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Hostos Apr11


Presentation at Hostos Community College on April 29, 2011.

Presentation at Hostos Community College on April 29, 2011.

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  • Adjectives to describe purpose
  • 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)
  • In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
  • Who knows what this means?
  • Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
  • Japanese!
  • Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Level 2Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
  • Level 3Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)
  • 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.?
  • 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.]
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • Common Tools vs. Proprietary systems
  • 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?
  • BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)
  • I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
  • There are many similarities between these two processes; the major differences are often in extrinsic vs. intrinsic motivation Dan Pink describes the essential elements of true (intrinsic) motivation in his new book, Drive, the concepts of autonomy, mastery, and purpose.
  • Pink says, “It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.” (p. 80-81) Pink identifies two types of Motivation Behavior: Type X Extrinsic, fueled by extrinsic rewards or desires. And Type I Intrinsic, where behavior is self-directed. I am on a campaign to make electronic portfolios a more intrinsically-motivated process.
  • Pink quotes Internet scholar Clay Shirky ...the most successful websites and electronic forums have a certain Type I approach [to motivation] in their DNA. They're designed-often explicitly--to tap into intrinsic motivation. You can do the same with your online presences if you listen to Shirky and: Create an environment that makes people feel good about participating.Give users autonomy.Keep the system as open as possible. That’s also good advice for developing ePortfolios.
  • The urge for Self-Direction is basic human need.It is a Natural state to be Active and EngagedePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networksChoiceVoiceSharing and FeedbackImmediacy
  • According to a tweet I read from Chad Hamady, True Mastery NOT possible without FUN! (Chad Hamady @chamady Twitter, January 16, 2010)There is an inherent exhilaration in Learning “It’s fun to get better at something!” – Why do we play Sports and Games?Is it for Compliance or Personal MasteryLook to the Open Source movement (popularity of Wikipedia vs. the demise of Microsoft’s Encarta) – Authors and programmers look for Challenge and Improvement – To make a contribution to the greater good
  • In their spare time, people gravitate toward activities where they gain masteryePortfolio Implementation should adopt the motivating characteristics of mastery found in social networksFlow, Showcasing Achievements, Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)
  • Csíkszentmihályi popularized the concept of Flow as a feeling of energized focus. According to Wikipedia, it is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
  • According to Will Richardson, “Our job in education is to engage, deepen, and extend a student's passions and interestsThomas Friedman, in his book, The World is Flat, presents this formula: CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Innate Intelligence]Learners find their voice and passions through choice and personalization!A portfolio is a student’s Story of their own Learning. It’s Positive Digital Identity Development or Personal Online Branding – In my earlier research, some students called their ePortfolios, their “academic MySpace”
  • We should use ePortfolios to document our MASTERY of skills and content. Showcase our Achievements! Share our Expertise! Support Personal & Professional Development!
  • Pink’s third concept is Purpose. All of us want to be part of something larger than ourselvesWhen people learn, they want to know the relevance of what they are learningThe more people understand the big picture, the more they will be engaged
  • Here is a good question:
  • Because Purpose and Passion Co-Exist.
  • 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)
  • 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.
  • In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function:


