org.uk ages3-14

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.

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).

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.

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

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

Level 3: Primary Purpose: Showcase/Accountability

How might you support student presentation of their achievement?
What are strategies you could use to engage students in showcasing their work?

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.

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).

Brainstorm

Implementing Google Apps with your students
Designate an administrator in your school
Work with staff to assign student accounts in lifegrantnyc.com domain

Making Change Happen
Managing Complex Change

If we provide it… will they use it?
How do we implement an ePortfolio process that
Sticks?
136

137
Key Qualities of an idea that is made to stick:
Simplicity
Unexpectedness
Concreteness
Credibility
Emotional
Stories

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?"

Managing Complex Change

Managing Complex Change graphic

Vision
Confusion

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?

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

Vision
Model it
Present it
…again and again
Revisit it
Top down… bottom up
Too many priorities?

Skills
Anxiety

How will you develop skills?
Brainstorm strategies you can use to develop the skills necessary for implementing electronic portfolios in your organization.

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

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

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!

Don’t double your learning!Consider Cognitive Overload!
When learning new tools, use familiar tasks;
When learning new tasks, use familiar tools.
Barrett, 1991

More Learning Resources
http://mosep.org
MOre Self-Esteem with my ePortfolio (European Study & Tutorial)

Incentives
Gradual
Change

How will you develop incentives?
Brainstorm strategies you can use to develop incentives for implementing electronic portfolios in your organization.

Develop Incentives
Release time?
Equipment & software for early adopters
What works in your school?
With individual teachers?

Resources
Frustration

How will you find resources?
Brainstorm strategies you can use to find resources for implementing electronic portfolios in your organization.

Action Plan
False
Starts

How will you develop an Action Plan?
Strategies you can use to develop an action plan for implementing electronic portfolios in your organization.

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?

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?

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

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

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

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

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)

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)

“Oprah Speak”
http://www.backinskinnyjeans.com/2006/09/how_to_explain_.html

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.

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.

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

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

Making ePortfolios Stick
Will your students want to use the ePortfolio process after they graduate?

Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.

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)

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

Choices

My Final Wish…
May all yourelectronic portfolios become dynamic celebrations and stories of deep learningacross the lifespan.

Dr. Helen Barrett
Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
eportfolios@gmail.com
http://electronicportfolios.org/

http://portfolie2013.blogspot.dk	59
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