Generic e portfolios


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Presentation for Trillium Lakelands District School Board, Ontario, Canada, on March 5, 2012.

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  • Adjectives to describe purpose
  • 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 portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • Common Tools vs. Proprietary systems
  • Common Tools vs. Proprietary systems
  • Common Tools vs. Proprietary systems
  • Common Tools vs. Proprietary systems
  • Common Tools vs. Proprietary systems
  • Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.
  • 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 can showcase 21st Century Literacy.
  • Generic e portfolios

    1. 1. Supporting Reflection in ePortfolios University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) Dr. Helen Barrett New England College (adjunct) International Researcher & Consultant Twitter: @eportfolios Founder, REAL ePortfolio Academy
    2. 2. Resources• (my slides)•• ection.html• ng/• Twitter hashtag: #eportfolios
    3. 3. Golden Circle What? How? Why? 3
    4. 4. WHAT?
    5. 5. specialty case responsibilities Portfolio One Word, Many Meaningsart work collection of artifacts investments
    6. 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. 7. Who was the first famous “folio” keeper?DEFINITIONS
    8. 8. Leonardo da Vinci’s Folio
    9. 9. +Electronic• digital artifacts organized online combining various media (audio/video/text/images)
    10. 10. WHY?
    11. 11. Help students findtheir Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
    12. 12. 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
    13. 13. “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
    14. 14. Brain-Based Learning (Zull) &Experiential Learning Model (Kolb)
    15. 15. Experiential Learning Model Lewin/Kolb with adaptations by Moon and ZullPractice Have an experienceTry out what you Reflect on the experiencehave learned Metacognition Learn from the experience
    16. 16.
    17. 17. Single & Double Loop Learning Reflecting
    18. 18. Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning throughelectronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008.
    19. 19. Learning/Reflection Cycle blog Why? (double-loop learning)Now What?What? So What? website
    20. 20.
    21. 21. HOW?
    22. 22. Digital Tools? Expressive vs.Structured Models
    23. 23. E-Portfolio Components < 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 < Digital Repository(Becta, 2007; JISC, 2008)
    24. 24. What functions can be achieved 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
    25. 25. Planning Doing Planning & Setting Goals Giving & Receiving Feedback Reflecting
    26. 26. Reflection with WordPress
    27. 27. Blogging* by eMail *the act of sharing yourselfTumblr Posterous• Set up account on website • Just email to• Send email to: • iPhone App• iPhone App • Cross-post to Facebook&• Call in your posts for audio Twitter post to blog• Cross-post to Facebook& Twitter
    28. 28. With iOS(iPod Touch,iPhone, iPad) TextImages CAPTURE THE MOMENT Audio Video Doing
    29. 29. Capture Store Online Capture VoiceImages &Video Storage Capturing & Storing Evidence Google Drive?Google Docs DropBox
    30. 30. ePortfolio Tools &Web/Blog Pages CollaboratingDoing Reflecting Reflecting
    31. 31. Online Video Editing Web 2.0 Sites Presenting to an AudienceShare Online Reflecting Create Videos Create Presentations
    32. 32. Presenting to an AudienceKeynote Google Sites
    33. 33. Presenting to an AudiencePrezi Viewer
    34. 34. Video Editing
    35. 35. Digital Toolsfor ReflectionReflective Journals (Blogs)Digital Storytelling and Engagement
    36. 36. Portfolio as Story"A portfolio tells a story.It is the story of knowing. Knowing aboutthings... Knowing oneself... Knowing anaudience... Portfolios are students ownstories of what they know, why theybelieve they know it, and why othersshould be of the same opinion.”(Paulson & Paulson, 1991, p.2)
    37. 37. Do Your E-Portfolios have CHOICE and VOICE?• Individual Identity• Reflection• Meaning Making• 21 st Century Literacy• Digital Story of Deep Learning
    38. 38. Convergence
    39. 39. Digital Storytelling Process• Create a 2-to-4 minute digital video clip – First person narrative [begins with a written script ~ 400 words] – Told in their own voice [record script] – Illustrated (mostly) by still images – Music track to add emotional tone
    40. 40. 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  Wiktionary
    41. 41. Balancing the Two Faces of ePortfoliosProcess Product Story of Documentation Learning of AchievementWorkspace Showcase
    42. 42.
    43. 43. 1. Purpose• Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio? In this example, steps 2-4 represent an iterative process, using a blog to provide formative feedback on student work on a regular basis.
    44. 44. Students Reflect - Before– Students: Create a blog page to use as a reflective journal. Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.– Teachers: Set up templates for student work, if appropriate.
– Students: Set personal goals for learning (reflection “in the future tense”).
    45. 45. 2. Collection/Classification• What artifacts will you include in your portfolio? How will you classify these entries?• Students: convert all attached artifacts into web-compatible formats (JPEG or PDF)
    46. 46. 3. Reflection.• Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action." 

    47. 47. Students Reflect – During– Dr. Barretts Google Site on Reflection for Learning)– Students: Write a blog entry with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).– Students: Add your own classification using Tags– Students: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.
    48. 48. Resource on Reflection FORLEARNING
    49. 49. 4. Connection/Interaction/Dialogue/ Feedback.• This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. – provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.• REPEAT steps 3-4 for each learning activity or artifact,including updating goals when appropriate.

    50. 50. 5. Summative Reflection/Selection/Evaluation.• At the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
    51. 51. Students Reflect - After– Students: Review the blog/journal entries for that category, and write a "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement.– Students: Prepare a Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.
    52. 52. 6. Presentation/Publishing• The portfolio developer decides what parts of the portfolio are to be made public. – Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.
    53. 53. Students Organize Showcase Portfolio– Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.– Students: Create a page with Future Learning Goals (reflection in the future tense).
    54. 54. A Reminder…Reflection & Relationships… the “Heart and Soul” of an e- portfolio… NOT the Technology! 54
    55. 55. My Final Wish…• dynamic celebrations• stories of deep learning• across the lifespan
    56. 56. DR. HELEN BARRETT@EPORTFOLIOSResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide LearningFounder, REAL*ePortfolio Academy for K-12 Teachers*Reflection, Engagement, Assessment for Learningeportfolios@gmail.com