Notre dame2010


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Keynote Address at Notre Dame Conference on Advising Highly Talented Undergraduates, October 19, 2010

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Notre dame2010

  1. 1. E-Portfolios in Academic Advising: Engagement and Communication Conference on Advising Highly Talented Undergraduates Dr. Helen Barrett October 19, 2010
  2. 2. Key Concepts <ul><li>Definitions </li></ul><ul><li>Portfolios across the Lifespan </li></ul><ul><li>Portfolios as Lifelong Learning </li></ul><ul><li>Identity Development </li></ul><ul><li>Online Professional Branding </li></ul><ul><li>Reflection, Motivation & Engagement </li></ul><ul><li>Preparing for Portfolio Careers & Portfolio Life </li></ul>
  3. 3. Portfolio One Word, Many Meanings
  4. 4. Definitions - World English Dictionary <ul><li>flat case , esp of leather, used for carrying maps, drawings, etc </li></ul><ul><li>the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio </li></ul><ul><li>such a case used for carrying ministerial or state papers </li></ul><ul><li>the responsibilities or role of the head of a government department: the portfolio for foreign affairs </li></ul><ul><li>Minister without portfolio a cabinet minister who is not responsible for any government department </li></ul><ul><li>the complete investments held by an individual investor or by a financial a organization </li></ul>
  5. 5. DEFINITIONS <ul><li>What is a Portfolio? </li></ul><ul><li>Who was the first portfolio keeper? </li></ul>
  6. 6. What is a Portfolio? <ul><li>Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. </li></ul><ul><li>Financial portfolio : document accumulation of fiscal capital </li></ul><ul><li>Educational portfolio : document development of human capital </li></ul>
  7. 7. What is a Portfolio in Education? <ul><li>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]. </li></ul><ul><li>(Northwest Evaluation Association, 1990) </li></ul>
  8. 8. Golden Circle Why? How? What?
  9. 9. Purpose <ul><li>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) </li></ul><ul><li>Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers . American Psychological Association </li></ul>
  10. 10. Four key pillars of Lifelong Learning ( Barbara St äu ble, Curtin University of Technology, Australia )
  11. 11. Knowing the learner (Self-awareness) <ul><li>Understanding prior knowledge </li></ul><ul><li>Motivation for and attitudes toward learning </li></ul><ul><li>Help learners understand themselves </li></ul><ul><li>See their growth over time </li></ul>
  12. 12. Planning for learning (Self management) <ul><li>Setting goals </li></ul><ul><li>Develop a plan to achieve these goals </li></ul>
  13. 13. Understanding how to learn (Meta-learning) <ul><li>Awareness of learners to different approaches to learning </li></ul><ul><li>Deep vs. Surface Learning, Rote vs. Meaningful Learning </li></ul><ul><li>Different Learning Styles </li></ul><ul><li>Help learners recognize success </li></ul><ul><li>Accommodate approaches that are not successful </li></ul>
  14. 14. Evaluating learning (Self monitoring) <ul><li>Systematic analysis of learners’ performance </li></ul><ul><li>Responsibility to construct meaning </li></ul><ul><li>Be reflective & think critically </li></ul><ul><li>Learners construct meaning, monitor learning, evaluate own outcomes </li></ul>
  15. 15. Deep Learning <ul><li>involves reflection, </li></ul><ul><li>is developmental, </li></ul><ul><li>is integrative, </li></ul><ul><li>is self-directive, and </li></ul><ul><li>is lifelong </li></ul><ul><li>Cambridge (2004) </li></ul>
  16. 16. “ Know Thyself”
  17. 17. Managing Oneself <ul><li>“ Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” </li></ul><ul><li>New Purpose: Use ePortfolios for managing knowledge workers' career development </li></ul><ul><li>What are my strengths? </li></ul><ul><li>How do I perform? </li></ul><ul><li>What are my values? </li></ul><ul><li>Where do I belong? </li></ul><ul><li>What should I contribute? </li></ul><ul><li>Responsibility for Relationships </li></ul><ul><li>The Second Half of your Life </li></ul>Peter Drucker, (2005) Harvard Business Review
  18. 18. ePortfolios and Academic Advising <ul><li>Advisors can know a lot more about the students </li></ul><ul><li>Help students make connections across courses (Portland State University research) </li></ul><ul><li>Reflection and Feedback </li></ul><ul><li>Students record their goals in their ePortfolio </li></ul><ul><li>Have students respond to interview questions in their ePortfolios? </li></ul>
  19. 19. DEFINITIONS <ul><li>What is an electronic portfolio? </li></ul>
  20. 20. QUOTE <ul><li>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 </li></ul>
  21. 21. Lifelong Context for ePortfolios
  22. 22. Portfolio Careers <ul><li>Video: </li></ul><ul><li>Use ePortfolios to help students: </li></ul><ul><ul><li>explore their life purpose and goals </li></ul></ul><ul><ul><li>explore their personal & professional identity </li></ul></ul><ul><ul><li>build their professional online brand </li></ul></ul><ul><ul><li>prepare for portfolio career/life </li></ul></ul>
  23. 23. E-Portfolio Components <ul><li>Multiple Portfolios for Multiple Purposes -Celebrating Learning -Personal Planning -Transition/entry to courses -Employment applications -Accountability/Assessment </li></ul><ul><li>Multiple Tools to Support Processes -Capturing & storing evidence -Reflecting -Giving & receiving feedback -Planning & setting goals -Collaborating -Presenting to an audience </li></ul><ul><li>Digital Repository </li></ul>(Becta, 2007; JISC, 2008)
  24. 24. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning •
  25. 25. Multiple Purposes of E-Portfolios in Education <ul><ul><li>Learning/ Process/ Planning </li></ul></ul><ul><ul><li>Marketing/ Showcase/ Employment </li></ul></ul><ul><ul><li>Assessment/ Accountability </li></ul></ul>&quot;The Blind Men and the Elephant” by John Godfrey Saxe
  26. 26. ePortfolio designs/strategies for different purposes <ul><li>Assessment/Accountability Portfolios (Summative assessment) </li></ul><ul><ul><li>Organized thematically (outcomes, goals or standards) </li></ul></ul><ul><ul><li>Focus of Reflection: Achievement of Standards (rationale) </li></ul></ul><ul><ul><li>Tools: Assessment system with data from scoring rubrics </li></ul></ul><ul><ul><li>Faculty role: Evaluation </li></ul></ul>
  27. 27. Forms of Assessment <ul><li>Formative Assessments </li></ul><ul><ul><li>Provides insights for the teacher </li></ul></ul><ul><li>Assessment FOR Learning </li></ul><ul><ul><li>Provides insights for the learner </li></ul></ul><ul><li>Summative Assessments (Assessment OF Learning or Evaluation) </li></ul><ul><ul><li>Provides insights (and data) for the institution </li></ul></ul>Nick Rate (2008) Assessment for Learning & ePortfolios , NZ Ministry of Ed
  28. 28. 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
  29. 29. Opportunity Cost <ul><li>The alternative you give up when you make a decision… </li></ul><ul><li>The cost of an alternative that must be forgone in order to pursue a certain action </li></ul><ul><li>What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement? </li></ul>
  30. 30. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. ePortfolio designs/strategies for different purposes <ul><li>Showcase Portfolios (Employment, Self-marketing) </li></ul><ul><ul><li>Organized thematically (position requirements) </li></ul></ul><ul><ul><li>Focus of Reflection: Suitability for position </li></ul></ul><ul><ul><li>Tools: Choice of portfolio owner – personalized web pages – digital footprint </li></ul></ul><ul><ul><li>Personal online branding </li></ul></ul>
  35. 35. ePortfolio designs/strategies for different purposes <ul><li>Learning Portfolios </li></ul><ul><ul><li>Organized chronologically </li></ul></ul><ul><ul><li>Focus of Reflection: Learning Activities & Artifacts </li></ul></ul><ul><ul><li>Tools: Reflective Journal (blog) </li></ul></ul><ul><ul><li>Faculty/peer role: Feedback on artifacts and reflection </li></ul></ul>
  36. 36. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
  37. 38. Digital Identity
  38. 39. Creating Digital Identity <ul><li>“ 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. </li></ul><ul><li>Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’ </li></ul><ul><li>PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010 </li></ul>
  39. 40. Some Basic Concepts <ul><li>“ ePortfolio is both process and product ” </li></ul><ul><ul><li>Process : A series of events (time and effort) to produce a result - From Old French proces (“‘journey’”) </li></ul></ul><ul><ul><li>Product : the outcome/results or “thinginess” of an activity/process - Destination </li></ul></ul><ul><ul><li>Wiktionary </li></ul></ul>
  40. 41. Balancing the 2 Faces of E-Portfolios
  41. 42. Types of E-Portfolio Implementation <ul><li>Working Portfolio </li></ul><ul><ul><li>The Collection </li></ul></ul><ul><ul><li>The Digital Archive </li></ul></ul><ul><ul><li>Repository of Artifacts </li></ul></ul><ul><ul><li>Reflective Journal </li></ul></ul><ul><ul><li>Collaboration Space </li></ul></ul><ul><li>Portfolio as Process -- Workspace (PLE)“shoebox” </li></ul><ul><li>Presentation Portfolio(s) </li></ul><ul><ul><li>The “Story” or Narrative </li></ul></ul><ul><ul><li>Multiple Views (public/private) </li></ul></ul><ul><ul><li>Varied Audiences (varied permissions) </li></ul></ul><ul><ul><li>Varied Purposes </li></ul></ul><ul><li>Portfolio as Product -- Showcase </li></ul>
  42. 44. Boundaries Blurring (between e-portfolios & social networks) <ul><li>Structured Accountability Systems? or… </li></ul><ul><li>Lifelong interactive portfolios </li></ul>Mash-ups Flickr YouTube blogs wikis Twitter Picasa Facebook Ning
  43. 45. Electronic Portfolios <ul><li>almost two decades (since 1991) </li></ul><ul><li>used primarily in education to </li></ul><ul><ul><li>store documents </li></ul></ul><ul><ul><li>reflect on learning </li></ul></ul><ul><ul><li>feedback for improvement </li></ul></ul><ul><ul><li>showcase achievements for accountability or employment </li></ul></ul>
  44. 46. Social networks <ul><li>last five years </li></ul><ul><ul><li>store documents and share experiences, </li></ul></ul><ul><ul><li>showcase accomplishments, </li></ul></ul><ul><ul><li>communicate and collaborate </li></ul></ul><ul><ul><li>facilitate employment searches </li></ul></ul>
  45. 47. Processes <ul><li>Portfolio </li></ul><ul><li>Collection </li></ul><ul><li>Selection </li></ul><ul><li>Reflection </li></ul><ul><li>Direction/Goals </li></ul><ul><li>Presentation </li></ul><ul><li>Feedback </li></ul>Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
  46. 48. Think! <ul><li>Engagement Factors? </li></ul><ul><li>Social networks? </li></ul><ul><li>ePortfolios? </li></ul>
  47. 49. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice !
  48. 50. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
  49. 51. Do Your e-Portfolios have CHOICE and VOICE? <ul><li>Individual Identity </li></ul><ul><li>Reflection </li></ul><ul><li>Meaning Making </li></ul><ul><li>21 st Century Literacy </li></ul>
  50. 52. Voice 6+1 Trait® Definition <ul><li>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. </li></ul><ul><li> </li></ul>
  51. 53. 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. Goals Captions/Journals Change over Time
  52. 54. Strategies for Helping Students Reflect <ul><li>Interactive tools </li></ul><ul><ul><li>Journals: Blogs & Wikis </li></ul></ul><ul><ul><li>ePortfolio tools with built-in reflection </li></ul></ul><ul><ul><li>Survey tools </li></ul></ul><ul><li>Student self-expression </li></ul><ul><ul><li>Digital Storytelling </li></ul></ul><ul><li> </li></ul>
  53. 55. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
  54. 56. Similarities in Process <ul><li>Major differences: </li></ul><ul><ul><li>extrinsic vs. </li></ul></ul><ul><ul><li>intrinsic motivation </li></ul></ul><ul><li>Elements of True (Intrinsic) Motivation: </li></ul><ul><ul><li>Autonomy </li></ul></ul><ul><ul><li>Mastery </li></ul></ul><ul><ul><li>Purpose </li></ul></ul>
  55. 57. Pink’s Motivation Behavior <ul><li>Type X - Extrinsic </li></ul><ul><li>fueled more by extrinsic rewards or desires (Grades?) </li></ul><ul><li>Type I – Intrinsic </li></ul><ul><li>Behavior is self-directed. </li></ul>X I
  56. 58. Successful websites = Type I Approach <ul><li>People feel good about participating. </li></ul><ul><li>Give users autonomy. </li></ul><ul><li>Keep system as open as possible. </li></ul>- Clay Shirky
  57. 59. Autonomy & ePortfolios <ul><ul><li>Choice </li></ul></ul><ul><ul><li>Voice </li></ul></ul><ul><ul><li>Sharing </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Immediacy </li></ul></ul>
  58. 60. Mastery & ePortfolios <ul><li>Exhilaration in Learning </li></ul><ul><li>Sports? Games? </li></ul><ul><li>Compliance vs. Personal Mastery </li></ul><ul><li>Open Source movement (Wikipedia vs. Encarta) </li></ul><ul><li>Make a contribution </li></ul>
  59. 61. Mastery & ePortfolios (2) <ul><li>ePortfolio: </li></ul><ul><ul><li>Flow </li></ul></ul><ul><ul><li>Showcasing Achievements </li></ul></ul><ul><ul><li>Increased self-awareness and self-understanding </li></ul></ul><ul><li>“ Only engagement can produce Mastery .” (Pink, 2009, p.111) </li></ul>
  60. 62. FLOW <ul><li>a feeling of energized focus (Csíkszentmihályi) </li></ul><ul><li>Creativity </li></ul>
  61. 63. Student Engagement! <ul><li>CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence] </li></ul><ul><li>Find voice and passions through choice and personalization ! </li></ul><ul><li>Portfolio as Story </li></ul><ul><li>Positive Digital Identity Development - Branding </li></ul><ul><li>“ Academic MySpace” </li></ul>
  63. 65. Purpose & ePortfolios <ul><li>Relevance </li></ul><ul><li>Big picture </li></ul><ul><li>Engagement </li></ul>
  64. 66. Good Question…
  65. 67. Because Purpose and Passion Co-Exist
  66. 68. Life Portfolio – planning for an extended midlife transition (50-90) <ul><li>Passions and pursuits </li></ul><ul><li>New possibilities </li></ul><ul><li>Visualize a new life </li></ul><ul><li>Not “ retirement ” but “ rewirement ” </li></ul>
  67. 69.
