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Keynote address at Calgary Teachers Conference, February 17, 2011.

Keynote address at Calgary Teachers Conference, February 17, 2011.

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  • 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.
  • I also want to look at
  • Michael Wesch is a cultural anthropologist from Kansas State University, famous for his YouTube videos on the impact of the Internet on our lives and learning (The computer is us/using us
  • 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)
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Common Tools vs. Proprietary systems
  • As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • ISTE preconference workshop in Philadelphia
  • Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops.Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
  • Transcript

    • 1. Portfolio LearningE-portfolios for student engagement and life-long learning
      Dr. Helen Barrett
      Twitter: @eportfolioshashtag: #eportfolios
    • 2. Outline
      Process - Reflection
      Product - Technology
      Intrinsic Motivation
      Portfolio as Story
    • 3. What if…
    • 4. Context
      Electronic Portfolios Now?
    • 5. Enhancing students' computer & multimedia skills through ePortfolios
    • 6. Draft National Educational Technology Plan (2010)
      Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
    • 7. Legacy from the Portfolio Literature
      • Much to learn fromthe literature onpaper-based portfolios
      • 8. As adult learners, we have much to learn from how children approach portfolios
      “Everything I know about portfolios was confirmed working with a kindergartener”
    • 9. The Power of Portfolios
      what children can teach us about learning and assessment
      Author: Elizabeth Hebert
      Publisher: Jossey-Bass
      Picture courtesy of
    • 10. The Power of Portfolios
      Author: Dr. Elizabeth Hebert, Principal
      Crow Island School, Winnetka, Illinois
      Picture taken by Helen Barrett at AERA, Seattle, April, 2001
    • 11. 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.”
    • 12. 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.”
    • 13. 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.”
    • 14. 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
      • 15. What your parents saved for you
      • 16. What you collect…
      • 17. Why you collect…
    • Some issues to consider
      • What do your collections say about what you value?
      • 18. Is there a difference between what you purposefully save and what you can’t throw away?
      • 19. 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.
    • 20. Lifelong Context for ePortfolios
    • 21. School District’s ePortfolio Vision Statement (Draft)
      By implementing e-portfolios, we will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.
    • 22. Technology & Reflection
      Two Themes across the Lifespan with ePortfolio Development and Social Networking
    • 23. Portfolio
      One Word, Many Meanings
    • 24. Who was the first famous “folio” keeper?
    • 25. Leonardo da Vinci’s Folio
    • 26. 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
    • 27. Portfolio
      A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
    • 28. Electronic
      digital artifacts organized online combining various media (audio/video/text/images)
    • 29. E-Portfolio Components
      • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
      • 30. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
      • 31. Digital Repository
      (Becta, 2007; JISC, 2008)
    • 32. Multiple Purposes from Hidden Assumptions
      What are yours?
      • Showcase • Assessment • Learning •
    • 33. Multiple Purposes of E-Portfolios in Education
      Learning/ Process/ Planning
      Marketing/ Showcase
      Assessment/ Accountability
      "The Blind Men and the Elephant” by John Godfrey Saxe
    • 34. Temple at Delphi
      “Know Thyself”
    • 35. Managing Oneself
      Peter Drucker, (2005) Harvard Business Review
      • “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
      • 36. New Purpose: Use ePortfolios for managing knowledge workers' career development
      • 37. What are my strengths?
      • 38. How do I perform?
      • 39. What are my values?
      • 40. Where do I belong?
      • 41. What should I contribute?
      • 42. Responsibility for Relationships
      • 43. The Second Half of your Life
      (a suggested framework for organizing reflection in learning portfolio?)
    • 44. Portfolio Careers
      Use e-portfolios to help students:
      explore their life purpose and goals
      explore their personal & professional identity
      build their professional online brand
      prepare for portfolio career/life
    • 45. Creating Digital Identity
      “YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition.
      Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’
      PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010
    • 46. Deep Learning
      • involves reflection,
      • 47. is developmental,
      • 48. is integrative,
      • 49. is self-directive, and
      • 50. is lifelong
      Cambridge (2004)
    • 51. Resource on Biology of Learning
      Enriching the Practice of Teaching by Exploring the Biology of Learning
      James E. Zull
      Stylus Publishing Co.
    • 52. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull
    • 53. What is Reflection?
      Major theoretical roots:
      Dewey: “We do not learn from experience…we learn from reflecting on experience.”
    • 54. Portfolio Learning
      Recording Organizing Planning
      Publishing &
      Receiving Feedback
      Sharing &
      Selecting Synthesizing
      & Constructing Meaning
      Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)
      JISC, 2008, Effective Practice with e-Portfolios, p. 9
    • 55. Learning Portfolios
      “know thyself” = a lifetime of investigation
      self-knowledge as outcome of learning
      The Learning Portfolio (Zubizaretta, 2004, p.20)
    • 56. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull
      Have an experience
      Reflect on the experience
      Try out what you have learned
      Learn from the experience
    • 57. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008.
      Change over Time
    • 58. Reflective Questions that tie the Past to the Future
    • 59. Balancing the 2 Faces of E-Portfolios
    • 60. Some Basic Concepts
      • “ePortfoliois both process and product”
      • 61. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
      • 62. Product: the outcome/results or “thinginess” of an activity/process- Destination
      • 63. Wiktionary
    • Types of E-Portfolio 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
    • 64.
    • 65. Level 1 Workspace: Collection in the Cloud
    • 66. Capture the Moment!
    • 67. Capture the Moment
    • 68. More PebblePad Screens
    • 69. Level 2 Workspace: Learning/Reflection
    • 70. Reflection with Mobile Device
      Capture the Thought
    • 71. Showcase
      Level 3: Primary Purpose: Showcase/Accountability
    • 72. Format?
      Expressive vs. Structured Models
    • 73. Brainstorm
    • 74. Developmental Plans
      K-2– no individual student accounts & Class Portfolios
      Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection
      Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection)
      Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)
    • 75. Timeline
      Level 1: Collection
      Level 2: Collection + Reflection
      Level 3: Selection + Presentation
    • 76. What are Interactive Portfolios?
      Portfolios using Web 2.0 tools to:
      • reflect on learning in multiple formats
      • 77. showcase work online to multiple audiences
      • 78. dialogue about learning artifacts/reflections
      • 79. provide feedback to improve learning
    • Boundaries Blurring (between e-portfolios & social networks)
      Structured Accountability Systems? or…
      Lifelong interactive portfolios
    • 80. Electronic Portfolios
      almost two decades (since 1991)
      used primarily in education to
      store documents
      reflect on learning
      feedback for improvement
      showcase achievements for accountability or employment
    • 81. 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
    • Purpose
      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)
      Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
    • 82. Social networks
      last five years
      store documents and share experiences,
      showcase accomplishments,
      communicate and collaborate
      facilitate employment searches
    • 83. Social Learning
    • 84. ePortfolios should be more Conversation
      than Presentation
      (or Checklist)
      Because Conversation transforms!
    • 85. Processes
      Social Networking
      Digital Storytelling
    • 86. Discuss!
      Engagement Factors?
      Social networks?
    • 87. The Future of mPortfolios (m=mobile)
      My current research! More in my next session!
    • 88. 66
      Similarities in Process
      Major differences:
      extrinsic vs.
      intrinsic motivation
      Elements of True (Intrinsic) Motivation:
    • 89. Pink’s Motivation Behavior
      Type X - Extrinsic
      fueled more by extrinsic rewards or desires (Grades?)
      Type I – Intrinsic
      Behavior is self-directed.
    • 90. Successful websites = Type I Approach
      • People feel good about participating.
      • 91. Give users autonomy.
      • 92. Keep system as open as possible.
      - Clay Shirky
    • 93. Autonomy & ePortfolios
    • 94. Mastery & ePortfolios
      • Exhilaration in Learning
      • 95. Sports? Games?
      • 96. Compliance vs. Personal Mastery
      • 97. Open Source movement (Wikipedia vs. Encarta)
      • 98. Make a contribution
    • 99. Mastery & ePortfolios (2)
      Showcasing Achievements
      Increased self-awareness and self-understanding
      “Only engagement can produce Mastery.” (Pink, 2009, p.111)
    • 100. FLOW
      a feeling of energized focus (Csíkszentmihályi)
      “Reach should exceed the Grasp”
    • 101. Student Engagement & Ownership!
      CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
      Find voice and passions through choice and personalization!
      Portfolio as Story
      Positive Digital Identity Development - Branding
      “Academic MySpace”
    • 102. Use ePortfolios to documentMASTERY
    • 103. Purpose & ePortfolios
    • 106. 76
      Good Question…
    • 107. 77
      Because Purpose and Passion Co-Exist
    • 108. Successful ePortfolio Process:
      Develop multimedia artifacts through Project-Based Learning & Learning with Laptops/Netbooks/Mobile Devices
      Engage students in reflection to facilitate deep learning through…
      Digital storytelling
      Journal/Blog & Presentation Portfolio – Workspace + Showcase
    • 109. Portfolios help learners find their Voice…
      and explore their Purpose and Passions through Choice!
    • 110. Learner-Centered Philosophy
      "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
    • 111. Portfolio tells a Story
      “A portfolio is opinion backed by fact... Students prove what they know with samples of their work.”(Paulson & Paulson, 1991, p.2)
    • 112. Strategies for Helping Students Reflect
      Interactive tools
      Journals: Blogs & Wikis
      ePortfolio tools with built-in reflection
      Survey tools
      Student self-expression
      Digital Storytelling
    • 113. Do Your e-Portfolios have CHOICE and VOICE?
      Individual Identity
      Meaning Making
      21st Century Literacy
    • 114. Convergence
    • 115. Examples
      Student Digital Stories
    • 116. Victoria’s 2nd Grade Autobiography
    • 117. Tori – 2nd Grade
    • 118. Tori – 6th grade poem
    • 119. Naya’s Portfolio
      Naya, Anchorage School District, May 2000
    • 120. High School Student
      Trey – “I am From” – Bremerton High School, 2009
    • 121. Reflection – RetrospectiveComing Full Circle
    • 122. Create a Professional Portfolio
      Model Intrinsic Motivation!
      Share with Students!
      Prepare for the Portfolio Life!
    • 123. Share your Professional Portfolio with your PLN
      Invite conversation and collaboration
    • 124. My Story
    • 125. A Reminder…
      Reflection & Relationships
      … the “Heart and Soul” of an ePortfolio…
      NOT the Technology!
    • 126. My Final Wish…
      dynamic celebrations
      stories of deep learning
      across the lifespan
    • 127. Dr. Helen Barrett
      Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning