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Eifel2010

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Keynote presentation at EIFEL 2010, July 7, 2010.

Keynote presentation at EIFEL 2010, July 7, 2010.

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  • Process of Change
  • Drawn from the literature on Organizational Development
  • What is the readiness level of key stakeholders – both attitude and skill?What change management and project management processes do we need to put in place?
  • Most technology projects include two or more types of change. To support this change, different strategies, targets and tools may be needed, e.g.
  • The ePortfolio Community needs to pay attention to the OD Community: those professional who understand and facilitate Change.
  • Is this happening in your institution?
  • There are two skills that are needed across the lifespan with both ePortfolio Development and social networking: Technology and Reflection.
  • 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.?
  • Reflection = higher retention (SPU’s iTunesU videos)
  • Oregon in April, Colorado & Iowa yesterday.
  • iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
  • Just like Social NetworksRefer to my TEDxASB talk on YouTube
  • 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 says, “It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.” (p. 80-81) Pink identifies two types of Motivation Behavior: Type X Extrinsic, fueled by extrinsic rewards or desires. And Type I Intrinsic, where behavior is self-directed. I am on a campaign to make electronic portfolios a more intrinsically-motivated process.
  • 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 ChadHamady, 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)
  • Csíkszentmihályi popularized the concept of Flow as a feeling of energized focus. According to Wikipedia, it is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
  • We should use ePortfolios to document our MASTERY of skills and content. Showcase our Achievements! Share our Expertise!Support Personal & Professional Development!
  • 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
  • Here is a good question:
  • Because Purpose and Passion Co-Exist.
  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • 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!
  • Transcript

