Google appsiste2012workshop

Email: Twitter hashtag:eportfolios@gmail.com #eportfolios withTwitter: ISTE Workshop electronicportfolios.org/@eportfolios June 23, 2012 slideshare.net/eportfolios/

Agenda What? Why? How? (of ePortfolios) Using GoogleApps for ePortfolios  Level 1: Collection: GoogleDocs  Level 2: Reflection/Feedback: Blogger  Level 3: Google Sites Teacher Dashboard Digital Storytelling Professional Development

Legacy from the Portfolio LiteratureMuch to learn from the literature on paper-based portfoliosAs adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”

The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com

The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001

From the Preface (1) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix“Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”

From the Preface (2)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “We formed part of our identity from thecontents of these memory boxes. Werecognized each piece and its association with aparticular time or experience. We shared thesecollections with grandparents to reinforcefeelings of pride and we reexamined them onrainy days when friends were unavailable forplay. Reflecting on the collection allowed us toattribute importance to these artifacts, and byextension to ourselves, as they gave witness tothe story of our early school experiences.”

From the Preface (3)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “Our parents couldn’t possibly envisionthat these memory boxes would be theinspiration for an innovative way of thinkingabout children’s learning. These collections,lovingly stored away on our behalf, are thegenuine exemplar for documenting children’slearning over time. But now these memoryboxes have a different meaning. It’s not purelyprivate or personal, although the personal iswhat gives power to what they can mean.”

Let’s get personal…Think for a minute about:Something about your COLLECTIONS: Suggested topics: If you are a parent, what you saved for your children What your parents saved for you What you collect… Why you collect…

Some issues to consider What do your collections say about what you value? Is there a difference between what you purposefully save and what you can’t throw away? How can we use our personal collections experiences to help learners as they develop their portfolios? The power of portfolios [to support deep learning] is personal.

Outline Definitions (What?) Reflection (Why?) Google Apps (How?)  Blogger  Docs & Sites  Teacher Dashboard Using Mobile Apps Digital Storytelling

Twitter hashtag: #mportfolios

ReflectWhat do you wantto get out of this workshop? (Use Edmodo, Twitter, blog, PlainText, Evernote, or other app.)Lesson 1 Tag: goals

Simon Sinek’sGolden Circle product process motivation 15

Context Why…Electronic Portfolios Now?

National Educational Technology Plan (2010) 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)

2011 Horizon Report – K-12Time-to-adoption: One Year or Less  Cloud Computing  Mobiles Two to Three Years  Game-Based Learning  Open Content Four to Five Years  Learning Analytics  Personal Learning Environments New Media Consortium http://www.nmc.org/

Balanced?Student-Centered School-Centered Focus on Interests,  Focus on Standards, Passions, Goals Outcomes Choice and Voice  Accountability, Reflection Achievement Lifelong Learning  Term, Graduation

Student examples ASB Google Sites portfolios & Victoria example Explore:  Hunter Park Kindergarten & Abigails E- Profile (NZ) – Blogger  Kim Cofino’s 6th graders (Japan) - Blogger  Pt. England School (NZ) – Blogger See links on 1-AM Agenda page

Specialty Case Responsibilities PortfolioWorkspace Showcase One Word, Many MeaningsArt Work Investments Collection of Artifacts

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

Leonardo da Vinci’s Folio

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)

ReflectWhat is your priorexperience withportfolios/ social networks? -Personal? -Professional? -Students? Tag: ExperienceLesson 1

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

Begin Planning Process Online course website: https://sites.google.com/site/k12eportf olioapps/planning Open Google Doc, share with school team partners, begin developing plan.

Google Docs  Open Google Docs Documents using Google App/Safari  Start a document exploring your vision for ePortfolio development  (No collaboration in docs.google.com/m/)

Step 2: Benefits of Portfolios  Identify Incentives for participation in e-portfolio development (self- awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)Lesson 2

Benefits…from the PROCESS: They will discover a valuable exercise in self assessment through the reflection process Learning will take on a new depth through the reflection process Their self esteem and self-confidence will be enhanced as they take control of their learning. They may develop their own goals for their learning. Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated. They will receive more recognition for individual learning abilities and preferences. They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.

Benefits…from the PRODUCT: They will have a tool for personal development. They will have a personal learning record. They may receive credit for informal and non-formal learning as well as formal learning. They will have direction for career planning. They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks. They will have a concrete way of showcasing strengths to teachers or future employers. They may have needed documentation for prior learning assessment or program credits. They may receive credit towards a course completion or towards graduation They will have an extremely portable tool to use no matter where they are in the world.

