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.
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
We have witnessed a revolution in mobile computing this year with the iPad. A new version will be announced on Wednesday. But most of the world has plain mobile phone.
Look at the way that technology supports those processes: digitizing/archiving, hyper-linking/embedding, storytelling, collaborating, publishing, aggregating. We need to help students develop lifelong skills that will last after they graduate. If students are using "world ware" (tools in use it the world) then they are developing skills that can be applied in the "real world" outside of formal education. We should also look at how students are naturally using technology in their lives: social networking, mobile communications, capturing and storing images, audio and video, etc. We could build on the tools that students are already using... and look at the intrinsic motivation factors that drive the use of social networking, and apply those factors to the ePortfolio environment: autonomy, mastery and purpose (thanks to Dan Pink's book, Drive). We are looking at a future that is well integrated with mobile devices.
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?
Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
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
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)
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”
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:
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.
1. Balancing the Two Faces of E-Portfolios<br />Dr. Helen Barrett<br />University of Alaska Anchorage (retired)<br />Seattle Pacific University (adjunct)<br />New England College (adjunct)<br />International Researcher & Consultant<br />Founder, REAL ePortfolio Academy<br />Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning<br />
2. Key Concepts<br />Definitions<br />Portfolios for Lifelong Learning<br />Balancing the 2 Faces of E-Portfolios<br />Identity Development<br />Online Professional Branding<br />Reflection, Motivation & Engagement<br />Digital Storytelling and Reflection<br />
3. Legacy from the Portfolio Literature<br /><ul><li>Much to learn fromthe literature onpaper-based portfolios
4. As adult learners, we have much to learn from how children approach portfolios</li></ul>“Everything I know about portfolios was confirmed working with a kindergartener”<br />
5. The Power of Portfolios<br /> what children can teach us about learning and assessment<br />Author: Elizabeth Hebert<br />Publisher: Jossey-Bass<br />Picture courtesy of Amazon.com<br />
6. The Power of Portfolios<br />Author: Dr. Elizabeth Hebert, Principal<br />Crow Island School, Winnetka, Illinois<br />Picture taken by Helen Barrett at AERA, Seattle, April, 2001<br />
7. From the Preface (1)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br />“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.”<br />
8. From the Preface (2)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br /> “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.”<br />
9. From the Preface (3)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x<br /> “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.”<br />
10. Let’s get personal…Think for a minute about:<br />Something about your COLLECTIONS:Suggested topics:<br /><ul><li>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…</li></li></ul><li>Some issues to consider<br /><ul><li>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?</li></ul>The power of portfolios [to support deep learning] is personal.<br />
16. Golden Circle <br />What?<br />How?<br />Why?<br />11<br />
17. Audio • Video • Text • Images<br />WHAT?<br />Digital Repository<br />Electronic Portfolio<br />Showcase<br />Workspace<br />
18. Responsibilities<br />Specialty Case<br />Portfolio<br />One Word, <br />Many Meanings<br />Workspace<br />Showcase<br />Investments<br />Art Work<br />Collection of Artifacts<br />
19. Who was the first famous “folio” keeper?<br />Definitions<br />
20. Leonardo da Vinci’s Folio<br />
21. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscal capital<br />Educational portfolio: document development of human capital<br />
22. What is a Portfolio in Education?<br />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].<br /> (Northwest Evaluation Association, 1990)<br />
23. +Electronic<br />digital artifacts organized online combining various media (audio/video/text/images)<br />
24. E-Portfolio Components<br /><ul><li>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</li></ul>(Becta, 2007; JISC, 2008)<br />
28. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br />http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png<br />
29. Purpose<br />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)<br />Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association<br />
31. “metacognition lies at the root of all learning”<br />“…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…”<br />- James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education<br />
32. “Know Thyself”<br />Temple at Delphi<br />
33. Managing Oneself<br />Peter Drucker, (2005) Harvard Business Review<br />“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”<br />Purpose: Use ePortfolios for managing knowledge workers' career development<br />What are my strengths?<br />How do I perform?<br />What are my values?<br />Where do I belong?<br />What should I contribute?<br />Responsibility for Relationships<br />The Second Half of your Life<br />
34. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull<br />Practice<br />Have an experience<br />Reflect on the experience<br />Try out what you have learned<br />Metacognition<br />Learn from the experience<br />
35. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
36. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
37. Product: the outcome/results or “thinginess” of an activity/process- Destination
38. Wiktionary</li></li></ul><li>Balancing the Two Faces of E-Portfolios<br />Presentation Portfolio(s)<br />Working Portfolio<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences & Purposes<br />Portfolio as Product<br />Showcase<br />Digital Archive (Repository of Artifacts)<br />Collaboration Space<br />Reflective Journal<br />Portfolio as Process<br />Workspace<br />
40. Japanese<br />
41. Structure of E-Portfolio Types<br />Portfolio as Process/ Workspace<br />Organization: Chronological – Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />Portfolio as Product/ Showcase<br />Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences<br />Primary Purpose: Accountability or Employment or Showcase<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />blog<br />wiki<br />
42. Level 1 Workspace: Collection in the Cloud<br />
48. Portfolios can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
49. HOW?<br />“Telling My Story”<br />Digital Storytelling<br />Reflective Journal<br />Blogging<br />“Capture the Moment”<br />Mobiles<br />E-Portfolios in<br />Evidence<br />Multimedia Artifacts<br />
50. Tools?<br />Expressive vs. Structured Models<br />
51. 2011 Horizon Report – K-12<br />Time-to-adoption: <br />One Year or Less<br />Cloud Computing<br />Mobiles<br />Two to Three Years<br />Game-Based Learning<br />Open Content<br />Four to Five Years<br />Learning Analytics<br />Personal Learning Environments<br />New Media Consortium http://www.nmc.org/<br />
53. Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation<br />
54. Why Mobile is a Must<br />Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.<br />The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry. <br />-- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx<br />
55. Posted on ePortfolio Conversations Google Group:<br />Question: How to collect evidence of informal learning rather than formal education. <br />Response: "Start with SMS [on mobile phones] - it’s the morse codeof the presentgeneration...and it works.”<br />
56. Capture the Moment with Mobile Phones<br />SMS messages<br />Twitter posts<br />Facebookupdates<br />Camera <br />Still <br />video<br />
57. October 11, 2010<br />http://www.chicagotribune.com/news/education/ct-met-cell-phones-in-class-20101011,0,1580981.story<br />
59. Mobile Web is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
60. Lifelong and Life Wide
61. Increasingly Self-Directed
62. Motivating and Engaging
63. … and Online all the time!</li></li></ul><li>Think!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />
64. With iOS (iPod Touch, iPhone, iPad) <br />Text Images Audio Video<br />Capture the Moment<br />
65. Integrate file storage with computer and website<br />Hyperlink to files in Public folder!<br />
66. Dragon Dictation<br />Voice recognition<br />Share in many ways<br />
67. JotNot Scanner Pro ($.99)<br />Scan Multi-page documents<br />Remove Shadows & Noise<br />Save as PDF<br />Email, Fax and Share your Scans<br />Send the image directly via email or upload it to cloud storage services including Evernote, Box.net, Dropbox, or Google Docs. (not with free version)<br />
68. Reflection with WordPress App<br />
69. Post to from Mobile Phones<br />Send email to pre-arranged email address<br />Use BlogPressiOS app ($2.99)<br />Set up Blogger Mobile and send SMS<br />