  • 1. 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
  • 2. Key Concepts
    Portfolios for Lifelong Learning
    Balancing the 2 Faces of E-Portfolios
    Identity Development
    Online Professional Branding
    Reflection, Motivation & Engagement
    Digital Storytelling and Reflection
  • 3. Legacy from the Portfolio Literature
    • Much to learn fromthe literature onpaper-based portfolios
    • 4. As adult learners, we have much to learn from how children approach portfolios
    “Everything I know about portfolios was confirmed working with a kindergartener”
  • 5. The Power of Portfolios
    what children can teach us about learning and assessment
    Author: Elizabeth Hebert
    Publisher: Jossey-Bass
    Picture courtesy of Amazon.com
  • 6. The Power of Portfolios
    Author: Dr. Elizabeth Hebert, Principal
    Crow Island School, Winnetka, Illinois
    Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  • 7. 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.”
  • 8. From the Preface (2)
    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.”
  • 9. From the Preface (3)
    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.”
  • 10. 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
    • 11. What your parents saved for you
    • 12. What you collect…
    • 13. Why you collect…
  • Some issues to consider
    • What do your collections say about what you value?
    • 14. Is there a difference between what you purposefully save and what you can’t throw away?
    • 15. 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.
  • 16. Golden Circle
  • 17. Audio • Video • Text • Images
    Digital Repository
    Electronic Portfolio
  • 18. Responsibilities
    Specialty Case
    One Word,
    Many Meanings
    Art Work
    Collection of Artifacts
  • 19. Who was the first famous “folio” keeper?
  • 20. Leonardo da Vinci’s Folio
  • 21. 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
  • 22. 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)
  • 23. +Electronic
    digital artifacts organized online combining various media (audio/video/text/images)
  • 24. E-Portfolio Components
    • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 25. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 26. Digital Repository
    (Becta, 2007; JISC, 2008)
  • 27. WHY?
  • 28. Multiple Purposes from Hidden Assumptions
    What are yours?
    • Showcase • Assessment • Learning •
  • 29. Your Vision
    To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.
  • 30. 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.
  • 31. 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
  • 32. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
  • 33. Knowing the learner (Self-awareness)
    Understanding prior knowledge
    Motivation for and attitudes toward learning
    Help learners understand themselves
    See their growth over time
  • 34. Planning for learning (Self management)
    Setting goals
    Develop a plan to achieve these goals
  • 35. 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
  • 36. 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
  • 37. Deep Learning
    involves reflection,
    is developmental,
    is integrative,
    is self-directive, and
    is lifelong
    Cambridge (2004)
  • 38. 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
  • 39. “Know Thyself”
    Temple at Delphi
  • 40. 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
  • 41. 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
  • 42. Some Basic Concepts
    • “ePortfoliois both process and product”
    • 43. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
    • 44. Product: the outcome/results or “thinginess” of an activity/process- Destination
    • 45. 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
  • 46.
  • 47. Japanese
  • 48. 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)
  • 49. Level 1 Workspace: Collection in the Cloud
  • 50. Level 2 Workspace: Learning/Reflection
  • 51. Showcase
    Level 3: Primary Purpose: Showcase/Accountability
  • 52. Boundaries Blurring (between e-portfolios & social networks)
    Structured Accountability Systems? or…
    Lifelong interactive portfolios
  • 53. Social networks
    last five years
    store documents and share experiences,
    showcase accomplishments,
    communicate and collaborate
    facilitate employment searches
  • 54. Processes
    Social Networking
    Digital Storytelling
  • 55. Portfolios can help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • 56. HOW?
    “Telling My Story”
    Digital Storytelling
    Reflective Journal
    “Capture the Moment”
    Multimedia Artifacts
  • 57. Tools?
    Expressive vs. Structured Models
  • 58. Why Web 2.0?
    Access from Anywhere!
    Lifelong Skills!
    Mostly FREE!
    All you need is an <EMBED> Code
  • 59. Mobile Web is becoming the Personal Learning Environment of the “Net Generation”
    Learning that is…
    • Social and Participatory
    • 60. Lifelong and Life Wide
    • 61. Increasingly Self-Directed
    • 62. Motivating and Engaging
    • 63. … and Online all the time!
  • Think!
    Engagement Factors?
    Social networks?
  • 64. 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!
  • 65. With iOS (iPod Touch, iPhone, iPad)
    Text Images Audio Video
    Capture the Moment
  • 66. Reflection with WordPress App
  • 67. Post to from Mobile Phones
    Send email to pre-arranged email address
    Use BlogPressiOS app ($2.99)
    Set up Blogger Mobile and send SMS
  • 68. Blogging* by eMail*the act of sharing yourself
    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
  • 69. Learning is a Conversation!
    E-portfolios should be more Conversation
    than Presentation
    Because Conversation transforms!
  • 70. Twittermicro-blogging
    “tiny bursts of learning”
  • 71. What about Motivation?
    Why would a student want to put all that work into developing an ePortfolio?
    How do we make it relevant?
  • 72. Similarities in Process
    Major differences:
    extrinsic vs.
    intrinsic motivation
    Elements of True (Intrinsic) Motivation:
  • 73. Pink’s Motivation Behavior
    Type X - Extrinsic
    fueled more by extrinsic rewards or desires (Grades?)
    Type I – Intrinsic
    Behavior is self-directed.
  • 74. Successful websites = Type I Approach
    • People feel good about participating.
    • 75. Give users autonomy.
    • 76. Keep system as open as possible.
    - Clay Shirky
  • 77. Autonomy & ePortfolios
  • 78. Mastery & ePortfolios
    Exhilaration in Learning
    Sports? Games?
    Compliance vs. Personal Mastery
    Open Source movement (Wikipedia vs. Encarta)
    Make a contribution
  • 79. Mastery & ePortfolios
    • ePortfolio:
    • 80. Flow
    • 81. Showcasing Achievements
    • 82. Increased self-awareness and self-understanding
    “Only engagement can produce Mastery.” (Pink, 2009, p.111)
  • 83. FLOW
    a feeling of energized focus (Csíkszentmihályi)
  • 84. Student Engagement!
    • CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
    • 85. Find voice and passions through choice and personalization!
    • 86. Portfolio as Story
    • 87. Positive Digital Identity Development - Branding
    • 88. “Academic MySpace”
  • 89. Purpose & ePortfolios
    Big picture
  • 90. Good Question…
  • 91. Because Purpose and Passion Co-Exist
  • 92. Help students find
    their Purpose and Passion
    through Reflection &
    Goal-Setting in
    E-Portfolio Development
  • 93. Digital Tools for Reflection
    Reflective Journal (Blog)
    Digital Storytelling and Engagement
  • 94. 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
    Change over Time
  • 95. Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Meaning Making
    21st Century Literacy
    Digital Story of Deep Learning
  • 96. 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.
  • 97. 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)
  • 98. 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.
  • 99. 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
  • 100. Chevak
    Link to video:http://vimeo.com/eportfolios/chevak
  • 101. A Reminder…
    Reflection & Relationships
    … the “Heart and Soul” of an e-portfolio…
    NOT the Technology!
  • 102. My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan
  • 103. Dr. Helen Barrett@eportfolios
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning