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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
The e-portfolio is the central and common point for the student 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
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
Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) 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
Four key pillars of Lifelong Learning(Barbara Stäuble, 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
Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
ePortfolio “Mash-up” Lifetime Personal Web Space ePortfolio “Mash-up” Small pieces, loosely joined
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
Think! Engagement Factors? Social networks? ePortfolios?
How might an e-portfolio support development of personal knowledge, reflection, and metacognition? knowledge for acting/doing reflection in action performance context forethought self-reflection knowledge for planning actions and imagination reflection for action knowledge of self derived from doing reflection on action Norman Jackson Higher Education Academy, U.K.
Reflective Questions that tie the Past to the Future
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 Goals Captions/Journals Change over Time
What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTER Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Before Goal setting increases self-efficacy and intrinsic interest Task Analysis Goal setting Strategic Planning Self-motivation beliefs increase commitment Self-motivational beliefs: Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation Forethought Influential processes which precede efforts to act and set the stage for action. GOALS Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
During Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation Performance or Volitional Control Processes that occur action and affect attention and action Captions Journals Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
After Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment Self-evaluation Casual attribution Self-reaction Self-satisfaction/affect Adaptive-defensive response Change over Time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
North Carolina Reflection Cycle Self-Assessment: The Reflective Practitioner
Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm Select: What evidence/artifacts have you included? Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed: Who was involved? What were the circumstances, concerns, or issues? When did the event occur? Where did the event occur?
Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htm Analyze: "digging deeper."
"Why" of the evidence or artifact
"How" of its relationship to teaching practice
Appraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
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
How do you motivate students to develop ePortfolios? Discussion
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
My Final Wish… dynamic celebrations stories of deep learning across the lifespan 65
Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning firstname.lastname@example.org http://electronicportfolios.org/ http://www.slideshare.net/eportfolios