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This presentation was my keynote address at the EIFEL ePortfolio 2009 conference

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  • Great job, Helen! :-)
    A lifelong portfolio in digital format can definitely contribute to connect and communicate with others' (identities) in unknown ways in formal education, informal learning and above all ... in the classical quest for self-knowledge.
    Exciting times coming with each new tool that opens up new possibilities. Thanks for sharing!
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  • Character: The combination of emotional, intellectual, and moral qualities that distinguishes an individual.
  • Many of us use the cloud, or cloud-based applications, without even being aware of it. Advances in computer science to ensure redundancy and protection from natural disasters have led to data being shared across many different hosting facilities. Improved infrastructure has made the cloud robust and reliable; as usage grows, the cloud is fundamentally changing our notions of computing and communication.
  • Part of a trend that began with simple innovations like personalized start pages, RSS aggregation, and customizable widgets, the personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it. Using a growing set of free and simple tools and applications, it is easy to create customized, personal web-based environments — a personal web — that explicitly supports one’s social, professional, learning and other activities via highly personalized windows to the networked world
  • Google Wave is a new model for communication and collaboration on the web, coming later this year.
  • The architecture of interaction, that is the foundation of Web 2.0, can also facilitate a pedagogy of interaction, through the use of those technologies to support interpersonal communication. There are also emerging technologies, such as Second Life, that create virtual environments that have untapped (and unresearched) potential for lifelong learning.
  • Below is a scenario for a lifelong, life wide approach to lifetime personal web space, electronic portfolios, online videos and digital stories.
  • As shown here, a "digital archive for life" can follow an individual from informal learning in the family (and the popular development of scrapbooks), into formal education and professional development, and serve as a "memory enhancer" as we reach our post-retirement years. But not with our current user interfaces!!
  • Families are the cornerstone of society and therefore should be the centerpiece of any record of human development. Every family could have a digital repository where they store all manner of digital records and memorabilia. This digital archive becomes the centerpiece of their storage of significant data about each family members’ growth and development.
  • When a new child is born, a family opens up a new space in their online family webspace to begin storing the important digital artifacts of this new life (a folder? A new tag?). Of course, there are the first pictures and videos of this new life, often created by grandparents present, or shared with grandparents who live far away. Many parents today already establish websites to celebrate the arrival of a new family member. This webspace provides a place to both store and catalog the treasured digital photos that many parents/grandparents now collect of their children as they grow, marking milestones in development.
  • There are two primary purposes for assessment in schools: formative and summative. E-Portfolios systems can be used to support both types.
  • Once a child reaches school age, there are even more opportunities for collecting digital documentation of development, only now in partnership with the school. Children bring many treasures home from school, created as part of their school activities. What happens to most of these artifacts? In many homes, they go into a box, stored for a future time when the importance will eventually fade, and they are often thrown out, or destroyed in the case of the rare fire or flood. Some teachers say that for some students, the work never leaves a student’s backpack (parents don’t know what to do with this work). Sometimes the favorite work takes up residence on the family’s refrigerator door (the most ubiquitous portfolio container in the home?)!
  • As children mature, they can take responsibility for storing and organizing their own work; they can develop different views of this work for different purposes, such as student-led conferences with parents and teachers. In addition to work created with paper and pencil (text and images), students can also capture process, through audio and video artifacts. These artifacts provide an opportunity for including student voice in their work, both literally and rhetorically.
  • “ More significantly the portfolio can be a vehicle for empowering students to take increasing responsibility for their own learning. It can assist with the development of student self esteem through providing a means for them to display work of which they are proud;”
  • At transition points, such as graduation from elementary school, middle school, or high school, a student might organize a summary document, with highlights from that educational experience, told in the students’ own voice, in a format that incorporates the design creativity that is available on their social networking site. An important component of that transition portfolio would be setting personal and academic goals for the future. There is some research and curriculum developed for the Washington Office of Public Instruction (2007), that shows personal goal-setting can increase academic achievement. A modified version of a shared goal-setting environment, similar to “43 Things” might provide opportunities for student networking about their goals. The widespread use of blogs also provide the space where individuals can reflect on their growth over time.
  • There are two primary purposes for assessment in schools: formative and summative. E-Portfolios systems can be used to support both types.
  • 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.
  • Portfolios in the workplace are less well-defined. Some professions are known to support portfolio development, such as those that involve producing a product, pieces of artwork, websites, pieces of music, etc. Portfolios have been used to accredit adult self-directed learning. Portfolios can be used in personnel evaluation activities. Adult learners with a lifelong personal digital collection have the raw materials to pull together stories of their independent learning activities.
  • 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)
  • Now we have come full circle in the life cycle. When young adults establish their own families, this digital archive continues to grow, merging data together when a new family is formed. The digital archive can hold digital photos, important digital video clips, and audio recordings. From this repository, individuals have the resources to construct autobiographical “legacy” stories or personal histories about their lives, preserving these stories for future generations. Joe Lambert, of the Center for Digital Storytelling, has stated that in the future, creating digital stories of personal experiences will the hobby of many people, especially as they reach retirement age [get exact quote]. The Association of Personal Historians has a mission of “saving lives, one story at a time.”
  • My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan.
  • I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!
  • Eifel2009keynote

    1. 1. Lifelong ePortfolios: Creating your Digital Self Dr. Helen Barrett Keynote Address ePortfolio 2009, London
    2. 2. Your Digital “Self” <ul><li>Self : An individual's awareness of what constitutes his or her essential nature and distinguishes him or her from all others. </li></ul><ul><li>Past (Memories/Stories) </li></ul><ul><li> Present (Competencies/Character*) </li></ul><ul><li> Future (Goals/Vision/Direction) </li></ul><ul><li>Identity : The set of behavioral or personal characteristics by which an individual is recognizable. </li></ul>Thesaurus.com * The combination of emotional, intellectual, and moral qualities that distinguishes an individual.
    3. 3. “ Self” terms as learning goals <ul><li>Self efficacy </li></ul><ul><li>Self knowledge </li></ul><ul><li>Self awareness </li></ul><ul><li>Self-directed </li></ul><ul><li>Self evaluation </li></ul><ul><li>Self-regulation </li></ul><ul><li>Self-educated </li></ul><ul><li>Self-improvement </li></ul><ul><li>Self defense </li></ul><ul><li>Self-sustaining </li></ul><ul><li>Self esteem </li></ul><ul><li>Self confidence </li></ul><ul><li>Self care </li></ul><ul><li>Self portrait </li></ul><ul><li>Self guided </li></ul><ul><li>Self expression </li></ul><ul><li>Self help </li></ul><ul><li>Self reliance </li></ul>
    4. 4. “ Know Thyself”
    5. 5. Trends in ePortfolio Development <ul><li>Personalized Learning </li></ul><ul><ul><li>‘ Choice’ and ‘Voice’ </li></ul></ul><ul><li>Self-Directed Learning </li></ul><ul><li>Reflective Practice </li></ul><ul><li>Constructing Deep Learning </li></ul><ul><li>Interactivity!!! </li></ul>
    6. 6. Technology & Reflection <ul><li>Two Themes across the Lifespan with ePortfolio Development </li></ul>
    7. 7. Technologies to Watch <ul><li>One year or less </li></ul><ul><ul><li>Mobiles </li></ul></ul><ul><ul><li>Cloud Computing </li></ul></ul><ul><li>Two to Three Years </li></ul><ul><ul><li>Geo-Everything </li></ul></ul><ul><ul><li>The Personal Web </li></ul></ul><ul><li>Four to Five Years </li></ul><ul><ul><li>Semantic-Aware Applications </li></ul></ul><ul><ul><li>Smart Objects </li></ul></ul>New Media Centers http://www.nmc.org/
    8. 8. Six technologies with the power to transform K-12 teaching and learning <ul><li>One year or less: </li></ul><ul><ul><li>collaborative environments </li></ul></ul><ul><ul><li>online communication tools </li></ul></ul><ul><li>Two to three years: </li></ul><ul><ul><li>mobile devices </li></ul></ul><ul><ul><li>cloud computing </li></ul></ul><ul><li>Four to five years: </li></ul><ul><ul><li>smart objects </li></ul></ul><ul><ul><li>the personal web </li></ul></ul>New Media Centers http://www.nmc.org/
    9. 9. Cloud Computing <ul><li>“ The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.” </li></ul><ul><li>disk storage and processing cycles a readily available, cheap commodity </li></ul><ul><li>thin-client, web-based applications for image editing, word processing, social networking, and media creation </li></ul><ul><li>More reliable than desktop storage </li></ul>The Horizon Report, 2009
    10. 10. The Personal Web <ul><li>… computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web . </li></ul>The Horizon Report, 2009
