HICE 2010

Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI
Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI

Designing Interactive ePortfolios
for Engaging Faculty in Professional Development
Dr. Susan Banner Inouye
Dr. Helen Barrett
http://slideshare.net/eportfolios

Key Themes of My Presentation
Interactivity
Web 2.0
Tools

Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
Learning that is…
Social and Participatory
Lifelong and Life Wide
Increasingly Self-Directed
Motivating and Engaging
… and Online!

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

What is an Electronic Portfolio?
Digital Documents
Organized and presented with some type of "authoring" software
Stored in an electronic container
CD-Recordable disc
DVD-Recordable disc
WWW – Changing the genre!

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)

Portfolio Processes
Traditional
Collecting
Selecting
Reflecting
Directing
Presenting
+ Technology
Archiving
Linking/Thinking
Storytelling
Collaborating
Publishing

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

What is the best tool?
Do you need an all-in-one system or multiple tools?

Web 2.0 tag cloud

Recent changes in technology

Architecture of InteractionArchitecture of Participation(Web 2.0)
allows a
Pedagogyof Interaction
(ePortfolio 2.0)

Web 2.o Tools for Interactive PD
Blog: post work, reflect, and invite feedback
Wiki: post work and invite collaborators
Twitter: share current thoughts & activities, follow tweets, tweeps, lists
Social Networks (Ning, LinkedIn, Facebook): Community of Learners

ePortfolio “Mash-up”
Lifetime Personal Web Space
ePortfolio “Mash-up”
Small pieces, loosely joined

All you need is… an <Embed> Code!
Hall Davidson
To link Web 2.0 content into e-portfolio systems

Categories of E-Portfolio Software
Created as part of my study of different online tools:
http://electronicportfolios.org/categories.html
“Not just tools for telling [presentation]
but more tools for talking! [conversation]”
- Julie Hughes, University of Wolverhampton
Conversation transforms!

Balancing the 2 Faces ofE-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

Structure of E-Portfolio Types
Portfolio as Process/ Workspace
Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) 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
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Google Sites ePortfolioshttp://sites.google.com/site/eportfolioapps/

Process
Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?
Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?
Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action."
Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.
Summative Reflection/Selection/Evaluation. 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.
Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public.
REPEAT for each learning activity or artifact.

WordPress/Movable Type ePortfolioshttp://sites.google.com/site/eportfolioswp/

“every day-ness”
How can we make ePortfolio development
a natural process integrated into
everyday life?
Lifelongand Life Wide Learning

Making ePortfolios Stick
Will your faculty want to use the e-portfolio process?
Will ePortfoliotools be available to students after graduation?
Gartner Group “Hype Cycle for Education” has ePortfolios "Sliding Into the Trough"

Move beyond text-only artifacts
Encourage development of multimedia artifacts
Introduce alternative strategies for reflection
Blogging
Digital storytelling

Dan Pink’s Drive
Elements of True (Intrinsic) Motivation
Autonomy
Mastery
Purpose

Why Digital Stories in ePortfolios?
Reflection is the “heart and soul” of portfolios
Digital Stories can humanize any model of ePortfolio
Digital Stories add VOICE

Do Your e-Portfolios have VOICE?
Individual Identity
Reflection
Meaning Making
New Literacy
“When words are infused by the human voice, they come alive.”
- Maya Angelou

Convergence

Wordle.net
This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.
http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/

Ongoing dialogue about e-portfolios
My Google Group: Researching Web 2.0 Portfolioshttp://groups.google.com/group/web2eportfolios
EPAC: http://epac.pbworks.com/ Electronic Portfolio Action Committee
Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) – a professional organization for e-portfolios in education http://www.aaeebl.org
AAEEBL’s first National E-Portfolio Conference planned:Boston (co-located with Campus Technology Conference) July 19-22, 2010
AAC&U E-Portfolio Day planned:Washington, D.C., January 20, 2010
IUPUI Assessment Conference in October – e-portfolio track

My Final Wish…
May all yourelectronic portfoliosbecome dynamic celebrationsandstories of deep learningacross the lifespan.

Dr. Helen Barrett
Researcher & Consultant
Electronic Portfolios & Digital Storytelling forLifelong and Life Wide Learning
Center for Advanced Technology in EducationUniversity of Oregon College of Education
eportfolios@gmail.com
http://electronicportfolios.org/
http://slideshare.net/eportfolios

Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI
Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI

Engaged in Education @ Kapiolani CC
customized professional development for faculty (instructors, counselors, coordinators)
uses electronic portfolios to help faculty become more engaged in their own professional development goals
ultimate goal of the Engaged in Education project is to facilitate more engaged faculty toward engaged and successful students

Glossary
CELTT = Center for Excellence in Learning, Teaching & Technology
EE = Engaged in Education
EEP = Engaged in Education Participant
EEC = Engaged in Education Coordinator
CCSSE = Community College Survey of Student Engagement
FaCES = Faculty Confidence & Engagement Survey

How it works
Participants undergo intake interview with empathetic listener, buddy, CELTTy, dept. chair
Interview notes are converted (by EE team) into plan (1-5 year time frame)
EEC & EEP fine tune plan
EEP implements plan : doing, documenting, reflecting
EEC monitors, coaches, connects, problem-solves
EEP populates an ePortfolio, with artifacts and reflections
EEP “graduates” with an EE designation

Extrinsic Incentives
EE designation in Schedule of Courses
EE door plaque
Peer recognition in various forms
(e)Portfolio facilitates promotion process
Other incentives yet to be determined
BUT….

