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Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
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Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
Castilleja school june 2010
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Castilleja school june 2010
Castilleja school june 2010
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Castilleja school june 2010
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Castilleja school june 2010

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Presentation at Castilleja School, June 8, 2010

Presentation at Castilleja School, June 8, 2010

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  • 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.
  • Transcript

    1. Portfolio LearningBuilding a Culture of ePortfoliosforProfessional Development and Lifelong Learning<br />Dr. Helen Barrett<br />electronicportfolios.org<br />http://www.slideshare.net/eportfolios/<br />
    2. Outline <br />Context<br />Definitions<br />Process - Reflection<br />Product - Technology<br />Intrinsic Motivation<br />Hands-on Google Sites<br />
    3. Context<br />Why <br />Electronic Portfolios Now?<br />
    4. The World in Flat<br /><ul><li>Thomas Friedman, New York Times Columnist
    5. A look at the change and globalization since Y2K</li></li></ul><li>Skills for jobs in a flat world “in the new middle”<br /><ul><li>Collaborator
    6. Leverager
    7. Adapter
    8. Explainer
    9. Synthesizer
    10. Model builder
    11. Localizer
    12. Personalizer
    13. Think across disciplines
    14. Able to tell stories
    15. Build things with intelligence in them
    16. Create networks
    17. Aggregate pieces horizontally
    18. Creativity</li></ul>Friedman, 2006<br />
    19. The Right Stuff - Learning in a Flat World<br />“How we educate our children may prove to be more important than howmuch.”<br />Abilities for a flat world:<br />Learn how to learn<br />CQ (curiosity) + PQ (passion) > IQ<br />People Skills<br />Right Brain Stuff<br />Friedman, 2006<br />
    20. A Whole New Mind<br /><ul><li>Daniel Pink
    21. Balancing Right-Brain skills for the “Conceptual Age” with Left-Brain skills from the “Information Age”</li></li></ul><li>6 Essential High-Concept, High Touch AptitudesDan Pink, A Whole New Mind<br />Design (not just function) - create objects beautiful, whimsical, emotionally engaging<br />Story (not just argument) - the ability to fashion a compelling narrative<br />Symphony (not just focus) - synthesis--seeing the big picture<br />Empathy (not just logic) - forge relationships - care for others<br />Play (not just seriousness) - laughter, lightheartedness, games, humor<br />Meaning (not just accumulation) - purpose, transcendence, and spiritual fulfillment.<br />
    22. Framework for 21st Century Skillshttp://www.21stcenturyskills.org/<br />
    23. ISTE NETS<br />
    24. Enhancing students' computer & multimedia skills through ePortfolios<br />
    25. Draft National Educational Technology Plan (2010)<br />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)<br />
    26. Legacy from the Portfolio Literature<br /><ul><li>Much to learn fromthe literature onpaper-based portfolios
    27. As adult learners, we have much to learn from how children approach portfolios</li></ul>“Everything I know about portfolios was confirmed working with a kindergartener”<br />
    28. The Power of Portfolios<br /> what children can teach us about learning and assessment<br />Author: Elizabeth Hebert<br />Publisher: Jossey-Bass<br />Picture courtesy of Amazon.com<br />
    29. The Power of Portfolios<br />Author: Dr. Elizabeth Hebert, Principal<br />Crow Island School, Winnetka, Illinois<br />Picture taken by Helen Barrett at AERA, Seattle, April, 2001<br />
    30. From the Preface (1)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br />“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.”<br />
    31. From the Preface (2)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br /> “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.”<br />
    32. From the Preface (3)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x<br /> “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.”<br />
    33. Let’s get personal…Think for a minute about:<br />Something about your COLLECTIONS:Suggested topics:<br /><ul><li>If you are a parent, what you saved for your children
    34. What your parents saved for you
    35. What you collect…
    36. Why you collect…</li></li></ul><li>Some issues to consider<br /><ul><li>What do your collections say about what you value?