  68. 70. Portfolio Way of Thinking <ul><li>Portfolios can be timeless </li></ul><ul><li>What really matters in life? </li></ul><ul><li>Discover or rediscover passion… </li></ul><ul><li>Create a legacy… </li></ul><ul><li>Turn careers into callings, success into significance… </li></ul><ul><li>To make a difference… </li></ul><ul><li>An ongoing, ageless framework for self-renewal </li></ul>
  69. 71. Strategies for a Portfolio Life <ul><li>Tell the Story of Your Life </li></ul><ul><li>Accomplishments Leave Clues … + self-esteem </li></ul><ul><li>Connect with Others Network </li></ul><ul><li>Develop Your Goals… Change… Goals -- Purpose </li></ul><ul><li>Revise, Reflect, Rebalance </li></ul>Story Goals Share
  70. 72. Tools? Expressive vs. Structured Models
  71. 73. Institutional Portfolios <ul><li>What happens when a learner leaves or transfers? </li></ul>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
  72. 74. Separate Systems Learner-Centered <ul><li>Learners maintain collection across the lifespan, institutions maintain evaluation data & links </li></ul>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
  73. 75. Why Web 2.0? <ul><li>Access from Anywhere! </li></ul><ul><li>Interactivity! </li></ul><ul><li>Engagement! </li></ul><ul><li>Lifelong Skills! </li></ul><ul><li>Mostly FREE! </li></ul><ul><li>All you need is an <EMBED> Code </li></ul>
  74. 76. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation” <ul><li>Learning that is… </li></ul><ul><li>Social and Participatory </li></ul><ul><li>Lifelong and Life Wide </li></ul><ul><li>Increasingly Self-Directed </li></ul><ul><li>Motivating and Engaging </li></ul><ul><li>… and Online! </li></ul>
  75. 77. Age & Social Technology Adoption
  76. 78. Industries, Companies & People
  77. 79. Begin with a Working Portfolio <ul><li>Adopt social networking strategies: </li></ul><ul><ul><li>Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation </li></ul></ul><ul><ul><li>Create a PLN on Twitter Follow and Invite Followers Sharing ideas/links/current events – Post </li></ul></ul><ul><li>Collect digital copies of your work </li></ul><ul><ul><li>Set up GoogleDocs account and upload Office Docs into one place </li></ul></ul>
  78. 80. <ul><li>Create an inventory of your work </li></ul><ul><ul><li>What themes emerge in your work? </li></ul></ul>
  79. 81. WordPress/Movable Type ePortfolios
  80. 82. Creating an ePortfolio with GoogleApps or WordPress <ul><li>Storage = Google Docs </li></ul><ul><li>Reflective Journal = Blogger or WordPress </li></ul><ul><li>Presentation = Google Sites </li></ul>
  81. 83. Level 1 Workspace: Collection in the Cloud
  82. 84. Level 2 Workspace: Learning/Reflection
  83. 85. Level 3: Primary Purpose: Showcase/Accountability Showcase
  84. 86. Organize a Presentation Portfolio based on Themes <ul><li>Use Pages in Blogger or WordPress </li></ul><ul><li>Use Google Sites </li></ul><ul><li>Use a Wiki </li></ul>
  85. 87. The Future of mPortfolios (m=mobile)
  86. 88. Reflection with WordPress App
  87. 89. iPhone App for PebblePad (U.K.)
  88. 90. More PebblePad Screens
  89. 91. Digital Tools for Reflection Digital Storytelling and Engagement
  90. 92. Learner-Centered Philosophy <ul><li>&quot; 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) </li></ul>
  91. 93. Digital Storytelling Process <ul><li>Create a 2-to-4 minute digital video clip </li></ul><ul><ul><li>First person narrative [begins with a written script ~ 400 words] </li></ul></ul><ul><ul><li>Told in their own voice [record script] </li></ul></ul><ul><ul><li>Illustrated (mostly) by still images </li></ul></ul><ul><ul><li>Music track to add emotional tone </li></ul></ul>
  92. 94. Reflection & Relationships <ul><li>… the “Heart and Soul” of an ePortfolio… </li></ul><ul><li>NOT the Technology! </li></ul>
  93. 95. My Final Wish… <ul><li>dynamic celebrations </li></ul><ul><li>stories of deep learning </li></ul><ul><li>across the lifespan </li></ul>
  94. 96. Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning [email_address]