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Eifel2011 monam web2


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This is a draft of the presentation for July 11, 2011.

This is a draft of the presentation for July 11, 2011.

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  • Adjectives to describe purpose
  • 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.]
  • 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.?
  • 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 in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
  • 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.
  • Reflection = higher retention (SPU’s iTunesU videos)
  • In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • Japanese!
  • We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
  • Common Tools vs. Proprietary systems
  • I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”:
  • Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Level 2Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
  • Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
  • Level 3Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)
  • BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)
  • Transcript

    • 1. Building your E-Portfolio: Web 2.0 and social networking tools (plus mobiles)
      Dr. Helen Barrett
      EIFEL Conference
      July 11, 2011
      Hashtag: #eportfolios
      Account: @eportfolios
    • 2. Key Concepts in Workshop
      What? Context & Definitions
      Why? Purpose
      Identity Development
      Online Branding
      How? Tools
      Web 2.0 Tools
      Mobile Devices
      Q & A
    • 3. What are Interactive Portfolios?
      Portfolios using Web 2.0 tools to:
      • reflect on learning in multiple formats
      • 4. showcase work online to multiple audiences
      • 5. dialogue about learning artifacts/reflections
      • 6. provide feedback to improve learning
    • Golden Circle
    • 7. Audio • Video • Text • Images
      Digital Repository
      Electronic Portfolio
      Social Networks
      Reflective Journal
    • 8. Responsibilities
      Specialty Case
      One Word,
      Many Meanings
      Art Work
      Collection of Artifacts
    • 9. Who was the first famous “folio” keeper?
    • 10. Leonardo da Vinci’s Folio
    • 11. 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
    • 12. +Electronic
      digital artifacts organized online combining various media (audio/video/text/images)
    • 13. 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
    • 14. Social networks
      last five years
      store documents and share experiences,
      showcase accomplishments,
      communicate and collaborate
      facilitate employment searches
    • 15. Boundaries Blurring (between e-portfolios & social networks)
      Structured Accountability Systems? or…
      Lifelong interactive portfolios
    • 16. Process/Product
      • ePortfoliois both process and product”
      • 17. Process: A series of events (time and effort) to produce a result- From Old French procesJourney
      • 18. Product: the outcome/results or “thinginess” of an activity/processDestination
      • 19. Wiktionary
      Portfolio as Workspace
      Portfolio as Showcase
    • 20. Processes
      Social Networking
      Digital Storytelling
    • 21.
    • 22. Discuss!
      What are the Engagement Factors in Social networks?
      How can we build those factors into e-portfolios?
    • 23. E-Portfolio Components
      • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
      • 24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
      • 25. Digital Repository
      (Becta, 2007; JISC, 2008)
    • 26. WHY?
    • 27. Lifelong Context for ePortfolios
    • 28. Multiple Purposes from Hidden Assumptions
      What are yours?
      • Showcase • Assessment • Learning •
    • 29. Digital Identity
      Creating a positive digital footprint
    • 30. 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
    • 31. Passion and Self-Directed Learning
      Lisa Nielsen’s “The Innovative Educator” blog entries:
      Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)
      10 Ways Technology Supports21st Century Learners in Being Self Directed
    • 32. “Know Thyself”
      Temple at Delphi
    • 33. Managing Oneself
      Peter Drucker, (2005) Harvard Business Review
      “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
      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
    • 34. Reflection
      Based on Bloom’s Taxonomy (Revised)
    • 35. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008.
      Web Sites
      Blog Pages
    • 36. Deep Learning
      involves reflection,
      is developmental,
      is integrative,
      is self-directive, and
      is lifelong
      Cambridge (2004)
    • 37. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull
    • 38. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull
      Have an experience
      Reflect on the experience
      Try out what you have learned
      Learn from the experience
    • 39. “metacognition lies at the root of all learning”
      “…self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals…”
      James Zull (2011) From Brain to Mind:Using Neuroscience to Guide Change in Education (Stylus Publishers)
    • 40. Action -> Discovery -> Joy
      Action and Exploration lead to Discovery
      Discovery leads to Joy
      “The ultimate outcome of the journey is to understand our own understanding.” (p.15)(metacognition)
      “Emotional links generate motivation… The brain rewards itself with joy.” (p.17)
      Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education. Stylus Publishing
    • 41. HOW?
      “Telling My Story”
      Digital Storytelling
      Reflective Journal
      “Capture the Moment”
      E-Portfolios in
      Multimedia Artifacts
    • 42. Balancing the Two Faces of E-Portfolios
      Presentation Portfolio(s)
      Working Portfolio
      Digital Archive (Repository of Artifacts)
      Collaboration Space
      Reflective Journal
      Portfolio as Process
      The “Story” or Narrative
      Multiple Views (public/private)
      Varied Audiences & Purposes
      Portfolio as Product
    • 43.
    • 44. Japanese
    • 45. Structure of E-Portfolio Types
      Portfolio as Process/ Workspace
      Organization: Chronological – 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)
    • 46.
    • 47. Tools?
      Expressive vs. Structured Models
      Purpose Drives Choice
    • 48. Is the Future ofe-Portfolio Development in your pocket?
      “Capture the Moment” with iOS, Android devices
    • 49. Categories of Tools
    • 50. Matching Portfolio Purpose to Portfolio Tools
    • 51. Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation
    • 52. Mobile Year in Review 2010
    • 53. Capture the Moment with Mobile Phones
      SMS messages
      Twitter posts
      Facebook updates
    • 54. Why Mobile is a Must
      Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.
      The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry.
      -- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal
    • 55. Posted on ePortfolio Conversations Google Group:
      Question: How to collect evidence of informal learning rather than formal education.
      Response: "Start with SMS [on mobile phones] - it’s the morse codeof the presentgeneration...and it works.”
    • 56. What functions can be achieved with mobile phones for each of these processes?
      Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video
      Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories
      Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement
      Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement
      Collaborating - learning is a social activity - technology provides new forms of collaboration
      Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
    • 57. Mobile Web is becoming the Personal Learning Environment of the “Net Generation”
      Learning that is…
      • Social and Participatory
      • 58. Lifelong and Life Wide
      • 59. Increasingly Self-Directed
      • 60. Motivating and Engaging
      • 61. … and Online all the time!
    • 62. Speak-to-Tweet bought by Google, January 25, 2011
    • 63. Twittermicro-blogging
      “tiny bursts of learning”
    • 64. Level 1 Workspace: Collection in the Cloud
    • 65. With iOS (iPod Touch, iPhone, iPad)
      Text Images Audio Video
      Capture the Moment
    • 66. Integrate file storage with computer and website
      Hyperlink to files in Public folder!
      Try it!
    • 67. Dropbox Apps
      Records audio (.m4a) and sends it directly to your Dropbox account
      Creates plain text file (.txt) and saves directly to Dropbox account. Can create folders.
    • 68. Dragon Dictation
      Voice recognition
      Share in many ways
    • 69. Level 2 Workspace: Learning/Reflection
    • 70. Blogging* by eMail*the act of sharing yourself
      Set up account on website
      Send email to:
      iPhone App
      Call in your posts for audio post to blog
      Cross-post to Facebook & Twitter
      Just email to
      iPhone App
      Cross-post to Facebook & Twitter
    • 71. Reflection with WordPress App
    • 72. Post to from Mobile Phones
      Send email to pre-arranged email address
      Use BlogPressiOS app ($2.99)
      Set up Blogger Mobile and send SMS
    • 73. EvernoteOne Account, Many Devices
      Capture Anything
      Access Anywhere
      Find Things Fast
      Capture something in one place -- access it from another
      Web page access
      Emailing your memories
      Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.
    • 74. Evernote
      All in one recording/saving to Evernote Account (email address)
      Grades 3-5, Trillium Charter School, Portland (see my blog)
      iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
    • 75. Case Study: Grades 3-5
      Trillium Charter School, Portland, OR
      iPod Touch 4
    • 76. Showcase
      Level 3: Primary Purpose: Showcase/Accountability
    • 77. Web Authoring Tools that can be “branded” with your own domain (annually) ($40) ($100) ($100) ($10+) ($144+) ($12-$17)
    • 78. Why?
      Integrated EcoSystem
      Single Sign-On
      Walled Garden
    • 79. Creating an ePortfolio with GoogleApps
      Storage = Google Docs
      Reflective Journal = Blogger or Google Sites Announcements page type
      Presentation =Google Sites
    • 80. Mobile Phone Apps for E-Portfolios
      U.K. Metacognitives
      • Mahara
      PortfolioUP(more tools under development in N.Z)
      U Minnesota Duluth OSPI
    • 81. iPhone App for PebblePad (U.K.)
    • 82. More PebblePad Screens
    • 83. Learning is a Conversation!
      E-portfolios should be more Conversation
      than Presentation
      Because Conversation transforms!
    • 84. Help students find
      their Purpose and Passion
      through Reflection &
      Goal-Setting in
      E-Portfolio Development
    • 85. Social Learning
    • 86. Examples
      Online Portfolios & Blogs
    • 87. Student examples
      Hunter Park Kindergarten & Abigail's E-Profile (NZ) – Blogger
      Kim Cofino’s 6th graders (Japan) - Blogger
      Pt. England School (NZ) - Blogger
      Ryan’s Senior Project (US) – Google Sites
      My Google Sites Presentation Portfolio
    • 88. REAL*
      for K-12Teachers
      Assessment for
    • 89. Initial Online Courses Planned
      Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)
      Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)
      Add Voice to E-Portfolios with Digital Storytelling
      Create Your Professional Portfolio (tool neutral)
    • 90. My Final Wish…
      Your e-portfolios become dynamic celebrations & stories of deep learningacross the lifespan.
      Thank You!
    • 91. Dr. Helen Barrett
      Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
      Founding FacultyREAL*ePortfolio Academy for K-12 Teachers
      *Reflection, Engagement, Assessment for Learning
      Twitter: @eportfolios