    37. Is there a difference between what you purposefully save and what you can’t throw away?
    38. How can we use our personal collections experiences to help learners as they develop their portfolios?</li></ul>The power of portfolios [to support deep learning] is personal.<br />
    39. Technology & Reflection<br />Two Themes across the Lifespan with ePortfolio Development and Social Networking<br />21<br />
    40. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscalcapital<br />Educational portfolio: document development of humancapital<br />
    41. What is a Portfolio in Education?<br />A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one ormore areas[over time].<br /> (Northwest Evaluation Association, 1990)<br />
    42. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    43. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    44. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    45. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br />http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png<br />
    46. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
    47. ePortfolio designs/strategies for different purposes <br />Assessment/Accountability Portfolios (Summative assessment)<br />Organized thematically (outcomes, goals or standards)<br />Focus of Reflection: Achievement of Standards (rationale)<br />Tools: Assessment system with data from scoring rubrics<br />Faculty role: Evaluation<br />
    48. Forms of Assessment<br /><ul><li>Formative Assessments
    49. Provides insights for the teacher
    50. Assessment FOR Learning
    51. Provides insights for the learner
    52. Summative Assessments (Assessment OF Learning or Evaluation)
    53. Provides insights (and data) for the institution</li></ul>Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
    54. ePortfolio designs/strategies for different purposes <br /><ul><li>Showcase Portfolios (Employment, Self-marketing)
    55. Organized thematically (position requirements)
    56. Focus of Reflection: Suitability for position
    57. Tools: Choice of portfolio owner – personalized web pages – digital footprint
    58. Personal online branding</li></li></ul><li>ePortfolio designs/strategies for different purposes <br />Learning Portfolios <br />Organized chronologically<br />Focus of Reflection: Learning Activities & Artifacts<br />Tools: Reflective Journal (blog)<br />Faculty/peer role: Feedback on artifacts and reflection<br />
    59. Balancing the 2 Faces of E-Portfolios<br />
    60. Types of E-Portfolio Implementation<br />Working Portfolio<br />The Collection<br />The Digital Archive<br />Repository of Artifacts <br />Reflective Journal(eDOL)<br />Collaboration Space<br />Portfolio as Process-- Workspace (PLE)“shoebox”<br />Presentation Portfolio(s)<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences(varied permissions)<br />Varied Purposes<br /> Portfolio as Product-- Showcase<br />
    61. Japanese<br />
    62. Catalan<br />
    63. Structure of E-Portfolio Types<br />Portfolio as Product/ Showcase<br />Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences<br />Primary Purpose: Accountability or Employment or Showcase<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />Portfolio as Process/ Workspace<br />Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />
    64. Level 1 - Collection<br />
    65. Stages of Portfolio Development<br />Level 1<br /><ul><li>Collection -- Creating the Digital Archive (regularly – weekly/monthly)
    66. Digital Conversion (Collection)
    67. Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)
    68. Stored in GoogleDocs</li></li></ul><li>Level 2: Primary Purpose: Learning/Reflection<br />
    69. Stages of Portfolio Development<br />Level 2<br /><ul><li>Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)
    70. organized chronologically (in a blog?)
    71. Captions (Background Information on assignment, Response)
    72. Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)</li></li></ul><li>Level 3: Primary Purpose: Showcase/Accountability<br />
    73. Stages of Portfolio Development<br />Level 3<br /><ul><li>Selection/Reflection and Direction (each semester? End of year?)
    74. organized thematically (in web pages or wiki)
