E port California

Definitions
What is an ePortfolio?

Lifelong Context for ePortfolios

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/worker’s] efforts, progress and achievements in one ormore areas[over time].
(Northwest Evaluation Association, 1990)

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

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

What disciplines are best suited for employment portfolios ?
Fields requiring demonstrations of competency (welders, cosmetology, carpentry) (Mostly visual)
Professional Education: Teachers, Nurses, Doctors, Allied Health, Scientists
Technology: web design, multimedia development, game developers, architects
Performance/Art: artists, dancers, musicians, (mostly video/audio)
Composition/Writers: advertising, journalism

Some Basic Concepts
“ePortfoliois 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
Wiktionary

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

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

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

Questions? Comments?

Portfolios in the Cloud
Lifelong Portfolios maintained online

Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED> Code

Institutional Portfolios
What happens when a learner leaves or transfers?
Social networks
Academic focus
Institution’s server or online service
Blogs
Learners’
Digital Archives
and presentation portfolios
Guidance portfolios
Employment portfolios
Institutional data
Faculty-generated evaluation data
Class portfolios
Limited Time Frame

Separate Systems Learner-Centered
Learners maintain collection across the lifespan, institutions maintain evaluation data & links
Life-wide focus
Social networks
Guidance portfolio
Institution’s Server or Service & Purposes
Class portfolio
hyperlinks
Learners’
Digital Archive & Blog
Learner-owned
Lifelong Web Space
Institutional data
Faculty-generated evaluation data
Limited Time Frame
Employment portfolio
Meta-tags

ePortfolio “Mash-up”
Lifetime Personal Web Space
ePortfolio “Mash-up”
Small pieces, loosely joined

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

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

Think!
Engagement Factors?
Social networks?
ePortfolios?

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
28

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

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

ePortfolios should be more Conversation
than Presentation
(or Checklist)
Because Conversation transforms!

Creating an ePortfolio with GoogleApps or WordPress
Storage = Google Docs
Reflective Journal = Blogger or WordPress
Presentation =Google Sites

Level 1 – Collection in the Cloud

Level 2: Primary Purpose: Learning/Reflection

Level 3: Primary Purpose: Showcase/Accountability

What about Motivation?
Why would a student want to put all that work into developing an ePortfolio?

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

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

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

Autonomy & ePortfolios
Choice
Voice
Sharing
Feedback
Immediacy
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

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

Purpose & ePortfolios
Relevance
Big picture
Engagement

How do you motivate students to develop ePortfolios?
Discussion

Portfolio Life
What about OUR ePortfolios?

Life Portfolio – planning for an extended midlife transition (50-90)
Passions and pursuits
New possibilities
Visualize a new life
Not “retirement” but “rewirement”

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 frameworkfor self-renewal

Strategies for a Portfolio Life
Tell the Story of Your Life
Accomplishments Leave Clues… + self-esteem
Connect with Others -- Network
Develop Your Goals… Change… Goals -- Purpose
Revise, Reflect, Rebalance
Story
Share
Goals

My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
49

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

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E port California

by Helen Barrett on Oct 11, 2010

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E port California — Presentation Transcript