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Workshop slides, August 1-2, 2011

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http://blog.helenbarrett.org 7926
http://eslchestnut.wordpress.com 436
http://eslchestnut.com 91
http://eportfoliosblog.blogspot.com 60
http://translate.googleusercontent.com 36
http://penbentley.wikispaces.com 33
http://mj89sp3sau2k7lj1eg3k40hkeppguj6j-a-sites-opensocial.googleusercontent.com 24
http://paper.li 17
http://paper.li 17
http://eportfoliosblog.blogspot.it 4
http://eportfoliosblog.blogspot.ae 3
https://mj89sp3sau2k7lj1eg3k40hkeppguj6j-a-sites-opensocial.googleusercontent.com 3
http://loldev.canberra.edu.au 2
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  • Adjectives to describe purpose
  • Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
  • Who knows what this means?
  • Added Google Docs in 2010.
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • Reflection = higher retention (SPU’s iTunesU videos)
  • 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
  • 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.
  • 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?)
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • 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)
  • 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.
  • 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.

MHOK2011 MHOK2011 Presentation Transcript

  • Email:
    eportfolios@gmail.com
    Twitter hashtag:
    #eportfolios
    Student-Centered Interactive E-Portfolios
    Dr. Helen Barrett
    with
    Twitter:@eportfolios
    electronicportfolios.org/
    slideshare.net/eportfolios/
  • Legacy from the Portfolio Literature
    • Much to learn fromthe literature onpaper-based portfolios
    • As adult learners, we have much to learn from how children approach portfolios
    “Everything I know about portfolios was confirmed working with a kindergartener”
  • The Power of Portfolios
    what children can teach us about learning and assessment
    Author: Elizabeth Hebert
    Publisher: Jossey-Bass
    Picture courtesy of Amazon.com
  • The Power of Portfolios
    Author: Dr. Elizabeth Hebert, Principal
    Crow Island School, Winnetka, Illinois
    Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  • 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.”
  • 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.”
  • 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.”
  • 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
    • What your parents saved for you
    • What you collect…
    • Why you collect…
  • Some issues to consider
    • What do your collections say about what you value?
    • Is there a difference between what you purposefully save and what you can’t throw away?
    • 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.
  • Outline
    Definitions (What?)
    Reflection (Why?)
    Google Apps (How?)
    Blogger
    Docs & Sites
    Teacher Dashboard
    Using Mobile Apps
    Digital Storytelling
  • Install the following FREE* apps
    EverNote (for note taking, capturing websites)
    Edmodo (school-based social networking)
    StoryRobe (digital storytelling) $0.99
    Dropbox (for document storage) + DropVox (audio recording stored in Dropbox) + PlainText (text editor stored in Dropbox)
    Piconhand
  • Establish the following accounts:
    Google account– Share with me so that I can share a Google Doc template
    Dropbox.com
    Edmodo.com
    Evernote.com
  • Model the process in this workshop
    Use one of the downloaded apps on your mobile device throughout the workshop to reflect & take notes
    Twitter hashtag: #mportfolios
  • EDMODO.COM
    Join this group: 1smdgg
    Use like Twitter (add tags)
  • Reflect
    What do you want to get out of this workshop?
    (Use Edmodonow. Use blog, PlainText, Evernote, or other app later.)
    Tag: goals
  • Context
    Why…
    Electronic Portfolios Now?
  • National Educational Technology Plan (2010)
    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)
  • 2011 Horizon Report – K-12
    Time-to-adoption:
    One Year or Less
    Cloud Computing
    Mobiles
    Two to Three Years
    Game-Based Learning
    Open Content
    Four to Five Years
    Learning Analytics
    Personal Learning Environments
    New Media Consortium http://www.nmc.org/
  • What are Interactive Portfolios?
    Portfolios using Web 2.0 tools to:
    • reflect on learning in multiple formats
    • showcase work online to multiple audiences
    • dialogue about learning artifacts/reflections
    • provide feedback to improve learning
  • Balanced?
    Student-Centered
    School-Centered
    Focus on Interests, Passions, Goals
    Choice and VoiceReflection
    Lifelong Learning
    Focus on Standards, Outcomes
    Accountability, Achievement
    Term, Graduation
  • Examples
    Online Portfolios & Blogs
  • Student examples
    ASB Google Sites portfolios & Victoria example
    Explore:
    Hunter Park Kindergarten & Abigail's E-Profile (NZ) – Blogger
    Kim Cofino’s 6th graders (Japan) - Blogger
    Pt. England School (NZ) – Blogger
    See links on 1-AM Agenda page
  • Golden Circle
    What?
    How?
    Why?
    23
  • WHAT?
    Audio • Video • Text • Images
    Digital Repository
    Electronic Portfolio
    Social Networks
    Multimedia Artifacts
  • Responsibilities
    Specialty Case
    Portfolio
    One Word,
    Many Meanings
    Workspace
    Showcase
    Investments
    Art Work
    Collection of Artifacts
  • What is a Portfolio?
    Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.
    Financial portfolio: document accumulation of fiscalcapital
    Educational portfolio: document development of humancapital
  • Who was the first famous “folio” keeper?
    Definitions
  • Leonardo da Vinci’s Folio
  • 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)
  • Reflect
    What is your prior experience with portfolios/ social networks?
    • Personal?
    • Professional?
    • Students?
    Tag: Experience
  • WHY?
    Assessment
    Reflection
    Identity
    Guidance
    Learning
    Showcase
    Accountability
    Employment
  • 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
  • United #7 ePortfolio Vision Statement (Draft)
    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.
  • From Mead School District’s Student Portfolio Handbook:
    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!
  • Reflect
    What is your Vision and Purpose for implementing ePortfolios in this school?
    Tag: Vision
  • Google Docs
    Open Google Docs Documents using Google App/Safari
    Start a document exploring your vision for ePortfolio development
    (No collaboration in docs.google.com/m/)
  • Lifelong Context for ePortfolios
  • Digital Identity
    Creating a positive digital footprint
  • Passion and Self-Directed Learning
    Lisa Nielsen’s “The Innovative Educator” blog entries:
    Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)
    10 Ways Technology Supports21st Century Learners in Being Self Directed
    http://theinnovativeeducator.blogspot.com/
  • “Know Thyself”
    Temple at Delphi
  • Student Literacy Achievement through Blogging
    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.
    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)
    Tamaki Schools, Auckland, NZ
  • HOW?
    Workspace
    Tools
    Showcase
    “Capture the Moment”
  • Process/Product
    • ePortfoliois both process and product”
    • Process: A series of events (time and effort) to produce a result- From Old French procesJourney
    • Product: the outcome/results or “thinginess” of an activity/processDestination
    • Wiktionary
  • Processes
    Social Networking
    Connect(“Friending”)
    Listen(Reading)
    Respond(Commenting)
    Share(linking/tagging)
    Portfolio
    Collection
    Selection
    Reflection
    Direction/Goals
    Presentation
    Feedback
    Technology
    Archiving
    Linking/Thinking
    Digital Storytelling
    Collaborating
    Publishing
    44
  • Reflection
    Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
    Based on Bloom’s Taxonomy (Revised)
  • 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
    Captions/Journals
    blog
    blog pages
    Sites
  • Balancing the Two Faces of E-Portfolios
    Working Portfolio
    Presentation Portfolio(s)
    Docs
    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
    Sites
    Blog
  • Why?
    Integrated EcoSystem
    Single Sign-On
    Walled Garden
    Transferable
  • Using Google Apps
  • Creating an ePortfolio with GoogleApps
    Storage = Google Docs
    Reflective Journal = Blogger or Google Sites Announcements page type
    Presentation =Google Sites
  • Level 1 - Collection
  • With iOS (iPod Touch, iPhone, iPad)
    Text Images Audio Video
    Capture the Moment
  • Integrate file storage with computer and website
    Hyperlink to files in Public folder!
    Try it!
  • Dropbox Apps
    PlainText
    DropVox
    Records audio (.m4a) and sends it directly to your Dropbox account
    Creates plain text file (.txt) and saves directly to Dropbox account. Can create folders inside PlainText folder.
    Try it!
  • Dragon Dictation
    Voice recognition (adult)
    Share in many ways
    Try it!