    75. Why did I choose these pieces? What am I most proud to highlight about my work?
    76. What do they show about my learning?
    77. What more can I learn (Goals for the Future)?
    78. Presentation (annually)</li></li></ul><li>Timeline<br />43<br />Level 1: Collection<br />Level 2: Collection + Reflection<br />Level 3: Selection + Presentation<br />
    79. How might an e-portfolio support development of personal knowledge, reflection, and metacognition?<br />knowledge for acting/doing<br />reflection in action<br />performance<br />context<br />forethought<br />self-reflection<br />knowledge for planning actions<br />and imagination<br />reflection for action<br />knowledge of self derived from doing<br />reflection on action<br />Norman Jackson<br />Higher Education Academy, U.K.<br />
    80. 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 <br />Captions/Journals<br />Goals<br />Change over Time<br />
    81. What are Effective Self-Regulation Processes?<br />Performance or Volitional Control<br />Processes that occur in action and affect attention and action<br />DURING<br />Forethought<br />Influential processes which precede efforts to act and set the stage for action.<br />BEFORE<br />Self-Reflection<br />Processes which occur after performance efforts and influence a person’s response to that experience<br />AFTER<br />Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.<br />
    82. Before<br />Goal setting increases self-efficacy and intrinsic interest<br />Task Analysis<br />Goal setting<br />Strategic Planning<br />Self-motivation beliefs increase commitment<br />Self-motivational beliefs:<br />Self-efficacy<br />Outcome expectations<br />Intrinsic interest/value<br />Goal Orientation <br />Forethought<br />Influential processes which precede efforts to act and set the stage for action.<br />GOALS<br />Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.<br />
    83. During<br />Self-control processes help learners to focus on tasks and optimize efforts<br />Self-instruction<br />Imagery<br />Attention focusing<br />Task Strategies<br />Self-observation allows learners to vary aspects of their performance<br />Self-recording<br />Self-experimentation<br />Performance or Volitional Control<br />Processes that occur action and affect attention and action<br />Captions<br />Journals<br />Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.<br />
    84. After<br />Self-Reflection<br />Processes which occur after performance efforts and influence a person’s response to that experience<br />Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability<br />Self-judgment<br />Self-evaluation<br />Casual attribution<br />Self-reaction<br />Self-satisfaction/affect<br />Adaptive-defensive response<br />Change over Time<br />Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.<br />
    85. Focus on ePortfolios for Teacher Professional Development & Student Lifelong Learning<br />
    86. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)<br />http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html<br />
    87. Knowing the learner (Self-awareness)<br /><ul><li>Understanding prior knowledge
    88. Motivation for and attitudes toward learning
    89. Help learners understand themselves
    90. See their growth over time</li></li></ul><li>Planning for learning (Self management)<br /><ul><li>Setting goals
    91. Develop a plan to achieve these goals</li></li></ul><li>Understanding how to learn (Meta-learning)<br /><ul><li>Awareness of learners to different approaches to learning
    92. Deep vs. Surface Learning, Rote vs. MeaningfulLearning
    93. Different Learning Styles
    94. Help learners recognize success
    95. Accommodate approaches that are not successful</li></li></ul><li>Evaluating learning (Self monitoring)<br /><ul><li>Systematic analysis oflearners’ performance
    96. Responsibility toconstruct meaning
    97. Be reflective & think critically
    98. Learners construct meaning,monitor learning, evaluate own outcomes</li></li></ul><li>Learner-Centered Philosophy<br /> "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)<br />
    99. Deep Learning<br /><ul><li>involves reflection,
    100. is developmental,
    101. is integrative,
    102. is self-directive, and
    103. is lifelong</li></ul>Cambridge (2004)<br />
    104. Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education to <br />store documents <br />reflect on learning<br />feedback for improvement <br />showcase achievements for accountability or employment<br />58<br />
    105. QUOTE<br /><ul><li>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</li></li></ul><li>Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />60<br />
    106. Social Learning<br />Interactivity!<br />61<br />
    107. Boundaries Blurring (between e-portfolios & social networks)<br />Structured Accountability Systems? or…<br />Lifelong interactive portfolios<br />Picasa<br />Mash-ups<br />Facebook<br />Flickr<br />blogs<br />YouTube<br />Ning<br />wikis<br />Twitter<br />62<br />
    108. Digital Archive (for Life) Supports Lifelong & Life-wide Learning<br />63<br />
    109. Some Basic Concepts<br />ePortfolio and social networking are both:<br />Process: Time and Effort - Journey<br />Product: The outcome - Destination<br />64<br />
    110. Processes<br />Social Networking<br />Connect(“Friending”)<br />Listen(Reading)<br />Respond(Commenting)<br />Share(linking/tagging)<br />Portfolio<br />Collection<br />Selection<br />Reflection<br />Direction/Goals<br />Presentation<br />Feedback<br />Technology <br />Archiving<br />Linking/Thinking<br />Digital Storytelling<br /> Collaborating<br /> Publishing<br />65<br />
    111. Discuss!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />66<br />
    112. Create a Professional Portfolio<br />Find the Intrinsic Motivation!<br />Apply the process to Student Learning!<br />
    113. Golden Circle <br />What?<br />How?<br />Why?<br />68<br />
    114. 69<br />Similarities in Process<br />Major differences:<br />extrinsic vs. <br />intrinsic motivation <br />Elements of True (Intrinsic) Motivation:<br />Autonomy<br />Mastery<br />Purpose<br />
    115. Pink’s Motivation Behavior<br />X <br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires (Grades?)<br />Type I – Intrinsic<br />Behavior is self-directed.<br />I <br />70<br />
    116. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
    117. Give users autonomy.
    118. Keep system as open as possible.</li></ul>- Clay Shirky<br />71<br />
    119. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br />72<br />http://www.flickr.com/photos/kenturamon/342946821/<br />
    120. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
    121. Sports? Games?
    122. Compliance vs. Personal Mastery
    123. Open Source movement (Wikipedia vs. Encarta)
    124. Make a contribution</li></ul>73<br />
    125. Mastery & ePortfolios (2)<br />ePortfolio:<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />74<br />
    126. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />75<br />
    127. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />76<br />
    128. Use ePortfolios to documentMASTERY<br />77<br />
    129. Purpose & ePortfolios<br /><ul><li>Relevance
    130. Big picture
    131. Engagement</li></ul>78<br />
    132. 79<br />Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
    133. What really matters in life?
    134. Discover or rediscover passion…
    135. Create a legacy…
    136. Turn careers into callings, success into significance…
    137. To make a difference…
    138. An ongoing, ageless framework for self-renewal</li></li></ul><li>More Conversation… Less Presentation<br /><ul><li>“Portfolios should be less about telling [presentation]
    139. and more about talking!”[conversation]” Julie Hughes, University of Wolverhampton
    140. …Because Conversation transforms!
    141. Involve your PLN/PLE* in your portfolio*Personal Learning Network*Personal Learning Environment</li></li></ul><li>Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
    142. Lifelong and Life Wide
    143. Increasingly Self-Directed
    144. Motivating and Engaging
    145. … and Online!</li></li></ul><li>Architecture of InteractionArchitecture of Participation (Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />(ePortfolio 2.0)<br />
    146. Successful ePortfolio Process:<br />Develop multimedia artifacts through Project-Based Learning (Wednesday) & Learning with Laptops (Thursday) <br />Engage students in reflection to facilitate deep learning through…<br />Digital storytelling (Friday)<br />Journal/Blog & Presentation Portfolio – Workspace + Showcase (Today!)<br />
    147. Portfolios help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    148. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />85<br />
    149. Convergence<br />
    150. Thank-a-Teacher Story<br />Coming Full Circle<br />
    151. A Reminder…<br />Reflection &Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />88<br />
    152. My Story<br />
    153. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />90<br />
    154. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />
    155. Creating a Professional Portfolio<br />Hands-On Activity Using GoogleApps<br />
    156. Websites with “how-to’s”<br />ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/<br />Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/<br />All linked from my website: http://electronicportfolios.org/<br />
    157. Google Sites ePortfolios<br />
    158. Process<br />Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?<br />Collection/Classification. What artifacts will you include in your portfolio? How will you classify these entries? (Level 1)<br />Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.” (Level 2)<br />Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. (Level 2)<br />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)<br />Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. (Level 3)<br />REPEAT for each learning activity or artifact.<br />
    159. Organize a Presentation Portfolio based on Themes<br />Use Pages in Blogger or WordPresshttp://blog.helenbarrett.org/<br />Use Google Siteshttp://sites.helenbarrett.net/portfolio/<br />
    160. Hands-on Activity #1: Google Sites<br />With your Google Account, activate a new Google Site asan ePortfolio.<br /><ul><li>Name your site:yournameportfolio (no spaces)
    161. More options:*
    162. Guess Captcha!
    163. Create Site</li></ul>*can be changed<br />
    164. Manage Site<br />Select More Actions – Manage Site<br />to change some of your Site Settings <br />
    165. Manage Site – General<br />Make Site name more appropriate<br />Establish consistent Site Categories so that you can search by category<br />
    166. Page Types in Google Sites<br />Web Page – create your own structure<br />Announcements – blog with RSS feeds<br />File Cabinet – upload files, organize in folders<br />List – simple flat-file data base<br />
    167. Explore Google Sites Capabilities for ePortfolio Requirements<br />File Cabinet page type to upload artifacts<br />Comments for feedback on pages or entries in Announcements page<br />Announcements page type (blog) with RSS feeds<br />List page type as data base<br />Subscribe to page or site changes<br />What’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html<br />
    168. Begin with a Working Portfolio<br />Adopt social networking strategies:<br />Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation<br />Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post <br />Collect digital copies of your work<br />Set up GoogleDocs account and upload Office Docs into one place<br />
    169. Hands-on Activity #1.1: Google Sites<br />Create the following pages:<br /><ul><li>Home (main page)
    170. About Me
    171. Journal (Announcements page type)OR Blogger (when available in GoogleApps)
    172. Themes (Competencies or Goals or Standards)
    173. Sub pages for each one</li></li></ul><li>Google Sites<br />Advantages<br />Free website builder<br />Easy-to-use <br />Flexibility and creativity in portfolio authoring. <br />Helps students build technology skills. <br />Automatically store pages online. <br />100 MB limit on uploaded attachments<br />Disadvantages<br />Set up own system for managing the feedback on student work.<br />Requires full time high speed Internet access. <br />
    174. Brainstorm<br />
    175. Create an inventory of your work<br />What themes emerge in your work?<br />
    176. Hands-on Activity: #2 GoogleDocs<br />Create a Document to describe your portfolio context and goals for either professionalor student e-portfolios.<br />Share your document with your neighbors<br />Collaboratively edit each others’ documents<br />Describe your assessment context, experience with ePortfolios, and experience with Web 2.0<br />What do you want to learn about e-portfolios? <br />
    177. GoogleDocs<br />Advantages<br />Documents, presentations or spreadsheets can be edited<br />Maintains a record of all revisions, with identity of author. <br />Interactivity is maintained through comments and co-authoring. <br />Easily embed presentations into blog. <br />Convert all documents to Microsoft Office or OpenOffice or PDF.<br />Disadvantages<br />Set up own system for managing the feedback on student work. <br />Requires full time high speed Internet access. <br />No attachments, only hyperlinks to documents.<br />
    178. Review Examples of Scaffolding for Reflection<br />http://sites.google.com/site/reflection4learning <br />
    179. Reflective Questions that tie the Past to the Future<br />
    180. Level 3 Self-Reflection<br />
    181. North Carolina Reflection Cycle<br />Self-Assessment: The Reflective Practitioner<br />
    182. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm<br />Select: What evidence/artifacts have you included?<br />Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:<br />Who was involved?<br />What were the circumstances, concerns, or issues?<br />When did the event occur?<br />Where did the event occur?<br />
    183. Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htm<br />Analyze: "digging deeper." <br /><ul><li> "Why" of the evidence or artifact
    184. "How" of its relationship to teaching practice</li></ul>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.<br />Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.<br />
    185. Reflection Prompt<br />Create a blog entry with a link to at least one of the GoogleDocs documents you created.<br />Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.<br />
    186. Share your Professional Portfolio with your PLN<br />Invite conversation and collaboration<br />
    187. More Learning Resources<br />http://mosep.org<br />MOre Self-Esteem with my ePortfolio (European Study & Tutorial)<br />
    188. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />

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