Castilleja school june 2010

Portfolio LearningBuilding a Culture of ePortfoliosforProfessional Development and Lifelong Learning
Dr. Helen Barrett
electronicportfolios.org
http://www.slideshare.net/eportfolios/

Outline
Context
Definitions
Process - Reflection
Product - Technology
Intrinsic Motivation
Hands-on Google Sites

Context
Why
Electronic Portfolios Now?

The World in Flat
Thomas Friedman, New York Times Columnist
A look at the change and globalization since Y2K

Skills for jobs in a flat world “in the new middle”
Collaborator
Leverager
Adapter
Explainer
Synthesizer
Model builder
Localizer
Personalizer
Think across disciplines
Able to tell stories
Build things with intelligence in them
Create networks
Aggregate pieces horizontally
Creativity
Friedman, 2006

The Right Stuff - Learning in a Flat World
“How we educate our children may prove to be more important than howmuch.”
Abilities for a flat world:
Learn how to learn
CQ (curiosity) + PQ (passion) > IQ
People Skills
Right Brain Stuff
Friedman, 2006

A Whole New Mind
Daniel Pink
Balancing Right-Brain skills for the “Conceptual Age” with Left-Brain skills from the “Information Age”

6 Essential High-Concept, High Touch AptitudesDan Pink, A Whole New Mind
Design (not just function) - create objects beautiful, whimsical, emotionally engaging
Story (not just argument) - the ability to fashion a compelling narrative
Symphony (not just focus) - synthesis--seeing the big picture
Empathy (not just logic) - forge relationships - care for others
Play (not just seriousness) - laughter, lightheartedness, games, humor
Meaning (not just accumulation) - purpose, transcendence, and spiritual fulfillment.

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

ISTE NETS

Enhancing students' computer & multimedia skills through ePortfolios

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)

Legacy from the Portfolio Literature
Much to learn fromthe literature onpaper-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.

Technology & Reflection
Two Themes across the Lifespan with ePortfolio Development and Social Networking
21

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 a Portfolio in Education?
A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one ormore areas[over time].
(Northwest Evaluation Association, 1990)

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)

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

Multiple Purposes of E-Portfolios in Education
Learning/ Process/ Planning
Marketing/ Showcase
Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe

ePortfolio designs/strategies for different purposes
Assessment/Accountability Portfolios (Summative assessment)
Organized thematically (outcomes, goals or standards)
Focus of Reflection: Achievement of Standards (rationale)
Tools: Assessment system with data from scoring rubrics
Faculty role: Evaluation

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

Showcase Portfolios (Employment, Self-marketing)
Organized thematically (position requirements)
Focus of Reflection: Suitability for position
Tools: Choice of portfolio owner – personalized web pages – digital footprint
Personal online branding

Learning Portfolios
Organized chronologically
Focus of Reflection: Learning Activities & Artifacts
Tools: Reflective Journal (blog)
Faculty/peer role: Feedback on artifacts and reflection

Balancing the 2 Faces of E-Portfolios

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

Japanese

Catalan

Structure of E-Portfolio Types
Portfolio as Product/ Showcase
Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
Primary Purpose: Accountability or Employment or Showcase
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
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

Level 1 - Collection

Stages of Portfolio Development
Level 1
Collection -- Creating the Digital Archive (regularly – weekly/monthly)
Digital Conversion (Collection)
Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)
Stored in GoogleDocs

Level 2: Primary Purpose: Learning/Reflection

Level 2
Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)
organized chronologically (in a blog?)
Captions (Background Information on assignment, Response)
Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)

Level 3: Primary Purpose: Showcase/Accountability

Level 3
Selection/Reflection and Direction (each semester? End of year?)
organized thematically (in web pages or wiki)
Why did I choose these pieces? What am I most proud to highlight about my work?
What do they show about my learning?
What more can I learn (Goals for the Future)?
Presentation (annually)

Timeline
43
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection + Presentation

How might an e-portfolio support development of personal knowledge, reflection, and metacognition?
knowledge for acting/doing
reflection in action
performance
context
forethought
self-reflection
knowledge for planning actions
and imagination
reflection for action
knowledge of self derived from doing
reflection on action
Norman Jackson
Higher Education Academy, U.K.

Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
Captions/Journals
Goals
Change over Time

What are Effective Self-Regulation Processes?
Performance or Volitional Control
Processes that occur in action and affect attention and action
DURING
Forethought
Influential processes which precede efforts to act and set the stage for action.
BEFORE
Self-Reflection
Processes which occur after performance efforts and influence a person’s response to that experience
AFTER
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

Before
Goal setting increases self-efficacy and intrinsic interest
Task Analysis
Goal setting
Strategic Planning
Self-motivation beliefs increase commitment
Self-motivational beliefs:
Self-efficacy
Outcome expectations
Intrinsic interest/value
Goal Orientation
Forethought
Influential processes which precede efforts to act and set the stage for action.
GOALS

During
Self-control processes help learners to focus on tasks and optimize efforts
Self-instruction
Imagery
Attention focusing
Task Strategies
Self-observation allows learners to vary aspects of their performance
Self-recording
Self-experimentation
Performance or Volitional Control
Processes that occur action and affect attention and action
Captions
Journals

After
Self-Reflection
Processes which occur after performance efforts and influence a person’s response to that experience
Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability
Self-judgment
Self-evaluation
Casual attribution
Self-reaction
Self-satisfaction/affect
Adaptive-defensive response
Change over Time

Focus on ePortfolios for Teacher Professional Development & Student Lifelong Learning

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. MeaningfulLearning
Different Learning Styles
Help learners recognize success
Accommodate approaches that are not successful

Evaluating learning (Self monitoring)
Systematic analysis oflearners’ performance
Responsibility toconstruct meaning
Be reflective & think critically
Learners construct meaning,monitor learning, evaluate own outcomes

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)

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

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
58

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

Social networks
last five years
store documents and share experiences,
showcase accomplishments,
communicate and collaborate
facilitate employment searches
60

Social Learning
Interactivity!
61

Boundaries Blurring (between e-portfolios & social networks)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Picasa
Mash-ups
Facebook
Flickr
blogs
YouTube
Ning
wikis
Twitter
62

Digital Archive (for Life) Supports Lifelong & Life-wide Learning
63

Some Basic Concepts
ePortfolio and social networking are both:
Process: Time and Effort - Journey
Product: The outcome - Destination
64

Processes
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
65

Discuss!
Engagement Factors?
Social networks?
ePortfolios?
66

Create a Professional Portfolio
Find the Intrinsic Motivation!
Apply the process to Student Learning!

Golden Circle
What?
How?
Why?
68

69
Similarities in Process
Major differences:
extrinsic vs.
intrinsic motivation
Elements of True (Intrinsic) Motivation:
Autonomy
Mastery
Purpose

Pink’s Motivation Behavior
X
Type X - Extrinsic
fueled more by extrinsic rewards or desires (Grades?)
Type I – Intrinsic
Behavior is self-directed.
I
70

Successful websites = Type I Approach
People feel good about participating.
Give users autonomy.
Keep system as open as possible.
- Clay Shirky
71

Autonomy & ePortfolios
Choice
Voice
Sharing
Feedback
Immediacy
72
http://www.flickr.com/photos/kenturamon/342946821/

Mastery & ePortfolios
Exhilaration in Learning
Sports? Games?
Compliance vs. Personal Mastery
Open Source movement (Wikipedia vs. Encarta)
Make a contribution
73

Mastery & ePortfolios (2)
ePortfolio:
Flow
Showcasing Achievements
Increased self-awareness and self-understanding
“Only engagement can produce Mastery.” (Pink, 2009, p.111)
74

