Electronic Portfolios in STEM What is an Electronic Portfolio? How can e-portfolios be used in STEM? Dr. Helen Barrett http://electronicportfolios.org STEMTech Conference November 1-2, 2010
Handout Side 1 Links to Resources referenced on this page: National Educational Technology Plan (USDOE)http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf Effective Practice withe-Portfolios(JISC in U.K.)http://www.jisc.ac.uk/effectivepracticeeportfolios This handout: http://www.scribd.com/doc/40206175/Eport-Definition
Portfolio One Word, Many Meanings
Who was the first famous “folio” keeper? Definitions
Definitions - World English Dictionary flat case, esp of leather, used for carrying maps, drawings, etc the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio such a case used for carrying ministerial or state papers the responsibilities or role of the head of a government department: the portfolio for foreign affairs Minister without portfolio a cabinet minister who is not responsible for any government department the complete investments held by an individual investor or by a financial a organization
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
Portfolio A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
Electronic digital artifacts organized online combining various media (audio/video/text/images)
The e-portfolio is the central and common point for the student learning 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
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
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
(Becta, 2007; JISC, 2008)
National Educational Technology Plan (2010) Learning Purpose Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
National Educational Technology Plan (2010) Assessment Purpose Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
Handout Side 2 Links to Resources referenced on this page Managing Oneself (Drucker)http://www.public.navy.mil/usff/Documents/managing_oneself.pdf Balancing the Two Faces of ePortfolios(Barrett)http://eft.educom.pt/index.php/eft/article/viewFile/161/102 Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning (Barrett)http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
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.”
New 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
(a suggested framework for organizing reflection in learning portfolio?)
Portfolio Careers Video: http://vimeo.com/15236162 Use e-portfolios to help students: explore their life purpose and goals explore their personal & professional identity build their professional online brand prepare for portfolio career/life
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
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
Creating e-portfolios with “free” GoogleApps (Education Edition) or WordPress/EduBlogs Storage = Google Docs Reflective Journal = Blogger or WordPress Presentation =Google Sites or WordPress pages
Portfolio Learning Experience Feeling Reviewing Recording Organizing Planning Publishing & Receiving Feedback Sharing & Collaborating Selecting Synthesizing Dialogue Reflecting Understanding Conceptualizing & Constructing Meaning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9
Lifelong Context for ePortfolios
Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice!
Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning email@example.com http://electronicportfolios.org/ http://www.slideshare.net/eportfolios
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
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?
ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
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
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 framework for 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 52