Hostos Apr11

Balancing the Two Faces of E-Portfolios
Dr. Helen Barrett
University of Alaska Anchorage (retired)
Seattle Pacific University (adjunct)
New England College (adjunct)
International Researcher & Consultant
Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning

Key Concepts
Definitions
Portfolios for Lifelong Learning
Balancing the 2 Faces of E-Portfolios
Identity Development
Online Professional Branding
Reflection, Motivation & Engagement
Digital Storytelling and Reflection

Legacy from the Portfolio Literature
Much to learn fromthe literature onpaper-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 assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com

The Power of Portfolios
Author: Dr. Elizabeth Hebert, Principal
Crow Island School, Winnetka, Illinois
Picture 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.”

Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
“We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”

Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
“Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what 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.

Golden Circle
What?
How?
Why?
11

Audio • Video • Text • Images
WHAT?
Digital Repository
Electronic Portfolio
Showcase
Workspace

Responsibilities
Specialty Case
Portfolio
One Word,
Many Meanings
Workspace
Showcase
Investments
Art Work
Collection of Artifacts

Who was the first famous “folio” keeper?
Definitions

Leonardo da Vinci’s Folio

What is a Portfolio?
Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.
Financial portfolio: document accumulation of fiscal capital
Educational portfolio: document development of human capital

What is a Portfolio in Education?
A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas[over time].
(Northwest Evaluation Association, 1990)

+Electronic
digital artifacts organized online combining various media (audio/video/text/images)

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)

WHY?
Reflection
Assessment
Identity
Guidance
Employment
Showcase
Learning
Accountability

Multiple Purposes from Hidden Assumptions
What are yours?
• Showcase • Assessment • Learning •
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

Your Vision
To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.

Your Mission
Encourage integrative learning bycreating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.

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

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

Deep Learning
involves reflection,
is developmental,
is integrative,
is self-directive, and
is lifelong
Cambridge (2004)

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

“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

“Know Thyself”
Temple at Delphi

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.”
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

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

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

Balancing the Two Faces of E-Portfolios
Working Portfolio
Presentation Portfolio(s)
Digital Archive (Repository of Artifacts)
Collaboration Space
Reflective Journal
Portfolio as ProcessWorkspace
The “Story” or Narrative
Multiple Views (public/private)
Varied Audiences & Purposes
Portfolio as ProductShowcase

Japanese

Structure of E-Portfolio Types
Portfolio as Process/ Workspace
Organization: Chronological – 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 or Showcase
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Level 1 Workspace: Collection in the Cloud

Level 2 Workspace: Learning/Reflection

Showcase
Level 3: Primary Purpose: Showcase/Accountability

Boundaries Blurring (between e-portfolios & social networks)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Picasa
Mash-ups
Facebook
Flickr
blogs
YouTube
Ning
wikis
Twitter

Social networks
last five years
store documents and share experiences,
showcase accomplishments,
communicate and collaborate
facilitate employment searches

Processes
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
46

Portfolios can help learners find their Voice…
and explore their Purpose and Passions through Choice!

HOW?
“Telling My Story”
Digital Storytelling
Reflective Journal
Blogging
“Capture the Moment”
Mobiles
Evidence
Multimedia Artifacts
Portfolios

Tools?
Expressive vs. Structured Models

Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED> Code

Mobile Web 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 all the time!

Think!
Engagement Factors?
Social networks?
ePortfolios?

Is the Futureof ePortfolio Development in your Pocket?
“Capture the Moment” – Reflection in the Present Tense
What am I learning at this moment?
Using the tools in our pockets!

With iOS (iPod Touch, iPhone, iPad)
Text Images Audio Video
Capture the Moment

Reflection with WordPress App

Post to from Mobile Phones
Send email to pre-arranged email address
Use BlogPressiOS app ($2.99)
Set up Blogger Mobile and send SMS

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

Learning is a Conversation!
E-portfolios should be more Conversation
than Presentation
Because Conversation transforms!

Twittermicro-blogging
“tiny bursts of learning”

What about Motivation?
Why would a student want to put all that work into developing an ePortfolio?
How do we make it relevant?

Similarities in Process
Major differences:
extrinsic vs.
intrinsic motivation
Elements of True (Intrinsic) Motivation:
Autonomy
Mastery
Purpose

Pink’s Motivation Behavior
X
Type X - Extrinsic
fueled more by extrinsic rewards or desires (Grades?)
Type I – Intrinsic
Behavior is self-directed.
I

Successful websites = Type I Approach
People feel good about participating.
Give users autonomy.
Keep system as open as possible.
- Clay Shirky

Autonomy & ePortfolios
Choice
Voice
Sharing
Feedback
Immediacy
http://www.flickr.com/photos/kenturamon/342946821/

Mastery & ePortfolios
Exhilaration in Learning
Sports? Games?
Compliance vs. Personal Mastery
Open Source movement (Wikipedia vs. Encarta)
Make a contribution

Mastery & ePortfolios
ePortfolio:
Flow
Showcasing Achievements
Increased self-awareness and self-understanding
“Only engagement can produce Mastery.” (Pink, 2009, p.111)

FLOW
a feeling of energized focus (Csíkszentmihályi)
Creativity

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”

USE E-PORTFOLIOS TO DOCUMENT MASTERY

Purpose & ePortfolios
Relevance
Big picture
Engagement

Good Question…

Because Purpose and Passion Co-Exist

Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development

Digital Tools for Reflection
Reflective Journal (Blog)
Digital Storytelling and Engagement

Self-Regulated LearningAbrami, 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
Goals
Captions/Journals
Change over Time

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

Voice6+1 Trait® Definition
Voice 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. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)

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

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

Chevak
Link to video:http://vimeo.com/eportfolios/chevak
YouTube:http://www.youtube.com/watch?v=oKV4mM2gBjM

A Reminder…
Reflection & Relationships
… the “Heart and Soul” of an e-portfolio…
NOT the Technology!
82

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

Dr. Helen Barrett@eportfolios
Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
eportfolios@gmail.com
http://electronicportfolios.org/
http://slideshare.net/eportfolios
https://sites.google.com/site/mportfolios/

Hostos Apr11

by Helen Barrett on May 01, 2011

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