70. Blogging* by eMail*the act of sharing yourself<br />Tumblr<br />Posterous<br />Set up account on website<br />Send email to: myaccount.tumblr.com<br />iPhone App<br />Call in your posts for audio post to blog<br />Cross-post to Facebook & Twitter<br />Just email to firstname.lastname@example.org <br />iPhone App<br />Cross-post to Facebook & Twitter<br />
71. EvernoteOne Account, Many Devices<br />Capture Anything<br />Access Anywhere<br />Find Things Fast<br />Capture something in one place -- access it from another<br />Web page access<br />Emailing your memories<br />Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.<br />
72. Evernote<br />All in one recording/saving to Evernote Account (email address)<br />Grades 3-5, Trillium Charter School, Portland (my blog)<br />iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199<br />
73. Learning is a Conversation!<br />E-portfolios should be more Conversation<br />than Presentation<br />Because Conversation transforms!<br />
74. Twittermicro-blogging<br />“tiny bursts of learning”<br />
75. What about Motivation?<br />Why would a student want to put all that work into developing an ePortfolio?<br />How do we make it relevant?<br />
76. Similarities in Process<br />Major differences:<br />extrinsic vs. <br />intrinsic motivation <br />Elements of True (Intrinsic) Motivation:<br />Autonomy<br />Mastery<br />Purpose<br />
77. Pink’s Motivation Behavior<br />X <br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires (Grades?)<br />Type I – Intrinsic<br />Behavior is self-directed.<br />I <br />
78. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
79. Give users autonomy.
80. Keep system as open as possible.</li></ul>- Clay Shirky<br />
87. Find voice and passions through choice and personalization!
88. Portfolio as Story
89. Positive Digital Identity Development - Branding
90. “Academic MySpace”</li></li></ul><li>Help students find<br />their Purpose and Passion<br />through Reflection & <br />Goal-Setting in<br />E-Portfolio Development<br />
91. Digital Tools for Reflection<br />Reflective Journal (Blog)<br />Digital Storytelling and Engagement<br />
92. 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 <br />Goals<br />Captions/Journals<br />Change over Time<br />
93. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />Digital Story of Deep Learning<br />
94. Voice6+1 Trait® Definition<br />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.<br />http://educationnorthwest.org/resource/503#Voice<br />
95. Portfolio as Story<br /> "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)<br />
96. Roger Schank, Tell Me a Story<br />“Telling stories and listening to other people's stories shape the memories we have of our experiences.”<br />Stories help us organize our experience and define our sense of ourselves. <br />
97. Digital Storytelling Process<br />Create a 2-to-4 minute digital video clip<br />First person narrative [begins with a written script ~ 400 words]<br />Told in their own voice [record script]<br />Illustrated (mostly) by still images<br />Music track to add emotional tone<br />
98. From Mead School District’s Student Portfolio Handbook:<br />Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!<br />
99. Video Editing on iOS<br />iMovie $4.99<br />ReelDirector $3.99<br />Splice $1.99<br />Free<br />
100. Victoria’s Autobio – 2nd Grade<br />
101. Victoria’s 6th Grade Poem<br />
102. Trey’s Story – High School<br />
103. My Story<br />
104. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an e-portfolio…<br />NOT the Technology!<br />84<br />
106. Initial Online Courses Planned<br />Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral)<br />Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard)<br />Add Voice to ePortfolios with Digital Storytelling<br />Create Your Professional Portfolio (tool neutral)<br />Assessment and Evaluation with Electronic Portfolios <br />Classroom-Based Research on Implementing Electronic Portfolios in K-12 Education<br />
107. Is the Future ofePortfolios in your pocket?<br />ISTE Pre-Conference Workshop<br />Philadelphia<br />June 25, 2011, 12:30-3:30 PM<br />Bring your iOS devices<br />iPod Touch<br />iPhone, iPad<br />
108. My Final Wish…<br />dynamic celebrations<br />stories of deep learning<br />across the lifespan<br />
109. Dr. Helen Barrett@eportfolios<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />Founder, REAL*ePortfolio Academy<br />*Reflection, Engagement, Assessment for Learning<br />email@example.com<br />http://electronicportfolios.org/<br />http://slideshare.net/eportfolios<br />