Notre dame2010

E-Portfolios in Academic Advising: Engagement and Communication Conference on Advising Highly Talented Undergraduates Dr. Helen Barrett October 19, 2010 www.slideshare.net/eportfolios

Key Concepts
Definitions
Portfolios across the Lifespan
Portfolios as Lifelong Learning
Identity Development
Online Professional Branding
Reflection, Motivation & Engagement
Preparing for Portfolio Careers & Portfolio Life

Portfolio One Word, Many Meanings

Definitions - World English Dictionary
flat case , esp of leather, used for carrying maps, drawings, etc
the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio
such a case used for carrying ministerial or state papers
the responsibilities or role of the head of a government department: the portfolio for foreign affairs
Minister without portfolio a cabinet minister who is not responsible for any government department
the complete investments held by an individual investor or by a financial a organization

DEFINITIONS
What is a Portfolio?
Who was the first portfolio 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)

Golden Circle Why? How? What?

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”

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

ePortfolios and Academic Advising
Advisors can know a lot more about the students
Help students make connections across courses (Portland State University research)
Reflection and Feedback
Students record their goals in their ePortfolio
Have students respond to interview questions in their ePortfolios?

DEFINITIONS
What is an electronic portfolio?

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

Lifelong Context for ePortfolios

Portfolio Careers
Video: http://vimeo.com/15236162
Use ePortfolios to help students:
explore their life purpose and goals
explore their personal & professional identity
build their professional online brand
prepare for portfolio career/life

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
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

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

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

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

Digital Identity

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

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

Balancing the 2 Faces of E-Portfolios

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

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)

Think!
Engagement Factors?
Social networks?
ePortfolios?

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

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

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

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 EPORTFOLIOS TO DOCUMENT MASTERY

Purpose & ePortfolios
Relevance
Big picture
Engagement

Good Question…

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 ”

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

Strategies for a Portfolio Life
Tell the Story of Your Life
Accomplishments Leave Clues … + self-esteem
Connect with Others Network
Develop Your Goals… Change… Goals -- Purpose
Revise, Reflect, Rebalance
Story Goals Share

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!

Age & Social Technology Adoption

Industries, Companies & People

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 Followers Sharing ideas/links/current events – Post
Collect digital copies of your work
Set up GoogleDocs account and upload Office Docs into one place

Create an inventory of your work
What themes emerge in your work?

WordPress/Movable Type ePortfolios

Creating an ePortfolio with GoogleApps or WordPress
Storage = Google Docs
Reflective Journal = Blogger or WordPress
Presentation = Google Sites

Level 1 Workspace: Collection in the Cloud

Level 2 Workspace: Learning/Reflection

Level 3: Primary Purpose: Showcase/Accountability Showcase

Organize a Presentation Portfolio based on Themes
Use Pages in Blogger or WordPress http://blog.helenbarrett.org/
Use Google Sites http://sites.helenbarrett.net/portfolio/
Use a Wiki

The Future of mPortfolios (m=mobile)

Reflection with WordPress App

iPhone App for PebblePad (U.K.)

More PebblePad Screens

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

Notre dame2010

by Helen Barrett

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