Portfolio Life --at Mercy College

http://www.slideshare.net/eportfolios/

Technology & Reflection
Two Themes across the Lifespan with ePortfolio Development and Social Networking

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’s]efforts, progress and achievements in one or more 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 of E-Portfolios in Education
Learning/ Process/ Planning
Marketing/ Showcase
Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe

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 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
Portfolio as Product / Showcase
Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
Primary Purpose: Accountability or Employment
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

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

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

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

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)

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

Deep Learning
involves reflection,
is developmental,
is integrative,
is self-directive, and
is lifelong
Cambridge (2004)

Premises of Deep Learning
Motivation
Active Learning
Interaction with others
A deep foundational knowledge
“ Because portfolios get students into a rich and deep knowledge base focused on their own learning experiences, portfolios are highly motivating. Collaboration with others deepens these individual experiences by allowing probing questions, socially constructed knowledge, and alternative viewpoints.
Zubizarreta, J. (2009) Learning Portfolios. Jossey-Bass , p. xx

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?

Social Learning
Interactivity!

Boundaries Blurring (between e-portfolios & social networks)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Mash-ups Flickr YouTube blogs wikis Twitter Picasa Facebook Ning

Digital Archive (for Life) Supports Lifelong & Life-wide Learning

Some Basic Concepts
ePortfolio and social networking are both:
Process : Time and Effort - Journey
Product : The outcome - Destination

Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networks Connecting (“Friending”) Listening (Reading) Responding (Commenting) Sharing (linking/tagging)

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

- 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)
“ Reach should exceed the Grasp”

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

Good Question…

Because Purpose and Passion Co-Exist

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

Do Your e-Portfolios have VOICE?
Individual Identity
Reflection
Meaning Making
21 st Century Literacy

More Conversation… Less Presentation
“ Portfolios should be less about telling [presentation]
and more about talking!” [conversation] ” Julie Hughes, University of Wolverhampton
… Because Conversation transforms!
Who is in your PLN/PLE?* *Personal Learning Network *Personal Learning Environment

Architecture of Interaction Architecture of Participation (Web 2.0)
allows a
Pedagogy of Interaction
(ePortfolio 2.0)

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!

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?

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

Reflection & Relationships
… the “Heart and Soul” of a Portfolio… (and Social Networking)
NOT the Technology!
A Reminder…

My Final Wish…
… dynamic celebrations and stories of deep learning across the lifespan.

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Portfolio Life --at Mercy College

by Helen Barrett on May 07, 2010

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