Lifelong Context for ePortfolios

Digital Identity Creating a positive digital footprint

Passion and Self-Directed LearningLisa Nielsen’s “The Innovative Educator” blog entries: Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio) 10 Ways Technology Supports 21st Century Learners in Being Self Directed http://theinnovativeeducator.blogspot.com/

“Know Thyself” Temple at Delphi

Student Literacy Achievement through Blogging  The Project definitely provided a motivation for writing, an improvement in audience awareness and purpose and in presentation skills. Other school interventions also had an impact on literacy achievement; however the Project has provided a purpose and enthusiasm for literacy.  The students of Manaiakalani were provided with a “hook” (e-learning outcomes published in on-line spaces) which gave these decile 1 students a voice to be heard globally. Subsequently, participating in the Manaiakalani Project enhanced their literacy, engagement, oral language and presentation. (p.70)Tamaki Schools, Auckland, NZ

United #7 ePortfolio Vision Statement (Draft) By implementing e-portfolios, United#7 will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.

From Mead School District’s StudentPortfolio Handbook:Remember, you are telling us astory, and not just any story.Your portfolio is meant to beyour story of your life over thelast four years as well as thestory of where your life mightbe going during the next fouryears: tell it with pride!

Step 3 What is your Visionand Purpose for implementing ePortfolios in this school? Tag: VisionLesson 2

Step 4: Stakeholders  Step 4: Stakeholders - Who is involved and how will you introduce them to ePortfolios?  Identify Stakeholders in Portfolio Implementation Process and Develop Initial Communication Plan for each stakeholder groupLesson 3

Process/Product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

SocialNetworking Technology Connect Archiving (“Friending”) Linking/Thinking Listen (Reading) Digital Storytelling Respond Collaborating (Commenting) Share Publishing(linking/tagging) 49

Reflection Source: http://peterpappas.blo gs.com/copy_paste/20 10/01/taxonomy- reflection-critical- thinking-students- teachers-principals- .html Based on Bloom’s Taxonomy (Revised)

Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Captions/Journals blog Now what? What?blog pages So what? Sites

Balancing the Two Faces of E-PortfoliosWorking Portfolio Presentation Portfolio(s)Digital Archive The “Story” or Narrative (Repository of Docs Multiple Views Artifacts)Collaboration Space Sites (public/private) Varied Audiences &Reflective Journal Blog PurposesPortfolio as Process Portfolio as Product Workspace Showcase

Why?Integrated EcoSystemSingle Sign-OnWalled GardenTransferable

Using Google Apps

Creating an ePortfolio with GoogleApps1. Storage = Google Docs/Drive Google Drive2. Reflective Journal = Blogger or Google Sites Announcements page type3. Presentation = Google Sites

Level 1 - CollectionGoogle Drive

Step 5.1 What type of evidence do you want to capture? How would you “capture the moment”?Where will you store these artifacts? Tag: EvidenceLesson 3

Share What are a few strategies to create digital Google Drive artifactswith GoogleApps integrated into the curriculum? Audio, Video, I mages, Text

Step 5.2 How will your students set goals, reflect on theirlearning and create a reflective journal as part of a personal learning record or working portfolio? Tag: EvidenceLesson 4

Level 2: Primary Purpose: Learning/Reflection

Step 5.2 Level 2 Portfolio as Workspace Plan for scaffolding reflection http://sites.google.com/site/refle ction4learning/

Social LearningInteractivity! 63

ePortfolios should bemore Conversation than Presentation (or Checklist)Because Conversation transforms!

Post to from Mobile  Send email to pre-arranged email address  Use new Blogger app (free) or BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99)  Set up Blogger Mobile and send SMS

Blogging* by eMail *the act of sharing yourself Tumblr Posterous Set up account on website  Just email to post@posterous.com Send email to: myaccount.tumblr.com  iPhone App iPhone App  Cross-post to Facebook& Call in your posts for audio Twitter post to blog Cross-post to Facebook& Twitter

Student Engagement! CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence] Find voice and passions through choice and personalization! Portfolio as Story Positive Digital Identity Development - Branding “Academic MySpace” 68

Step 5.3 How your students create a showcaseportfolio, reflectingon growth over time and setting new learning goals? Tag: EvidenceLesson 5

Level 3: Primary Purpose:Level 3:Showcase/Accountability Showcase Portfolio

Step 5.3Develop plan for Level 3 - Portfolio as Showcase (optional for lower grades)