    11. 11. A Technology to Watch: <ul><li>Google Wave! </li></ul>http://wave.google.com/
    12. 12. What is a wave? <ul><li>A wave is equal parts conversation and document. People can communicate and work together with richly formatted text, photos, videos, maps, and more. </li></ul><ul><li>A wave is shared. Any participant can reply anywhere in the message, edit the content and add participants at any point in the process. Then playback lets anyone rewind the wave to see who said what and when. </li></ul><ul><li>A wave is live. With live transmission as you type, participants on a wave can have faster conversations, see edits and interact with extensions in real-time. </li></ul>
    13. 13. Architecture of Interaction Architecture of Participation (Web 2.0) <ul><li>allows a </li></ul><ul><li>Pedagogy of Interaction </li></ul><ul><li>(ePortfolio 2.0) </li></ul>
    14. 14. Reflection … is the “Heart and Soul” of a Portfolio… A Reminder…
    15. 15. Lifelong Life-Wide Scenario <ul><li>Lifelong, life-wide approach to: </li></ul><ul><li>Lifetime personal web space </li></ul><ul><li>Electronic portfolios </li></ul><ul><li>Online Videos </li></ul><ul><li>Digital Stories </li></ul>Scenario
    16. 16. Digital Archive (for Life) Supports Lifelong & Life-wide Learning
    17. 17. Informal Learning Scenario
    18. 18. Families are the Centerpiece Scenario
    19. 19. Early Childhood Portfolios Scenario
    20. 20. Cartoon Scenario “ Your life may be monitored and recorded for quality-control purposes.”
    21. 21. Early Childhood ePortfolio Emphasis <ul><li>Technologies : Digital images, audio and video plus parent (and grandparent!) involvement </li></ul><ul><li>Reflection in Early Childhood: Finding Voice and the Language of Reflection </li></ul>
    22. 22. Formal Education: Assessment Portfolio Systems <ul><li>Two approaches </li></ul><ul><li>Formative </li></ul><ul><li>Summative </li></ul>Scenario
    23. 23. Children enter school Scenario
    24. 24. Interview Format (Kindergarten)
    25. 25. Example - Victoria 2nd Grade Scenario
    26. 26. Tori’s Poem
    27. 27. Learning to Learn Portfolio Model Ian Fox, New Zealand
    28. 28. Middle Level (ages ~9~14) ePortfolio Emphasis <ul><li>Technologies : Blogs, Wikis, VoiceThread, GAMES! </li></ul><ul><li>Reflection in Middle Grades: Learning to Learn Portfolio Model </li></ul>
    29. 29. Social Learning How can we integrate ePortfolios with what we know about social learning and interactivity?
    30. 30. How can you leverage the technologies learners own? Accessibility from “net books” and home computers Connectivity with cell phones Audio (podcasts) and Video (digital stories)
    31. 31. Personalizing & Goal Setting Scenario
    32. 32. High School ePortfolio Emphasis <ul><li>Technologies : GoogleApps (Docs, Sites), Social Networking </li></ul><ul><li>Reflection in High School: Construction of Self, Planning for the Future </li></ul>
    33. 33. Formal Education: Assessment Portfolio Systems <ul><li>Two approaches </li></ul><ul><li>Formative </li></ul><ul><li>Summative </li></ul>Scenario
    34. 34. Multiple Purposes from Hidden Assumptions <ul><li>Showcase? </li></ul><ul><li>Assessment? </li></ul><ul><li>Reflection? </li></ul>http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
    35. 35. Balancing the 2 Faces of e-Portfolios
    36. 37. Less about telling More about talking ! <ul><li>- Julie Hughes, University of Wolverhampton </li></ul>Take advantage of Web 2.0 strategies in ePortfolio development
    37. 38. College Student ePortfolio Emphasis <ul><li>Technologies : Social Technologies, Online Productivity Tools, Online Audio & Video </li></ul><ul><li>Reflection in Higher Education: Demonstrating Competence, Personalizing Standards-Based Portfolios: Choice and Voice </li></ul>
    38. 39. Portfolios in the Work Place <ul><li>Lifelong Learning </li></ul><ul><li>Career Change </li></ul><ul><li>Accreditation of prior learning </li></ul><ul><li>Personnel Evaluation </li></ul><ul><li>Corporate & Community Portfolios </li></ul>Scenario for Professional Development
    39. 40. How is social networking impacting ePortfolio development? <ul><li>It is having a huge impact on our social and political world! </li></ul>
