Coe nov 2010


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Presentation at Coe College, November 5, 2010

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  • Hi Dr. Barrett,
    This is great information. Who was the first folio keeper?
    We started a Social Portfolio Network for students of all major called I would love to get your feedback.


    Royce Rowan
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  • Adjectives to describe purpose
  • What is a portfolio? Some people think about their investments. But the dictionary provides this definition: a flat, portable case for carrying loose papers, drawings, etc. A portfolio in education is a purposeful collection of work that demonstrates efforts, progress and achievement in one or more areas over time. Portfolios in education have traditionally been collections of papers, often stored in a notebook or file folder.
  • Lifelong learning is understood as a cyclical process with four key pillars: e-portfolios can support them all.
    While the above pillars are of importance in any effective teaching and learning process, the main characteristic of lifelong learning is the reflective nature of the entire cycle. A portfolio provides the best environment for that reflection.
  • "Knowing the learner (Self awareness)" focuses on understanding the learner's prior knowledge, motivation for and attitudes towards learning. A portfolio can serve as a mirror, helping a learner understand themselves and see their growth over time.
  • "Planning for learning (Self management)" refers to the setting of goals and the development of a plan to achieve these goals. A portfolio can serve as a map for future learning.
  • "Understanding how to learn (Meta-learning)" describes the awareness that a learner has developed with respect to different approaches to learning (deep versus surface learning; rote versus meaningful learning) and different learning styles. Portfolios can contain different artifacts that can help learners recognize their successful learning strategies and become more aware of how to accommodate those learning approaches that are not as successful.
  • "Evaluating learning (Self monitoring)" refers to a systematic analysis of all aspects of the learner's performance. "Self monitoring is synonymous with responsibility to construct meaning ... [and] is very much associated with the ability to be reflective and think critically" Portfolios can include reflective journals where learners construct meaning, monitor their own learning, and evaluate their own outcomes. Some more advanced portfolio management systems allow learners to align artifacts to outcomes, goals or standards on a systematic basis, which could help find gaps in performance.
  • 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.
  • 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 in Formal Education: Exploring Personal and Professional Identity
    Building a Professional Online Brand.
  • This diagram of the components of an e-portfolio system was developed for an e-portfolio research report published in 2007 by Becta in the U.K. This diagram shows some major distinctions: between the collection of work (the archive of evidence) on the bottom, the various presentations of a subset of that work (what we think of as multiple portfolios, depending on purpose and audience) on the top and the various tools used to mediate the process, in the middle.
  • There are multiple purposes for ePortfolios, which has led to a lot of confusion. It reminds me of the famous poem of the six blind men from India touching an elephant. Each man touched a different part of the elephant and, not seeing the big picture, described the animal as a snake or a spear or a fan, etc. The same can be said for ePortfolios, as shown in the picture on the right. There is no single purpose for creating an ePortfolio. A portfolio can be created for each of those purposes.
  • I will be emphasizing this purpose for portfolio development.
  • My vision of portfolios is David Weinberger’s concept of the Internet as “small pieces, loosely joined.” This is a visual model that I created that showed the ePortfolio as a “mash-up”. Many of my artifacts are on my website. My digital stories are stored on my .Mac account, or could be stored on YouTube. I have a blog where I maintain my learning journal. I store my images on Picasa, another Google service. Other people use Flickr. I can put my bookmarks in del-icio,us, my podcasts on iTunes, my social network on MySpace or FaceBook. My presentation portfolio is comprised of my reflections and links to my artifacts that are spread all over the Internet.
  • 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
  • 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.
  • There is a difference between the building blocks of a Personal Learning Environment [PLE} often called the working portfolio, and a particular story that is told to a specific audience -- often called a presentation portfolio. The working portfolio is the repository or the digital archive of the artifacts. A working portfolio also includes a lot of personal information about a learner, and may also include a reflective journal, sometimes called a blog if it is stored online. The presentation portfolio is the narrative or the story that the portfolio tells. There may be multiple views, both private or public, for various audiences and for various purposes.