    • 1. Challenges for the Education/ePortfolioCommunity:Change!
      Keynote Address, July 7, 2010
      EIFeL Conference
      Dr. Helen Barrett
      http://slideshare.net/eportfolios
    • 2. Interactive ePortfolios
      A book under development
      “Using Web 2.0 to preserve memories, share stories of deep learning, document achievements, and envision the future”
    • 3. Tentative Contents
      Intro -“Why”- Purposes
      Reflection
      Assessment
      Web 2.0 Tools
      Planning & Change
      Balancing 2 Faces
      Lifelong ePortfolios
      Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional
      How-to’s- GoogleApps- WordPress
      Digital Storytelling in ePortfolios
    • 4. Roadmap for Change
      ePortfolios =complexCHANGErequiring a roadmap to:
      Assess need
      Plan
      Implement
      Evaluate
    • 5. Interconnected Systems
    • 6. What Type of Change?
      Developmental Change
      Increasing skills of staff and leadership. Improving the performance of a team or group. Improving the quality of services.
      Transitional Change
      Doing something differently. Dismantling the old way of doing things and putting into place the new, desired state.
      Transformational Change
      A fundamental shift in the way stakeholders views themselves and their world that results in changes in how they operate and interact with others.
    • 7. Roadmap for Leaders
    • 8. Roadmap – pt. 1-2
      Step 1: Prepare for Change
      Build a case for change
      Assess organization readiness for change
      Step 2: Develop a Change Strategy
      Consider different strategies for different types of change
      • Develop a Communications Strategy
    • Change Strategies, Target, Tools
    • 9. Roadmap pt. 3-4
      Step 3: Conduct a Needs Assessment
      Assess Current State
      Determine technical requirements
      Assess staff and other stakeholders’ skills and attitudes
      Conduct a risk analysis
      Step 4: Design Desired State/Outcome
      Confirm the old way is going away
      Assess the impact of the desired change on all aspects of the organization
      Gather and respond to feedback from key stakeholders
      Ensure managerial alignment and commitment to support the new state
    • 10. Roadmap Pt. 5-6
      Step 5: Develop an Implementation Plan
      Build a Project Plan
      Develop a Human Resource Plan
      Develop a Process for Monitoring and Evaluating
      Develop a Communications Plan
      Step 6: Implement the Change
      Implement the project action plan(s)
      Monitor and acknowledge progress toward milestones
      Monitor and manage risks
      Communicate with key stakeholders
    • 11. Roadmap pt. 7-8
      Step 7: Evaluate and Course Correct
      Monitor desired outcomes
      Make course corrections
      Evaluate impact to business, technology and human systems
      Capture “lessons learned” for future efforts
      Establish a process for continuous improvement
      Step 8: Celebrate and Integrate the New State 
      Declare and celebrate completion of the implementation phase
      Acknowledge and reward extra effort and achievements
      Share “lessons learned” with key stakeholders
      Reinforce desired state in performance reviews, policies and procedures
    • 12. 13
      Managing Complex Change graphic
    • 13. Change
      Vision
      Clarity of Multiple Purposes
      Skills
      Portfolio Processes
      Resources
      Time
      Incentives
      Intrinsic Motivation
      Action Plan
    • 14. Confusion
      Vision
    • 15. Golden Circle
      16
      What?
      How?
      Why?
    • 16. Multiple Purposes from Hidden Assumptions
      What are yours?
      • Showcase • Assessment • Learning •
      http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
    • 17. 1 paragraph!
      What is your “elevator Speech” describing your Vision for ePortfolios?
    • 18. A California School District K-12 Vision
      Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.
    • 19. One NYC school’s Vision
      An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.
    • 20. Anxiety
      Skills
    • 21. Two Skills across the Lifespan with ePortfolio Development and Social Networking
      Technology & Reflection
    • 22. Boundaries Blurring (between e-portfolios & social networks)
      Structured Accountability Systems? or…
      Lifelong interactive portfolios
      Picasa
      Mash-ups
      Facebook
      Flickr
      blogs
      YouTube
      Ning
      wikis
      Twitter
    • 23. Processes
      Technology
      Archiving
      Linking/Thinking
      Digital Storytelling
      Collaborating
      Publishing
      Portfolio
      Collecting
      Selecting
      Reflecting
      Directing
      Presenting
      Feedback
      Social Networks
      Connecting(“Friending”)
      Listening(Reading)
      Responding(Commenting)
      Sharing(linking/tagging)
    • 24. Dual Skill Development
      Students
      Collection/ Digitizing
      Selection/ Organizing
      Reflecting
      Goal-Setting
      Presentation
      Teacher/Faculty/Mentor
      Pedagogy – Facilitate portfolio processes
      Role of Reflection
      Assessment
      Model own Portfolio Learning
      + Technology Skills
    • 25. Reflection
      Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
      Based on Bloom’s Taxanomy (Revised)
    • 26. Frustration
      Resources
    • 27. Tools, Tools, Tools!
      Recommendations
      Commercial Vendors: keep up with current technology trends – interactivity & mobile!
      Institutions: Value student learning as much as data collection or accountability
      Schools: Recognize/incorporate students’ out-of-school technology experiences – Don’t block! Educate about Digital Citizenship!
      Web 2.0 Tool Providers: Don’t pull a “Ning”
    • 28. Groups
      Docs
      Video
      Sites
      Mail
      Calendar
      Wave
      Oregon, Colorado, Iowa
      States Adopt Google Apps for K-12 Schools
    • 29. Add-ons to Google Apps by Fall
      Additional Google Applications soon to be included inside GoogleApps Education domains:
    • 30. TIME
      Teachers’ biggest issue
    • 31. Integrate into everyday Activities
      Photos: Flickr by Kim Cofino
    • 32. Social Learning
      Interactivity!
    • 33. “everyday-ness”
      How can we make ePortfolio development
      a natural process integrated into
      everyday life with everyday tools?
      Lifelong and Life Wide Learning
    • 34. Mobile Phone Apps for ePortfolios
      Add: PebblePad & WordPress Apps
    • 35. iPad?
    • 36. XO-3
      One Laptop per Child
      Available in 2012 ~$100
      Android-based tablet
    • 37. Gradual Change
      Incentives
    • 38. Think!
      Engagement Factors?
      Social networks?
      ePortfolios?
      39
    • 39. Engagement!
    • Similarities in Process
      Major differences:
      extrinsic vs.
      intrinsic motivation
      Elements of True (Intrinsic) Motivation:
      Autonomy
      Mastery
      Purpose
    • 43. Pink’s Motivation Behavior
      X
      Type X - Extrinsic
      fueled more by extrinsic rewards or desires
      Type I – Intrinsic
      Behavior is self-directed.
      I
    • 44. Successful websites = Type I Approach
      People feel good about participating.
      Give users autonomy.
      Keep system as open as possible.
      - Clay Shirky
    • 45. Autonomy & ePortfolios
      Choice
      Voice
      Sharing
      Feedback
      Immediacy
      http://www.flickr.com/photos/kenturamon/342946821/
    • 46. Mastery & ePortfolios
      Exhilaration in Learning
      Sports? Games?
      Compliance vs. Personal Mastery
      Open Source movement (Wikipedia vs. Encarta)
      Make a contribution
    • 47. Mastery & ePortfolios (2)
      ePortfolio:
      Flow
      Showcasing Achievements
      Increased self-awareness and self-understanding
      “Only engagement can produce Mastery.” (Pink, 2009, p.111)
    • 48. FLOW
      a feeling of energized focus (Csíkszentmihályi)
      “Reach should exceed the Grasp”
    • 49. Use ePortfolios to documentMASTERY
    • 50. Purpose & ePortfolios
      Relevance
      Big picture
      Engagement
    • 51. Good Question…
    • 52. Because Purpose and Passion Co-Exist
    • 53. False Starts
      Action Plan
    • 54. Components of Action Plan
      Vision
      Skills needed
      Students
      Teachers/Faculty
      Resources needed
      Human Systems
      Technological Systems
      Incentives
      Leadership
      Prepare for Change
      Develop Change Strategy
      Needs Assessment
      Design Desired Outcome
      Implementation Plan
      Implement
      Evaluate and Course Correct
      Celebrate New Outcome
    • 55. Some Questions to Ask at Beginning:
      What is the context for ePortfolio development?
      What is the organization’s readiness for change?
      Who are the various stakeholders?
      What is the leadership’s commitment to the process?
      What is the vision for ePortfolios in the organization?
    • 56. Assessment
      Cautions
    • 57.
    • 58. Japanese
    • 59. Catalan
    • 60. Spanish
    • 61. Mandarin
    • 62. 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/compliance in ePortfolios over improvement/reflection and deep learning?
    • 63. Portfolios can help learners find their Voice…
      and explore their Purpose and Passions through Choice!
    • 64. ePortfolios should be more Conversation
      than Presentation
      (or Checklist)
      Because Conversation transforms!
    • 65. A Reminder…
      Reflection &Relationships
      … the “Heart and Soul” of a Portfolio… (and Social Networking)
      NOT the Technology!
    • 66. My Final Wish…
      dynamic celebrations
      stories of deep learning
      across the lifespan
    • 67. Dr. Helen Barrett
      Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
      eportfolios@gmail.com
      http://electronicportfolios.org/
      Twitter: @eportfolios
      http://slideshare.net/eportfolios

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