The document discusses the use of ePortfolios and social media as lifelong learning environments. It defines key concepts like portfolios across the lifespan and their use for identity development, professional branding, reflection, and career preparation. The document also discusses how ePortfolios can balance purposes like accountability, improvement, and personalization to support deep learning over the long term when integrated with social media tools.

1. ePortfolios and Social Media as Lifelong Personal and Professional Learning Environment Dr. Helen Barrett December 2, 2010

11. Portfolio One Word, Many Meanings

13. Leonardo da Vinci’s Folio

18. Golden Circle Why? How? What?

20. 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

26. “ Know Thyself” Temple at Delphi

31. Lifelong Context for ePortfolios

38. 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

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

41. 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

42. 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

43. 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

46. 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

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

49. Digital Identity

52. Balancing the 2 Faces of E-Portfolios

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

65. 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

69. Tools? Expressive vs. Structured Models

74. The Future of mPortfolios (m=mobile)

75. Reflection with WordPress App

76. iPhone App for PebblePad (U.K.)

77. More PebblePad Screens

78. Digital Tools for Reflection Digital Storytelling and Engagement