    With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system.
  • The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
  • Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.
  • How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!
    Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.
    [Erin’s story – Messiah – feedback immediate.]
  • The traditional portfolio literature identifies the processes shown in the left column. The value-added of technology shows in the right column. Social Networking is added in the middle. First, we have the collection process; with technology, that leads to creating a digital archive of the work. The second step involves selecting specific pieces or work from the collection to demonstrate a particular outcome, goal or standard. With technology, that process is done by creating a hyperlink to the documents in the archive. Some researchers have found that the process of hyperlinking may lead to higher levels of thinking about learning, or meta-cognitioin. The process of reflection helps the learner construct meaning from the work they have selected, and technology creates new models of storytelling to help with that meaning-making. Direction is setting goals for the future, and celebration is a formal exhibition before an audience, either real or virtual. Technology creates new opportunities for collaborating and publishing, especially with Web 2.0 tools. Social networks involve…
  • So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
  • “Portfolios should be less about telling and more about talking!” Julie Hughes, University of Wolverhampton
  • Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”
    Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios are essential for 21st Century Literacy.
  • According to Will Richardson, “Our job in education is to engage, deepen, and extend a student's passions and interests
    Thomas Friedman, in his book, The World is Flat, presents this formula: CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Innate Intelligence]
    Learners find their voice and passions through choice and personalization!
    A portfolio is a student’s Story of their own Learning. It’s Positive Digital Identity Development or Personal Online Branding – In my earlier research, some students called their ePortfolios, their “academic MySpace”
  • Not Digital Paper!
  • As I close my presentation, I want remind us that reflection and relationships are the “heart and soul: of a portfolio (and Social Networking)
    NOT the Technology!
  • My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan as we are preparing and nurturing today’s children to create and inspire tomorrow’s world!
  • I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!
  • Coe nov 2010

    1. 1. E-Portfolios in Higher Education: Engagement and Communication Dr. Helen Barrett November 5, 2010
    2. 2. Key Concepts • Definitions • Portfolios for Lifelong Learning • Balancing the 2 Faces of E-Portfolios • Identity Development • Online Professional Branding • Reflection, Motivation & Engagement • Digital Storytelling and Reflection
    3. 3. Legacy from the Portfolio Literature Much to learn from the literature on paper-based portfolios As adult learners, we have much to learn from how children approach portfolios “Everything I know about portfolios was confirmed working with a kindergartener”
    4. 4. The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of
    5. 5. The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
    6. 6. From the Preface (1) “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
    7. 7. From the Preface (2) “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
    8. 8. From the Preface (3) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
    9. 9. 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…
    10. 10. 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.
    11. 11. Portfolio One Word, Many Meanings
    12. 12. DEFINITIONS What is a Portfolio? Who was the first famous “folio” keeper?
    13. 13. What is a Portfolio? • Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. • Financial portfolio: document accumulation of fiscal capital • Educational portfolio: document development of human capital
    14. 14. What is a Portfolio in Education? A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas [over time]. (Northwest Evaluation Association, 1990)
    15. 15. +Electronic • digital artifacts organized online combining various media (audio/video/text/images)
    16. 16. 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
    17. 17. Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia)
    18. 18. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
    19. 19. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
    20. 20. Understanding how to learn (Meta-learning) • Awareness of learners to different approaches to learning • Deep vs. Surface Learning, Rote vs. Meaningful Learning • Different Learning Styles • Help learners recognize success • Accommodate approaches that are not successful
    21. 21. Evaluating learning (Self monitoring) • Systematic analysis of learners’ performance • Responsibility to construct meaning • Be reflective & think critically • Learners construct meaning, monitor learning, evaluate own outcomes
    22. 22. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
    23. 23. “Know Thyself” Temple at Delphi
    24. 24. Managing Oneself • “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” • New Purpose: Use ePortfolios for managing knowledge workers' career development • What are my strengths? • How do I perform? • What are my values? • Where do I belong? • What should I contribute? • Responsibility for Relationships • The Second Half of your Life Peter Drucker, (2005) Harvard Business Review
    25. 25. DEFINITIONS What is an electronic portfolio?
