Lisbon nov2010

Balancing the 2 Faces of E-Portfolios Dr. Helen Barrett November 19, 2010

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

Portfolio One Word, Many Meanings

DEFINITIONS
What is a Portfolio?
Who was the first famous “folio” keeper?

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)

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 St äu ble, 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)

“ Know Thyself” Temple at Delphi

Managing Oneself
“ Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
New 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
Peter Drucker, (2005) Harvard Business Review

DEFINITIONS
What is an electronic portfolio?

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

Lifelong Context for ePortfolios

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)

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

Multiple Purposes of E-Portfolios in Education
Learning/ Process/ Planning
Marketing/ Showcase/ Employment
Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe

ePortfolio designs/strategies for different purposes
Showcase Portfolios (Employment, Self-marketing)
Organized thematically (position requirements)
Focus of Reflection: Suitability for position
Tools: Choice of portfolio owner – personalized web pages – digital footprint
Personal online branding

Assessment/Accountability Portfolios (Summative assessment)
Organized thematically (outcomes, goals or standards)
Focus of Reflection: Achievement of Standards (rationale)
Tools: Assessment system with data from scoring rubrics
Faculty role: Evaluation

Forms of Assessment
Formative Assessments
Provides insights for the teacher
Assessment FOR Learning
Provides insights for the learner
Summative Assessments (Assessment OF Learning or Evaluation)
Provides insights (and data) for the institution
Nick Rate (2008) Assessment for Learning & ePortfolios , NZ Ministry of Ed

Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 Assessment for Continuous Improvement Assessment for Accountability Strategic Dimensions: Purpose Stance Predominant Ethos Application Choices: Instrumentation Nature of Evidence Reference Points Communication of Results Uses of Results Formative (Improvement) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting

Opportunity Cost
The alternative you give up when you make a decision…
The cost of an alternative that must be forgone in order to pursue a certain action
What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?

Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum

Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose

Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose

Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social Learning Faculty Time Involvement Complexity Purpose

Learning Portfolios
Organized chronologically
Focus of Reflection: Learning Activities & Artifacts
Tools: Reflective Journal (blog)
Faculty/peer role: Feedback on artifacts and reflection

Portfolio Learning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Experience Understanding Feeling Reviewing Reflecting Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning

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

Creating Digital Identity
“ YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition.
Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’
PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010

Digital Identity

Some Basic Concepts
“ ePortfolio is 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

Types of E-Portfolio Implementation
Working Portfolio
The Collection
The Digital Archive
Repository of Artifacts
Reflective Journal
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

Japanese

Catalan

Spanish

Mandarin

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 or Showcase
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Level 1 Workspace: Collection in the Cloud

Level 1 Portfolio Development
Collection -- Creating the Digital Archive ( regularly – weekly/monthly )
Digital Conversion (Collection)
Stored in GoogleDocs (Office docs) or Picasa (images) or YouTube (video) or links to other websites
Outcome of integrating technology across the curriculum

Level 2 Workspace: Learning/Reflection

Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) ( regularly )
Organized chronologically (in Blogger or Google Sites Announcements Page Type)
Captions (Background Information on assignment, Response)
Feedback (Comments from Teachers and/or Peers
Goals set on a regular basis
In Blogger, use Labels to classify entries

Level 3: Primary Purpose: Showcase/Accountability Showcase

Selection/Reflection and Direction ( each semester? End of year? )
organized thematically (in web pages or wiki)
Select Blogger entries using labels ?
Reflect: Why did I choose these pieces? What am I most proud to highlight about my work?
Reflect: What do they show about my learning?
Reflect: What more can I learn (Goals for the Future)?
Presentation ( annually )

Timeline Level 1: Collection - Archive Level 2: Reflection + Feedback Level 3: Selection + Presentation Sept Oct Nov Dec Jan Feb Mar Apr May Level 1 X X X X X X X X X Level 2 X X X X X X X X Level 3 ? XXX

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

Electronic Portfolios
almost two decades (since 1991)
used primarily in education to
store documents
reflect on learning
feedback for improvement
showcase achievements for accountability or employment

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

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

Tools? Expressive vs. Structured Models

Institutional Portfolios
What happens when a learner leaves or transfers?
Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfolios Employment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks

Separate Systems Learner-Centered
Learners maintain collection across the lifespan, institutions maintain evaluation data & links
Learners’ Digital Archive & Blog Learner-owned Lifelong Web Space Class portfolio Guidance portfolio Employment portfolio Institution’s Server or Service & Purposes Limited Time Frame hyperlinks Institutional data Meta-tags Faculty-generated evaluation data Life-wide focus Social networks

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

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!

Think!
Engagement Factors?
Social networks?
ePortfolios?

The Future?
Future of Personal Metadata in the cloud
World Economic Forum: potential impact on human capital development and economic implications. (Quite big picture!)
(Paul Kim, Stanford University) PrPl and PCB: a new e-portfolio environment in the cloud?

The Future of mPortfolios (m=mobile)

Reflection with WordPress App

iPhone App for PebblePad (U.K.)

More PebblePad Screens

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

ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!

Do Your e-Portfolios have CHOICE and VOICE?
Individual Identity
Reflection
Meaning Making
21 st Century Literacy

Voice 6+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

Strategies for Helping Students Reflect
Interactive tools
Journals: Blogs & Wikis
ePortfolio tools with built-in reflection
Survey tools
Student self-expression
Digital Storytelling
http://electronicportfolios.org/reflection.html

Self-Regulated Learning Abrami, 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

What about Motivation? Why would a student want to put all that work into developing an ePortfolio?

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

Pink’s Motivation Behavior
Type X - Extrinsic
fueled more by extrinsic rewards or desires (Grades?)
Type I – Intrinsic
Behavior is self-directed.
X 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 (2)
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

Digital Tools for Reflection Digital Storytelling and Engagement

Learner-Centered Philosophy
" 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)

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

Reflection & Relationships
… the “Heart and Soul” of an ePortfolio…
NOT the Technology!

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

Dr. Helen Barrett
Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
[email_address]
http://electronicportfolios.org/
http://www.slideshare.net/eportfolios

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Lisbon nov2010

by Helen Barrett on Nov 12, 2010

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