Intrinsic Motivation
What motivates individual educators to do the ePortfolio?
Purpose: commitment to student learning a/o other aspects of one’s primary duties
Autonomy: participants choose if they want to do it; and shape the product
Mastery: participants feel a sense of accomplishment in achieving their goals
Daniel Pink, Drive: the surprising truth about what motivates us, Riverhead Hardcover, 2009.

Professional Development Activity Categories
Classroom Innovation
Assessment/SLOs
Practitioner Research
Work in Field
Technology
Learning Theory
Campus & System Collaboration
Peer Coaching
Workshops/Training
Lifelong Learning
Community Engagement

Sample Plan

Collect, Select, Reflect Matrix

Progress Portfolio(can morph into Showcase)
With each artifact added, EEP is asked to reflect on the activity that produced the artifact
What?
So What?
Now What?
Reflections can be in the form of blogs, so members of the group can interact
Encourage development of e-dentity

Sample
Artifact

SampleReflection
4T's: My Freshman Year: oct. 10, 2008
What: I was asked to fill in as facilitator for Friday's 4T's session … Our conversation was interesting, though, because we focused on some of the defining differences between generations, the younger generation (millenials) being those who were the primary targets of this book. … The differences seem to center around communication styles, attention span and work ethic, and the role of technology.
So What: the crux of the issue seems to be, given these differences, to what degree do we use this information to adapt our teaching … Len suggested we assume the attitude that the technology WILL change. What can we do to teach the skills and attitudes that will rise above and stand independent of whatever technology is or will be. Very thought provoking!
Now What: … for my own teaching, I will continue to think about Len's comment, about technology-independent skills. This is especially interesting as I start this Leeward CC online course on online courses :) I just did my first reading tonight, and will post my first forum exercise as soon as I get some clarification from the teacher on what he's asking.

Sample Reflection
What? Teaching Philosophy Workshop, May 8, 2009, at KapCC CELTT, presenters, Sally and Susan.
I’ve attached the powerpoint that the presenters emailed us after the workshop… They showed us some examples, and gave us some prompt questions to get us thinking about aspects of our primary duties. ….
So What? The most salient point … The wordle exercise was fun, but I don’t know if it’s helpful to generating my philosophy. It’s maybe better as a revision tool, seeing what ideas are most frequent. I’ve attached my wordle from the current dossier’s teaching philosophy section. (see attached) It’s not surprising to me that STUDENTS is big and bold. What is interesting is that REFLECTION and PROCESS were a lot smaller than I thought they’d be…
Now What? … I need to build more metacognition into the Ling 102 class. I had it there before, but I removed it to make room for the Interlanguage Phonology Project … I need to bring back the Final Reflection, but … make sure that the students are aware of and reflecting on the outcomes. There’s still time to work this into my Spring syllabus.

Matching Artifact
www.wordle.net

Another Reflection - no artifact
What: I haven't been blogging because I've been guilty of the "but it's all in my head" syndrome. …The all-day workshop was designed for women … of academia…
The most transformative session for me came first; a presentation by Linda Johnsrud… She gave specific tips for women, such as to weigh carefully flattering offers to move out of academia and into administration unless you are a full professor… She talked about timing your moves from and between these institutions, and the need sometimes to leave your institution or even the state in order to advance.
So what: The "so what" for me was that while I was originally quite enthusiastic about this event, as the date crept up, I kept looking for excuses not to go … Networking - a phrase many like me avoid because it sounds so manipulative - is valuable because you get to see other facets of the academic experience
Now what: The "now what" takeaway for me from this is to keep on going. I told Linda Johnsrud that some colleagues of mine (Kathy and Wendy) would love to take her out for lunch and get to talk to her in a quieter setting. She seemed enthusiastic…

Learning vs. Showcase Portfolio
Learning - Formative
Selection and Reflection process is toward evolution of skills and professional identity
Showcase- Summative
Selection and Reflection is toward demonstrating fulfillment of certain outcomes

Contract Renewal Matrix, p.1

Contract Renewal Matrix, p. 2

Research
Member of Cohort V in the (Inter)national Coalition for Electronic Portfolio Research
Three Year Commitment: 2008-2011
I/NCEPR Cohort V includes:
Kapi’olani Community College
University of Cincinnati
Louisiana State University
University of Denver
University of North Carolina Wilmington
University of Oregon
University of Akron
Virginia State University
University of Alabama
Virginia Tech University

Initial Research Questions
(How) do ePortfolios provide evidence that EEPs are improving learning & teaching?
(How) do ePortfolios facilitate the professional development process?
(How) do ePortfolios address the needs of instructors, counselors & coordinators?

Methodologies
To measure impact of EE program on Faculty: FaCES Survey in pretest and posttests
To measure impact of EE program on students (or equiv): Mini-CCSSE survey with instructor-specific questions that address their EE goals (parallel questionnaire for non-instructional EEPs, minus the CCSSE questions)
To measure impact of ePortfolio on faculty: formative questionnaire with interpretive analysis of reflection question and cataloging of eportfolio usage
To measure impact of ePortfolio dissemination: focus groups with EE instructors using eportfolios in their classroom

Now What?
Work with rSmart to finalize version 2.6 of portfolios -> matrix, blog tool, showcase skins
Train EEPs on e-Portfolio
Migrate EE e-Portfolios to new version when it’s ready
Administer FACES pretest
Additional EE cohort in Spring ‘10
Look at how EE e-Portfolio meshes with Faculty Self-Assessment

Mahalo to
Helen Barrett, eportfolios.org
CELTT, Kapi‘olani Community College
Faculty Development Council

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HICE 2010

by Helen Barrett on Jan 09, 2010

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