    40. 41. A New Cultural Wedge <ul><li>“ less calls, more web” mobile phones from 3 </li></ul><ul><li>Emphasis on social networking </li></ul><ul><li>Online versions of </li></ul><ul><ul><li>Novels </li></ul></ul><ul><ul><li>Videos </li></ul></ul><ul><ul><li>Comics </li></ul></ul><ul><ul><li>Portfolios? </li></ul></ul>
    41. 42. Professional ePortfolio Emphasis <ul><li>Technologies : Social Networks, Productivity Tools, Micro-Blogging (Twitter) and Second Life </li></ul><ul><li>Reflection on the Job: Sharing Experiences, Building a Community of Learners </li></ul>
    42. 43. Life Portfolio – planning for an extended midlife transition (50-90) <ul><li>An intentional combination of passions and pursuits </li></ul><ul><li>Envision new possibilities </li></ul><ul><li>Plan ahead – visualize a new life </li></ul><ul><li>Not “retirement” but “rewirement” </li></ul>Scenario
    43. 44. Portfolio Way of Thinking <ul><li>Careers have a shelf life; portfolios can be timeless (p.x) </li></ul><ul><li>… expands into a mindset that is ageless, in the broader sense of figuring out what really matters in life. (p.5) </li></ul><ul><li>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… </li></ul><ul><li>… portfolios become an ongoing, ageless framework for self-renewal </li></ul>
    44. 45. Quote <ul><li>“ 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 </li></ul>
    45. 46. Strategies for a Portfolio Life <ul><li>Tell the Story of Your Life: Narrative is a powerful tool for self-discovery </li></ul><ul><li>Accomplishments Leave Clues… and increase slf-esteem </li></ul><ul><li>Connect with Others -- Networking </li></ul><ul><li>Develop Your Goals: Goals Prepare us for Change… Goals Yield Purpose </li></ul><ul><li>Revise, Reflect, Rebalance </li></ul>
    46. 47. Over 50’s ePortfolio Emphasis <ul><li>Technologies : Digital Stories, Reflective Journal (blog), Social Networks </li></ul><ul><li>Reflection for Later Life: Building a Legacy, Generativity, Planning for a Meaningful Life beyond Work </li></ul>
    47. 48. Digital Stories - Legacies Scenario
    48. 49. “ Memex” – Memory Extender <ul><li>Cognitive Prosthesis </li></ul><ul><li>Memory Enhancement Research </li></ul><ul><li>Autobiographies (Family Legacy) </li></ul>Scenario
    49. 50. Personal digital equivalent of these movies: Scenario
    50. 51. Do Your e-Portfolios have VOICE? <ul><li>Individual Identity </li></ul><ul><li>Reflection </li></ul><ul><li>Meaning Making </li></ul><ul><li>21 st Century Literacy </li></ul><ul><li>“ When words are infused by the human voice, they come alive.” </li></ul><ul><li>- Maya Angelou </li></ul>
    51. 52. Move beyond text-only artifacts <ul><li>Encourage development of multimedia artifacts </li></ul><ul><li>Introduce alternative strategies for reflection </li></ul><ul><ul><li>Digital storytelling (audio & video) </li></ul></ul><ul><ul><li>Blogging (including Twitter) </li></ul></ul>
    52. 53. Wordle.net This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors. http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/
    53. 54. Nametags
    54. 55. New Google Sites invitation for collaborators <ul><li>Reflection for Learning http://sites.google.com/site/reflection4learning </li></ul><ul><li>e Portfolio Survey Instruments http://sites.google.com/site/eportfoliosurveys </li></ul><ul><li>Assessment for Learning http://sites.google.com/site/assessment4learning </li></ul><ul><li>CIC Websites due in the fall: Multimedia Records of Practice, Electronic Portfolios & Digital Storytelling </li></ul>
    55. 56. Google Groups to Join <ul><li>Researching Web2.0 Portfolios http://groups.google.com/group/web2eportfolios </li></ul><ul><li>Using Google Apps for ePortfolios in K-12 Education http://groups.google.com/group/k12eportfolios </li></ul><ul><li>What is Web 2.0? (online course) http://groups.google.com/group/what-is-web-2-0 </li></ul>
    56. 57. My Final Wish… <ul><li>May all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan. </li></ul>
    57. 58. Dr. Helen Barrett <ul><li>Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning </li></ul><ul><li>[email_address] </li></ul><ul><li>http://electronicportfolios.org/ </li></ul>