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E-portfolios in STEM



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  • Adjectives to describe purpose
  • 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.?
  • 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)
  • Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
  • I also want to look at
  • 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.
  • Who knows what this means?
  • 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?
  • “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.
  • 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. Electronic Portfolios in STEM
    What is an Electronic Portfolio?
    How can e-portfolios be used in STEM?
    Dr. Helen Barrett
    STEMTech Conference
    November 1-2, 2010
  • 2. Handout Side 1
    Links to Resources referenced on this page:
    National Educational Technology Plan (USDOE)
    Effective Practice withe-Portfolios(JISC in U.K.) 
    This handout:
  • 3. Portfolio
    One Word, Many Meanings
  • 4. Who was the first famous “folio” keeper?
  • 5. 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
  • 6. 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
  • 7. Portfolio
    A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
  • 8. Electronic
    digital artifacts organized online combining various media (audio/video/text/images)
  • 9. Processes
    Social Networking
    Digital Storytelling
  • 10. Boundaries Blurring (between e-portfolios & social networks)
    Structured Accountability Systems? or…
    Lifelong interactive portfolios
  • 11. QUOTE
    • 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
  • 12. E-Portfolio Components
    • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 13. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 14. Digital Repository
    (Becta, 2007; JISC, 2008)
  • 15. 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)
  • 16. 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)
  • 17. Handout Side 2
    Links to Resources referenced on this page
    Managing Oneself (Drucker) 
    Balancing the Two Faces of ePortfolios(Barrett) 
    Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning (Barrett) 
  • 18. 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.”
    • 19. New Purpose: Use ePortfolios for managing knowledge workers' career development
    • 20. What are my strengths?
    • 21. How do I perform?
    • 22. What are my values?
    • 23. Where do I belong?
    • 24. What should I contribute?
    • 25. Responsibility for Relationships
    • 26. The Second Half of your Life
    (a suggested framework for organizing reflection in learning portfolio?)
  • 27. Portfolio Careers
    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
  • 28. Some Basic Concepts
    • “ePortfoliois both process and product”
    • 29. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
    • 30. Product: the outcome/results or “thinginess” of an activity/process- Destination
    • 31. Wiktionary
  • Balancing the 2 Faces of E-Portfolios
  • 32.
  • 33. 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
  • 34. 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
  • 35. Level 1 – Collection in the Cloud
  • 36. Level 2: Primary Purpose: Learning/Reflection
  • 37. Level 3: Primary Purpose: Showcase/Accountability
  • 38. Temple at Delphi
    “Know Thyself”
  • 39. Self
    (i.e., Educators)
    (i.e., Employer/Clients)
    Assessment /Evaluation
    Progeny/ History?
  • 40. Portfolio Learning
    Recording Organizing Planning
    Publishing &
    Receiving Feedback
    Sharing &
    Selecting Synthesizing
    & Constructing Meaning
    Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)
    JISC, 2008, Effective Practice with e-Portfolios, p. 9
  • 41. Lifelong Context for ePortfolios
  • 42. Portfolios Can help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • 43. Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
  • 44. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
  • 45. Knowing the learner (Self-awareness)
    Understanding prior knowledge
    Motivation for and attitudes toward learning
    Help learners understand themselves
    See their growth over time
  • 46. Planning for learning (Self management)
    Setting goals
    Develop a plan to achieve these goals
  • 47. 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
  • 48. 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
  • 49. Portfolios in the Cloud
    Lifelong Portfolios maintained online
  • 50. Why Web 2.0?
    Access from Anywhere!
    Lifelong Skills!
    Mostly FREE!
    All you need is an <EMBED> Code
  • 51. Institutional Portfolios
    What happens when a learner leaves or transfers?
    Social networks
    Academic focus
    Institution’s server or online service
    Digital Archives
    and presentation portfolios
    Guidance portfolios
    Employment portfolios
    Institutional data
    Faculty-generated evaluation data
    Class portfolios
    Limited Time Frame
  • 52. 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
    Digital Archive & Blog
    Lifelong Web Space
    Institutional data
    Faculty-generated evaluation data
    Limited Time Frame
    Employment portfolio
  • 53. ePortfolio “Mash-up”
    Lifetime Personal Web Space
    ePortfolio “Mash-up”
    Small pieces, loosely joined
  • 54. 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
  • 55. Social networks
    last five years
    store documents and share experiences,
    showcase accomplishments,
    communicate and collaborate
    facilitate employment searches
  • 56. Think!
    Engagement Factors?
    Social networks?
  • 57. ePortfolios should be more Conversation
    than Presentation
    (or Checklist)
    Because Conversation transforms!
  • 58. What about Motivation?
    Why would a student want to put all that work into developing an ePortfolio?
  • 59. Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Meaning Making
    21st Century Literacy
  • 60. Life Portfolio – planning for an extended midlife transition (50-90)
    Passions and pursuits
    New possibilities
    Visualize a new life
    Not “retirement” but “rewirement”
  • 61. Portfolio Way of Thinking
    • Portfolios can be timeless
    • 62. What really matters in life?
    • 63. Discover or rediscover passion…
    • 64. Create a legacy…
    • 65. Turn careers into callings, success into significance…
    • 66. To make a difference…
    • 67. 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
  • 68. My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan