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Iste google apps2011
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Iste google apps2011

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ISTE presentation on Student-Centered Interactive E-Portfolios with Google Apps.

ISTE presentation on Student-Centered Interactive E-Portfolios with Google Apps.

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  • Oregon was the first state to adopt GoogleApps for all K-12 schools. These powerful tools are ready-made for teachers and students to maintain electronic portfolios. Get an overview of creating artifacts using Google Docs and Picasa, a reflective learning portfolio using Blogger, and a showcase/assessment/presentation portfolio with Google Sites.
  • Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
  • 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.
  • Added Google Docs in 2010.
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • 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
  • Collection/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?)
  • Selection/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)
  • Reflection = higher retention (SPU’s iTunesU videos)
  • Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops.Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • Transcript

    • 1. Email:<br />eportfolios@gmail.com<br />Twitter hashtag:<br />#eportfolios<br />Student-Centered Interactive E-Portfolios <br />Dr. Helen Barrett<br />with<br />Twitter:@eportfolios<br />electronicportfolios.org/<br />slideshare.net/eportfolios/<br />
    • 2. Outline <br />Context<br />Definitions (What?)<br />Reflection (Why?)<br />Google Apps (How?) <br />Blogger<br />Docs<br />Sites<br />Teacher Dashboard<br />
    • 3. Purpose & Objectives<br />Participants will gain an overview of the various Google Tools and how they can be used to develop ePortfolios.<br />Participants will see examples of ePortfolios created in K-12 schools using GoogleApps<br />http://sites.google.com/site/eportfolioapps/<br />http://slideshare.net/eportfolios <br />
    • 4. Context<br />Why…<br />Electronic Portfolios Now?<br />
    • 5. National Educational Technology Plan (2010)<br />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)<br />
    • 6. 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 />
    • 7. What are Interactive Portfolios?<br />Portfolios using Web 2.0 tools to: <br /><ul><li> reflect on learning in multiple formats
    • 8. showcase work online to multiple audiences
    • 9. dialogue about learning artifacts/reflections
    • 10. provide feedback to improve learning </li></li></ul><li>Balanced?<br />Student-Centered<br />School-Centered<br />Focus on Interests, Passions, Goals<br />Choice and VoiceReflection<br />Lifelong Learning<br />Focus on Standards, Outcomes<br />Accountability, Achievement <br />Term, Graduation<br />
    • 11. Golden Circle <br />What?<br />How?<br />Why?<br />9<br />
    • 12. WHAT?<br />Audio • Video • Text • Images<br />Digital Repository<br />Electronic Portfolio<br />Social Networks<br />Multimedia Artifacts<br />
    • 13. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscalcapital<br />Educational portfolio: document development of humancapital<br />
    • 14. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 15. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 16. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    • 17. WHY?<br />Assessment<br />Reflection<br />Identity<br />Guidance<br />Learning<br />Showcase<br />Accountability<br />Employment<br />
    • 18. 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 />
    • 19. United #7 ePortfolio Vision Statement (Draft)<br />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.<br />
    • 20. 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 />
    • 21. Lifelong Context for ePortfolios<br />
    • 22. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
    • 23. Digital Identity<br />Creating a positive digital footprint<br />
    • 24. Passion and Self-Directed Learning<br />Lisa Nielsen’s “The Innovative Educator” blog entries:<br />Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)<br />10 Ways Technology Supports21st Century Learners in Being Self Directed<br />http://theinnovativeeducator.blogspot.com/<br />
    • 25. “Know Thyself”<br />Temple at Delphi<br />
    • 26. 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 />
    • 27. Student Literacy Achievement through Blogging<br />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.<br />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)<br />Tamaki Schools, Auckland, NZ<br />
    • 28. HOW?<br />Workspace<br />Tools<br />Showcase<br />“Capture the Moment”<br />
    • 29. Process/Product<br /><ul><li>ePortfoliois both process and product”
    • 30. Process: A series of events (time and effort) to produce a result- From Old French procesJourney
    • 31. Product: the outcome/results or “thinginess” of an activity/processDestination
    • 32. Wiktionary</li></li></ul><li>Boundaries Blurring (between e-portfolios & social networks)<br />Structured Accountability Systems? or…<br />Lifelong interactive portfolios<br />Picasa<br />Mash-ups<br />Facebook<br />Flickr<br />blogs<br />YouTube<br />Ning<br />wikis<br />Twitter<br />26<br />
    • 33. Processes<br />Social Networking<br />Connect(“Friending”)<br />Listen(Reading)<br />Respond(Commenting)<br />Share(linking/tagging)<br />Portfolio<br />Collection<br />Selection<br />Reflection<br />Direction/Goals<br />Presentation<br />Feedback<br />Technology <br />Archiving<br />Linking/Thinking<br />Digital Storytelling<br /> Collaborating<br /> Publishing<br />27<br />
    • 34. Balancing the Two Faces of E-Portfolios<br />Working Portfolio<br />Presentation Portfolio(s)<br />Docs<br />Digital Archive (Repository of Artifacts)<br />Collaboration Space<br />Reflective Journal<br />Portfolio as ProcessWorkspace<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences & Purposes<br />Portfolio as ProductShowcase<br />Sites<br />Blog<br />
    • 35. Why?<br />Integrated EcoSystem<br />Single Sign-On<br />Walled Garden<br />Transferable<br />
    • 36. Public Google Tools vs. GoogleApps for Education?<br />Public Google Tools (Gmail.com accounts)<br />Google Apps for Education<br />Student owns the account for life (must be over 13)<br />Student has complete control of access<br />FREE for anyone<br />No uploading to Google Video (must use YouTube to embed videos)<br />Start immediately<br />Protected environment (school assigns account)<br />School can control access (limit to members)<br />FREE for education<br />Limited use of Google Video (10 GB)<br />Need some advanced set-up time<br />$10/year for domain name<br />http://sites.google.com/site/colettecassinelli/proscons<br />
    • 37. Using Google Apps<br />
    • 38. Creating an ePortfolio with GoogleApps<br />Storage = Google Docs<br />Reflective Journal = Blogger or Google Sites Announcements page type <br />Presentation =Google Sites <br />
    • 39. Level 1 - Collection<br />
    • 40. With iOS (iPod Touch, iPhone, iPad) <br />Text Images Audio Video<br />Capture the Moment<br />
    • 41. Level 2: Primary Purpose: Learning/Reflection<br />
    • 42. Post to from Mobile<br />Send email to pre-arranged email address<br />Use BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99) <br />Set up Blogger Mobile and send SMS<br />
    • 43. Level 3: Showcase Portfolio<br />Level 3: Primary Purpose: Showcase/Accountability<br />
    • 44. Timeline<br />38<br />Level 1: Collection<br />Level 2: Collection + Reflection<br />Level 3: Selection + Presentation<br />
    • 45. Developmental Plans<br />K-2– no individual student accounts & Class Portfolios [Blogger]<br />Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs]<br />Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools]<br />Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]<br />
    • 46. 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 />Captions/Journals<br />blog<br />blog pages<br />Sites<br />
    • 47. Reflection<br />Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html<br />Based on Bloom’s Taxonomy (Revised)<br />
    • 48. Examples<br />Online Portfolios & Blogs<br />
    • 49. Student examples<br />Hunter Park Kindergarten & Abigail's E-Profile (NZ) – Blogger<br />Kim Cofino’s 6th graders (Japan) - Blogger<br />Pt. England School (NZ) - Blogger<br />Ryan’s Senior Project (US) – Google Sites<br />My Google Sites Presentation Portfolio <br />
    • 50. Social Learning<br />Interactivity!<br />44<br />
    • 51. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />45<br />
    • 52. Successful ePortfolio Process:<br />Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops/Mobiles <br />Engage students in reflection to facilitate deep learning through…<br />Digital storytelling <br />Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase<br />
    • 53. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
    • 54. Teacher Dashboard Demo<br />(Optional)<br />LiteVersion $95/year<br />A tool to help teachers manage Google Apps in the classroom<br />(being built in New Zealand)<br />http://hapara.com/<br />
    • 55. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />49<br />
    • 56. Portfolios help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    • 57. Is the Future ofePortfolio Development in your pocket?<br />“Capture the Moment” with iOS, Android devices<br />
    • 58. REAL*<br />ePortfolio<br />Academy <br />for K-12Teachers<br />*Reflection<br />Engagement<br />Assessment for<br />Learning<br />
    • 59. Dual Skill Development<br />Portfolio Skills<br />Students<br />Collecting/ Digitizing<br />Selecting/ Organizing<br />Reflecting<br />Goal-Setting<br />Presenting<br />Teacher/Faculty/Mentor<br />Pedagogy – Facilitate portfolio processes<br />Role of Reflection<br />Assessment/ Feedback<br />Model own Portfolio Learning<br />+ Technology Skills<br />
    • 60. Initial Online Courses Planned<br />Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)<br />Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)<br />Add Voice to ePortfolios with Digital Storytelling<br />Create Your Professional Portfolio (tool neutral)<br />
    • 61. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />55<br />
    • 62. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />Founding Faculty, REAL*ePortfolio Academy for K-12 Teachers<br />*Reflection, Engagement, Assessment for Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />Twitter: @eportfolios<br />http://slideshare.net/eportfolios<br />

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