Timeline Sept Oct Nov Dec Jan Feb Mar Apr MayLevel 1 X X X X X X X X XLevel 2 X X X X X X X XLevel 3 ? XXXLevel 1: CollectionLevel 2: Collection +ReflectionLevel 3: Selection + 72

Brainstorm Advantages Disadvantages Advantages Disadvantages Teachers Teachers Students StudentsOpen – FreeFormTemplate-Driven – canbe modifiedFill in blanks ona Web-basedform

Developmental Plans K-2– no individual student accounts & Class Portfolios [Blogger] Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs] Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools] Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]

Digital Tools forReflection ReflectiveJournal (Blog) Digital Storytelling and Engagement

Convergence

Do Your e-Portfolios have CHOICE and VOICE?Individual IdentityReflectionMeaning Making21st Century LiteracyDigital Story of Deep Learning

Voice 6+1 Trait® DefinitionVoice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.http://educationnorthwest.org/resource/503#Voice

Portfolio as Story"A portfolio tells a story.It is the story of knowing. Knowingabout things... Knowing oneself...Knowing an audience... Portfolios arestudents own stories of what theyknow, why they believe they know it,and why others should be of the sameopinion.”(Paulson & Paulson, 1991, p.2)

Roger Schank, Tell Me a Story“Telling stories and listening to otherpeoples stories shape the memories we have of our experiences.”Stories help us organize our experience and define our sense of ourselves.

Successful ePortfolio Process: Develop multimedia artifacts through Project-Based Learning with Docs &Learning with Laptops/Mobiles Engage students in reflection to facilitate deep learning through…  Digital storytelling  Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase

Managing Complex Change graphic 82

1 paragraph! What is your “elevator Speech” describingyour Vision for ePortfolios?

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.

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.

Dual Skill Development Portfolio SkillsStudents Teacher/Faculty/Mentor Collecting/ Digitizing  Pedagogy – Facilitate portfolio processes Selecting/ Organizing  Role of Reflection Reflecting  Assessment/ Feedback Goal-Setting  Model own Portfolio Presenting Learning + Technology Skills

*Reflection REAL*Engagement ePortfolioAssessment for Academy for K-12Learning Teachers

Step 6 What is your professional development planfor helping teachers facilitate the portfolio development process? Tag: EvidenceLesson 4

Step 6Brainstorm Skills/Training Needed.Develop plan for building e- portfolio skills of various stakeholders.

Initial Online Courses Planned1. Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW2. Supplemental courses:  Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (Focus on “Electronic”)  Implement Electronic Portfolios with K-12 Students using Mobile Devices (iOS, Android)  Create Your Professional Portfolio (tool neutral)

Photos: Flickr by Kim Cofino

“everyday-ness”How can we make ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning

Step 7 What resources & assistance do you need? What are your challenges & barriers? Whattools are you going to use? Tag: EvidenceLesson 5

Step 7Identify Resources & Assistance needed, Challenges and Barriers

Components of Action Plan Vision 1. Prepare for Change Skills needed 2. Develop Change Strategy  Students 3. Needs Assessment  Teachers/Faculty 4. Design Desired Outcome Resources needed  Human Systems 5. Implementation Plan  Technological Systems 6. Implement Incentives 7. Evaluate and Course Correct Leadership 8. Celebrate New Outcome

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?

Step 8 How will you use these portfolios for formative and summative assessment? How will you evaluate your progress? What are your expectations, targets, timeline? Tag: EvidenceLesson 6

Step 8Develop evaluation plan - Establish expectations/targets and timelineDevelop Rubrics for formative & summative assessment https://sites.google.com/site/ass ess4learning/rubrics

Add-ons  Managing IMAGES in Google Apps with PicasaWeb Albums, Aviary Tools  Managing VIDEO in Google Apps with YouTube and Google Docs  Add-ons to GoogleApps to support portfolio development: Teacher Dashboard, Aviary, othersLessons 7,8

http://hapara.com/

ReflectWhat are your “AHA” moments in this workshop? What do you want to explore further? What are your next steps? Tag: Feedback or Goalseportfolios@gmail.com

A Reminder…Reflection & Relationships… the “Heart and Soul” of an ePortfolio… NOT the Technology! 108

My Final Wish…dynamic celebrationsstories of deep learningacross the lifespan 110

http://scottleduc.org	271
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Google appsiste2012workshop

by Helen Barrett on Jun 23, 2012

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