I will be emphasizing this purpose for portfolio development.
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.
Spanish and Catalan
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)
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)
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.
Here is a digital story created at a workshop I conducted in NJ over 7 years ago.
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
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
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/
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)
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.”
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.”
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.”
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 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)
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
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
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
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 Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
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 Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
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 Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
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
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)
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
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
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
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 email@example.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/
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.
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:
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.
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
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 firstname.lastname@example.org http://electronicportfolios.org/