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ND District 7 Sept 2010

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Slides from presentation to teachers on September 15, 2010.

Slides from presentation to teachers on September 15, 2010.

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  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • As defined in a JISC publication, Effective Practices with e-portfolios: 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)
  • 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

ND District 7 Sept 2010 ND District 7 Sept 2010 Presentation Transcript

  • Portfolio LearningePortfoliosfor Student Engagement,Professional Development. and Lifelong Learning
    Dr. Helen Barrett
    electronicportfolios.org
    http://www.slideshare.net/eportfolios/
  • Outline
    Context
    Definitions
    Process - Reflection
    Product - Technology
    Intrinsic Motivation
    Hands-on Google Sites
  • 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
  • Context
    Why
    Electronic Portfolios Now?
  • The World in Flat
    • Thomas Friedman, New York Times Columnist
    • A look at the change and globalization since Y2K
  • Skills for jobs in a flat world “in the new middle”
    • Collaborator
    • Leverager
    • Adapter
    • Explainer
    • Synthesizer
    • Model builder
    • Localizer
    • Personalizer
    • Think across disciplines
    • Able to tell stories
    • Build things with intelligence in them
    • Create networks
    • Aggregate pieces horizontally
    • Creativity
    Friedman, 2006
  • The Right Stuff - Learning in a Flat World
    “How we educate our children may prove to be more important than howmuch.”
    Abilities for a flat world:
    Learn how to learn
    CQ (curiosity) + PQ (passion) > IQ
    People Skills
    Right Brain Stuff
    Friedman, 2006
  • Framework for 21st Century Skillshttp://www.21stcenturyskills.org/
  • ISTE NETS
  • Enhancing students' computer & multimedia skills through ePortfolios
  • Draft 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)
  • 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.
  • 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.
  • Technology & Reflection
    Two Themes across the Lifespan with ePortfolio Development and Social Networking
    21
  • 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
  • What is a Portfolio in Education?
    A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one ormore areas[over time].
    (Northwest Evaluation Association, 1990)
  • 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
    Assessment/ Accountability
    "The Blind Men and the Elephant” by John Godfrey Saxe
  • Balancing the 2 Faces of E-Portfolios
  • Some Basic Concepts
    • “ePortfoliois 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(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
  • Structure of E-Portfolio Types
    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)
    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
  • Level 1 - Collection
  • Stages of Portfolio Development
    Level 1
    • 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
  • Level 2: Primary Purpose: Learning/Reflection
  • Stages of Portfolio Development
    Level 2
    • 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?)
  • Level 3: Primary Purpose: Showcase/Accountability
  • Stages of Portfolio Development
    Level 3
    • 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)
  • Timeline
    38
    Level 1: Collection
    Level 2: Collection + Reflection
    Level 3: Selection + Presentation
  • 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
    39
  • QUOTE
    • 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
  • 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
  • Social networks
    last five years
    store documents and share experiences,
    showcase accomplishments,
    communicate and collaborate
    facilitate employment searches
    42
  • Social Learning
    Interactivity!
    43
  • Boundaries Blurring (between e-portfolios & social networks)
    Structured Accountability Systems? or…
    Lifelong interactive portfolios
    Picasa
    Mash-ups
    Facebook
    Flickr
    blogs
    YouTube
    Ning
    wikis
    Twitter
    44
  • Digital Archive (for Life) Supports Lifelong & Life-wide Learning
    45
  • 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
    46
  • Discuss!
    Engagement Factors?
    Social networks?
    ePortfolios?
    47
  • Golden Circle
    What?
    How?
    Why?
    48
  • Deep Learning
    • involves reflection,
    • is developmental,
    • is integrative,
    • is self-directive, and
    • is lifelong
    Cambridge (2004)
  • 50
    Similarities in Process
    Major differences:
    extrinsic vs.
    intrinsic motivation
    Elements of True (Intrinsic) Motivation:
    Autonomy
    Mastery
    Purpose
  • Pink’s Motivation Behavior
    X
    Type X - Extrinsic
    fueled more by extrinsic rewards or desires (Grades?)
    Type I – Intrinsic
    Behavior is self-directed.
    I
    51
  • Successful websites = Type I Approach
    • People feel good about participating.
    • Give users autonomy.
    • Keep system as open as possible.
    - Clay Shirky
    52
  • Autonomy & ePortfolios
    Choice
    Voice
    Sharing
    Feedback
    Immediacy
    53
    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
    54
  • Mastery & ePortfolios (2)
    ePortfolio:
    Flow
    Showcasing Achievements
    Increased self-awareness and self-understanding
    “Only engagement can produce Mastery.” (Pink, 2009, p.111)
    55
  • FLOW
    a feeling of energized focus (Csíkszentmihályi)
    “Reach should exceed the Grasp”
    56
  • 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”
    57
  • Use ePortfolios to documentMASTERY
    58
  • Purpose & ePortfolios
    • Relevance
    • Big picture
    • Engagement
    59
  • 60
    Good Question…
  • 61
    Because Purpose and Passion Co-Exist
  • Life Portfolio – planning for an extended midlife transition (50-90)
    • Passions and pursuits
    • New possibilities
    • Visualize a new life
    • Not “retirement” but “rewirement”
    62
  • 63
  • 64
    Portfolio Way of Thinking
    • Portfolios can be timeless
    • What really matters in life?
    • Discover or rediscover passion…
    • Create a legacy…
    • Turn careers into callings, success into significance…
    • To make a difference…
    • An ongoing, ageless framework for self-renewal
  • Successful ePortfolio Process:
    Develop multimedia artifacts through Project-Based Learning & Learning with Laptops
    Engage students in reflection to facilitate deep learning through…
    Digital storytelling
    Journal/Blog & Presentation Portfolio – Workspace + Showcase
  • 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)
  • Portfolios help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Reflection
    Meaning Making
    21st Century Literacy
    68
  • Convergence
  • Examples
    Student Digital Stories
  • Victoria’s 2nd Grade Autobiography
  • Tori – 2nd Grade
  • Tori – 6th grade poem
  • Naya’s Portfolio
    Naya, Anchorage School District, May 2000
  • High School Student
    Trey – “I am From” – Bremerton High School, 2009
  • Reflection – Retrospective“Good Moring Sunshines”
  • Examples
    Online Portfolios & Blogs
  • Student examples
    Templates – public on Google Sites
    Hunter Park Kindergarten & Abigail's E-Profile - Blogger
    3rd Grade – American School of Bombay – Google Sites
    Ryan’s Senior Project – Google Sites
    My Google Sites Presentation Portfolio
  • 3 Levels of My Portfolio
    My website (where most artifacts are stored)http://electronicportfolios.org/ PDF version from 2000: http://electronicportfolios.org/samples/
    My Blog = My Reflective Journal(Blogger) http://blog.helenbarrett.org/
    My Professional/Presentation Portfolio(Google Sites) http://sites.helenbarrett.net/
  • Developing Plans
    K-2– no individual student accounts & Class Portfolios
    Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection
    Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection)
    Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)
  • Professional Development
    January 17-18, 2011
    Selection of hands-on activities:
    Create your Professional Portfolio
    Introduction to Digital Storytelling
    Blogging
    Share your emerging student portfolio experiences
    Other ideas as requested
  • Create a Professional Portfolio
    Model Intrinsic Motivation!
    Share with Students!
    Prepare for the Portfolio Life!
  • Creating a Professional Portfolio
    Hands-On Activity Using GoogleApps
  • Begin with a Working Portfolio
    Adopt social networking strategies:
    Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation
    Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post
    Collect digital copies of your work
    Set up GoogleDocs account and upload Office Docs into one place
  • Hands-on Activity Google Sites
    Create the following pages:
    • Home (main page)
    • About Me
    • Journal (Announcements page type)OR Blogger (when available in GoogleApps)
    • Themes (Competencies or Goals or Standards)
    • Sub pages for each one
  • Create an inventory of your work
    What themes emerge in your work?
  • Brainstorm
  • 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
  • ePortfolios should be more Conversation
    than Presentation
    (or Checklist)
    Because Conversation transforms!
  • Share your Professional Portfolio with your PLN
    Invite conversation and collaboration
  • My Story
  • A Reminder…
    Reflection & Relationships
    … the “Heart and Soul” of an ePortfolio…
    NOT the Technology!
    92
  • My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan
    93
  • Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
    eportfolios@gmail.com
    http://electronicportfolios.org/