  • EvernoteOne Account, Many Devices
    Capture Anything
    Access Anywhere
    Find Things Fast
    Capture something with one tool-- access it from another
    Web page access
    Emailing your memories
    Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.
  • Evernote
    All in one recording/saving to Evernote Account (email address)
    Grades 3-5, Trillium Charter School, Portland (see my blog)
    iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
  • Case Study: Grades 3-5
    Trillium Charter School, Portland, OR
    http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html
    iPod Touch 4
    Try it!
  • Reflect
    What type of evidence do you want to capture?
    How would you “capture the moment” with your iPad/iPod Touch?
    Where will you store these artifacts?
    Tag: Evidence
  • Hands-On
    Explore a few tools to address your portfolio purpose & process
  • Level 2: Primary Purpose: Learning/Reflection
  • Social Learning
    Interactivity!
    62
  • ePortfolios should be more Conversation
    than Presentation
    (or Checklist)
    Because Conversation transforms!
  • Post to from Mobile
    Send email to pre-arranged email address
    Use BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99)
    Set up Blogger Mobile and send SMS
  • Blogging* by eMail*the act of sharing yourself
    Tumblr
    Posterous
    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
  • 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”
    66
  • Level 3: Showcase Portfolio
    Level 3: Primary Purpose: Showcase/Accountability
  • Timeline
    68
    Level 1: Collection
    Level 2: Collection + Reflection
    Level 3: Selection + Presentation
  • Developmental Plans
    K-2– no individual student accounts & Class Portfolios [Blogger]
    Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs]
    Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools]
    Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]
  • Digital Tools for Reflection
    Reflective Journal (Blog)
    Digital Storytelling and Engagement
  • Convergence
  • Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Reflection
    Meaning Making
    21st Century Literacy
    Digital Story of Deep Learning
  • 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.
    http://educationnorthwest.org/resource/503#Voice
  • 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)
  • 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.
  • 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
  • Sample Storyboard
  • Sample Storyboard
  • Video Editing on iOS
    iMovie $4.99
    ReelDirector $3.99
    Splice $1.99
    Free
  • Victoria’s 2nd Grade Autobiography
  • Tori – 2nd Grade
    http://www.youtube.com/watch?v=tyTi_2ZR2L4
  • Tori – 6th grade poem
    http://www.youtube.com/watch?v=7v18VvMmCJY
  • Lucy the Cat (created with StoryRobe)
    http://www.youtube.com/watch?v=_E1VpczjEaU
  • Successful ePortfolio Process:
    Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops/Mobiles
    Engage students in reflection to facilitate deep learning through…
    Digital storytelling
    Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase
  • Reflect
    What are your “AHA” moments in this workshop?
    What do you want to explore further?
    What are your next steps?
    Tag: Feedback or Goals
  • Teacher Dashboard Demo
    (Optional)
    Lite Version $95/year
    A tool to help teachers manage Google Apps in the classroom
    (being built in New Zealand)
    http://hapara.com/
  • A Reminder…
    Reflection & Relationships
    … the “Heart and Soul” of an ePortfolio…
    NOT the Technology!
    87
  • Portfolios help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • REAL*
    ePortfolio
    Academy
    for K-12Teachers
    *Reflection
    Engagement
    Assessment for
    Learning
  • Dual Skill Development
    Portfolio Skills
    Students
    Collecting/ Digitizing
    Selecting/ Organizing
    Reflecting
    Goal-Setting
    Presenting
    Teacher/Faculty/Mentor
    Pedagogy – Facilitate portfolio processes
    Role of Reflection
    Assessment/ Feedback
    Model own Portfolio Learning
    + Technology Skills
  • Initial Online Courses Planned
    Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)
    Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)
    Add Voice to ePortfolios with Digital Storytelling
    Create Your Professional Portfolio (tool neutral)
  • My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan
    92
  • Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
    Founding Faculty, REAL*ePortfolio Academy for K-12 Teachers
    *Reflection, Engagement, Assessment for Learning
    eportfolios@gmail.com
    http://electronicportfolios.org/
    Twitter: @eportfolios
    http://slideshare.net/eportfolios