    26. 26. QUOTE  The e-portfolio is the central and common point for the student learning 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
    27. 27. Lifelong Context for ePortfolios
    28. 28. 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)
    29. 29. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • 346082.png
    30. 30. Multiple Purposes of E-Portfolios in Education –Learning/ Process/ Planning –Marketing/ Showcase/ Employment –Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
    31. 31. ePortfolio designs/strategies for different purposes  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
    32. 32. 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
    33. 33. 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
    34. 34. Two “Paradigms” of Assessment (Ewell, 2008) Assessment for Continuous Improvement Assessment for Accountability Strategic Dimensions: Purpose Stance Predominant Ethos Application Choices: Instrumentation Nature of Evidence Reference Points Communication of Results Uses of Results Formative (Improvement) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
    35. 35. Opportunity Cost • The alternative you give up when you make a decision… • The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?
    36. 36. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
    37. 37. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose
    38. 38. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose
    39. 39. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social LearningFaculty Time Involvement Complexity Purpose
    40. 40. ePortfolio designs/strategies for different purposes • Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection
    41. 41. Portfolio Learning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Experience Understanding FeelingReviewing Reflecting Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
    42. 42. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
    43. 43. 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
    44. 44. Digital Identity
    45. 45. Some Basic Concepts “ePortfolio is both process and product” Process: A series of events (time and effort) to produce a result - From Old French proces (“‘journey’”) Product: the outcome/results or “thinginess” of an activity/process - Destination
    46. 46. Balancing the 2 Faces of E-Portfolios
    47. 47. Types of E-Portfolio Implementation Working Portfolio – The Collection – The Digital Archive – Repository of Artifacts – Reflective Journal – 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
    48. 48. Structure of E-Portfolio Types • Portfolio as Process/ Workspace – Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences – Primary Purpose: Learning or Reflection – Reflection: immediate focus on artifact or learning experience • Portfolio as Product/ Showcase – Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences – Primary Purpose: Accountability or Employment or Showcase – Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
    49. 49. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
    50. 50. 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
    51. 51. Social networks • last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
    52. 52. 53 Processes Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
    53. 53. Think! Engagement Factors? Social networks? ePortfolios?
    54. 54. The Future? • Future of Personal Metadata in the cloud • World Economic Forum: potential impact on human capital development and economic implications. (Quite big picture!) • (Paul Kim, Stanford University) PrPl and PCB: a new e-portfolio environment in th
    55. 55. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice!
    56. 56. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
    57. 57. Do Your e-Portfolios have CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy
    58. 58. Voice 6+1 Trait® Definition • Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. •
    59. 59. Strategies for Helping Students Reflect • Interactive tools –Journals: Blogs & Wikis –ePortfolio tools with built-in reflection –Survey tools • Student self-expression –Digital Storytelling •
    60. 60. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
    61. 61. 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”
    62. 62. Digital Tools for Reflection Digital Storytelling and Engagement
    63. 63. 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)
    64. 64. Digital Storytelling Process • Create a 2-to-4 minute digital video clip –First person narrative [begins with a written script ~ 400 words] –Told in their own voice [record script] –Illustrated (mostly) by still images –Music track to add emotional tone
    65. 65. Norm – Montclair State •
    66. 66. 67 Reflection & Relationships • … the “Heart and Soul” of an ePortfolio… • NOT the Technology!
    67. 67. My Story - Choices • Or •
    68. 68. My Final Wish… • dynamic celebrations • stories of deep learning • across the lifespan
    69. 69. Dr. Helen Barrett • Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning • • •