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)
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.
Essentially, industries, companies and people go through the 5 stages of: 1) heh, this is cool, 2) yeah, we all think this cool, 3) woah, we were sold down the river, 4) no, come to think of it, used in the right way, this can be good and finally 5) this has become part of what we do."
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.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)
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.]
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?
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.?
“Portfolios should be less about tellingand 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.
There are many similarities between these two processes; the major differences are often in extrinsic vs. intrinsic motivation Dan Pink describes the essential elements of true (intrinsic) motivation in his new book, Drive, the concepts of autonomy, mastery, and purpose.
Pink quotes Internet scholar Clay Shirky ...the most successful websites and electronic forums have a certain Type I approach [to motivation] in their DNA. They're designed-often explicitly--to tap into intrinsic motivation. You can do the same with your online presences if you listen to Shirky and: Create an environment that makes people feel good about participating.Give users autonomy.Keep the system as open as possible. That’s also good advice for developing ePortfolios.
The urge for Self-Direction is basic human need.It is a Natural state to be Active and EngagedePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networksChoiceVoiceSharing and FeedbackImmediacy
According to a tweet I read from Chad Hamady, True Mastery NOT possible without FUN! (Chad Hamady @chamady Twitter, January 16, 2010)There is an inherent exhilaration in Learning “It’s fun to get better at something!” – Why do we play Sports and Games?Is it for Compliance or Personal MasteryLook to the Open Source movement (popularity of Wikipedia vs. the demise of Microsoft’s Encarta) – Authors and programmers look for Challenge and Improvement – To make a contribution to the greater good
In their spare time, people gravitate toward activities where they gain masteryePortfolio Implementation should adopt the motivating characteristics of mastery found in social networksFlow, Showcasing Achievements, Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)
Pink’s third concept is Purpose. All of us want to be part of something larger than ourselvesWhen people learn, they want to know the relevance of what they are learningThe more people understand the big picture, the more they will be engaged
This book, Portfolio Life, is aimed at those of us who are planning for an extended midlife transition, which starts around age 50. It is that time in our lives after the empty nest and before infirmity. A Portfolio Life involves an intentional combination of passions and pursuits, Of Envisioning new possibilities – It is our opportunity to Plan ahead – visualize a new life, to leave a legacy. Erikson calls it Generativity.We’re not facing “retirement” but “rewirement”To quote Corbett, “ Portfolio responds to a calling that is knit into the fabric of our very being. It is about what our motivations are, what makes us feel most alive. Portfolio development is what our true work should be, for it’s where our deep gifts, and our gladness, meet the needs of the world.” (p. 43)
Corbett goes on to say, “A portfolio is, literally, a balanced collection of holdings related to one person, such as financial assets, job responsibilities, artistic works, and accomplishments. It’s something portable, something you carry with you. The portfolio represents the whole. It represents what you have or have done as an expression of who you are.” (p.4) There is a portfolio way of thinking:Careers have a shelf life; portfolios can be timeless (p.x)… expands into a mindset that is ageless, in the broader sense of figuring out what really matters in life. (p.5) In the zone between total career mode and total retirement, many want to discover or rediscover their passion… create a legacy… turn careers into callings, success into significance… to make a difference… …portfolios become an ongoing, ageless framework for self-renewal
Here are some strategies for a portfolio life: Tell the Story of Your Life: Narrative is a powerful tool for self-discoveryAccomplishments Leave Clues… and increase self-esteemConnect with Others -- NetworkDevelop Your Goals: Goals Prepare us for Change… Goals Yield PurposeIt is a time to Revise, Reflect, Rebalance
1. Definitions<br />What is an ePortfolio?<br />
2. Lifelong Context for ePortfolios<br />
3. 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 />
4. What is a Portfolio in Education?<br />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].<br /> (Northwest Evaluation Association, 1990)<br />
5. 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>E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
6. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
7. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
8. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase/ Employment <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
9. What disciplines are best suited for employment portfolios ?<br />Fields requiring demonstrations of competency (welders, cosmetology, carpentry) (Mostly visual)<br />Professional Education: Teachers, Nurses, Doctors, Allied Health, Scientists<br />Technology: web design, multimedia development, game developers, architects<br />Performance/Art: artists, dancers, musicians, (mostly video/audio)<br />Composition/Writers: advertising, journalism<br />
10. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
11. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
12. Product: the outcome/results or “thinginess” of an activity/process- Destination
13. Wiktionary</li></li></ul><li>Balancing the 2 Faces of E-Portfolios<br />
14. 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 />
16. 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 />
17. Knowing the learner (Self-awareness)<br />Understanding prior knowledge<br />Motivation for and attitudes toward learning<br />Help learners understand themselves<br />See their growth over time<br />
18. Planning for learning (Self management)<br />Setting goals<br />Develop a plan to achieve these goals<br />
19. Understanding how to learn (Meta-learning)<br />Awareness of learners to different approaches to learning<br />Deep vs. Surface Learning, Rote vs. Meaningful Learning<br />Different Learning Styles<br />Help learners recognize success<br />Accommodate approaches that are not successful<br />
20. Evaluating learning (Self monitoring)<br />Systematic analysis of learners’ performance<br />Responsibility to construct meaning<br />Be reflective & think critically<br />Learners construct meaning, monitor learning, evaluate own outcomes<br />
21. Questions? Comments?<br />
22. Portfolios in the Cloud<br />Lifelong Portfolios maintained online<br />
24. Why Web 2.0?<br />Access from Anywhere!<br />Interactivity!<br />Engagement!<br />Lifelong Skills!<br />Mostly FREE!<br />All you need is an <EMBED> Code <br />
25. Institutional Portfolios<br />What happens when a learner leaves or transfers?<br />Social networks<br />Academic focus<br />Institution’s server or online service<br />Blogs<br />Learners’<br />Digital Archives<br />and presentation portfolios<br />Guidance portfolios<br />Employment portfolios<br />Institutional data<br />Faculty-generated evaluation data<br />Class portfolios<br />Limited Time Frame<br />
26. Separate Systems Learner-Centered<br />Learners maintain collection across the lifespan, institutions maintain evaluation data & links<br />Life-wide focus<br />Social networks<br />Guidance portfolio<br />Institution’s Server or Service & Purposes<br />Class portfolio<br />hyperlinks<br />Learners’ <br />Digital Archive & Blog<br />Learner-owned<br />Lifelong Web Space<br />Institutional data<br />Faculty-generated evaluation data<br />Limited Time Frame<br />Employment portfolio<br />Meta-tags<br />
27. ePortfolio “Mash-up”<br />Lifetime Personal Web Space<br />ePortfolio “Mash-up” <br />Small pieces, loosely joined<br />
28. 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 />
29. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />
52. How do you motivate students to develop ePortfolios?<br />Discussion<br />
53. Portfolio Life<br />What about OUR ePortfolios?<br />
54. Life Portfolio – planning for an extended midlife transition (50-90)<br />Passions and pursuits<br />New possibilities<br />Visualize a new life<br />Not “retirement” but “rewirement”<br />
55. Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
56. What really matters in life?
57. Discover or rediscover passion…
58. Create a legacy…
59. Turn careers into callings, success into significance…
60. To make a difference…
61. An ongoing, ageless frameworkfor self-renewal</li></li></ul><li>Strategies for a Portfolio Life<br />Tell the Story of Your Life<br />Accomplishments Leave Clues… + self-esteem<br />Connect with Others -- Network<br />Develop Your Goals… Change… Goals -- Purpose<br />Revise, Reflect, Rebalance<br />Story<br />Share<br />Goals<br />
62. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />49<br />
63. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />email@example.com<br />http://electronicportfolios.org/<br />http://www.slideshare.net/eportfolios<br />