FLOW
a feeling of energized focus (Csíkszentmihályi)
“Reach should exceed the Grasp”
75

Student Engagement!
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”
76

Use ePortfolios to documentMASTERY
77

Purpose & ePortfolios
Relevance
Big picture
Engagement
78

79
Portfolio Way of Thinking
Portfolios can be timeless
What really matters in life?
Discover or rediscover passion…
Create a legacy…
Turn careers into callings, success into significance…
To make a difference…
An ongoing, ageless framework for self-renewal

More Conversation… Less Presentation
“Portfolios should be less about telling [presentation]
and more about talking!”[conversation]” Julie Hughes, University of Wolverhampton
…Because Conversation transforms!
Involve your PLN/PLE* in your portfolio*Personal Learning Network*Personal Learning Environment

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!

Architecture of InteractionArchitecture of Participation (Web 2.0)
allows a
Pedagogyof Interaction
(ePortfolio 2.0)

Successful ePortfolio Process:
Develop multimedia artifacts through Project-Based Learning (Wednesday) & Learning with Laptops (Thursday)
Engage students in reflection to facilitate deep learning through…
Digital storytelling (Friday)
Journal/Blog & Presentation Portfolio – Workspace + Showcase (Today!)

Portfolios help learners find their Voice…
and explore their Purpose and Passions through Choice!

Do Your e-Portfolios have CHOICE and VOICE?
Individual Identity
Reflection
Meaning Making
21st Century Literacy
85

Convergence

Thank-a-Teacher Story
Coming Full Circle

A Reminder…
Reflection &Relationships
… the “Heart and Soul” of an ePortfolio…
NOT the Technology!
88

My Story

My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
90

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

Creating a Professional Portfolio
Hands-On Activity Using GoogleApps

Websites with “how-to’s”
ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/
Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/
All linked from my website: http://electronicportfolios.org/

Google Sites ePortfolios

Process
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? (Level 1)
Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.” (Level 2)
Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. (Level 2)
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. (Level 3)
Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. (Level 3)
REPEAT for each learning activity or artifact.

Organize a Presentation Portfolio based on Themes
Use Pages in Blogger or WordPresshttp://blog.helenbarrett.org/
Use Google Siteshttp://sites.helenbarrett.net/portfolio/

Hands-on Activity #1: Google Sites
With your Google Account, activate a new Google Site asan ePortfolio.
Name your site:yournameportfolio (no spaces)
More options:*
Guess Captcha!
Create Site
*can be changed

Manage Site
Select More Actions – Manage Site
to change some of your Site Settings

Manage Site – General
Make Site name more appropriate
Establish consistent Site Categories so that you can search by category

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

Begin with a Working Portfolio
Adopt social networking strategies:
Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation
Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post
Collect digital copies of your work
Set up GoogleDocs account and upload Office Docs into one place

Hands-on Activity #1.1: Google Sites
Create the following pages:
Home (main page)
About Me
Journal (Announcements page type)OR Blogger (when available in GoogleApps)
Themes (Competencies or Goals or Standards)
Sub pages for each one

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
Disadvantages
Set up own system for managing the feedback on student work.
Requires full time high speed Internet access.

Brainstorm

Create an inventory of your work
What themes emerge in your work?

Hands-on Activity: #2 GoogleDocs
Create a Document to describe your portfolio context and goals for either professionalor student e-portfolios.
Share your document with your neighbors
Collaboratively edit each others’ documents
Describe your assessment context, experience with ePortfolios, and experience with Web 2.0
What do you want to learn about e-portfolios?

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.

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

Reflective Questions that tie the Past to the Future

Level 3 Self-Reflection

North Carolina Reflection Cycle
Self-Assessment: The Reflective Practitioner

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.

Reflection Prompt
Create a blog entry with a link to at least one of the GoogleDocs documents you created.
Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.

Share your Professional Portfolio with your PLN
Invite conversation and collaboration

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

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

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Castilleja school june 2010

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