Rcac dec2011


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Presentation at RCAC, London, Ontario, December 8, 2011

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  • Adjectives to describe purpose
  • How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
  • In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
  • As carved into
  • Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
  • Added Google Docs in 2010.My next research will be on ESL ePortfolios
  • Or reputation – how we are perceived. Uniqueness – our special character – our ethos.
  • Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
  • 25% posted sonograms!
  • Portfolio development can have a positive impact on career development.
  • Portfolio development can have a positive impact on career development.Authenticity: finding passion, purpose, strengths, A real sense of who we are.
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
  • Common Tools vs. Proprietary systems
  • Article Published 2011, British Columbia Ministry of Education, Innovations in Education, 2nd Edition
  • 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 2Collection/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 3Selection/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)
  • Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
  • BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)
  • Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios can showcase 21st Century Literacy.
  • In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function:
  • Rcac dec2011

    1. 1. What can an ePortfoliodo for your students? Digital Stories of Deep Learning Dr. Helen Barrett REAL ePortfolio Academy University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) New England College (adjunct) http://electronicportfolios.org eportfolios@gmail.com Twitter: @eportfolios
    2. 2. Focus of Presentation Hashtag: #eportfolios• Reflection and multimedia strategies to support metacognitionand deep learning • What, Why, and How of ePortfolios • Balancing the 2 Faces of ePortfolios • Digital &MobileTools • Digital Storytelling
    3. 3. Legacy from the PortfolioLiterature Much to learn from the literature on paper-basedportfolios As adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”
    4. 4. The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
    5. 5. The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001
    6. 6. 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.”
    7. 7. From the Preface (2) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “We formed part of our identity from thecontents of these memory boxes. We recognizedeach piece and its association with a particulartime or experience. We shared these collectionswith grandparents to reinforce feelings of pride andwe reexamined them on rainy days when friendswere unavailable for play. Reflecting on thecollection allowed us to attribute importance tothese artifacts, and by extension to ourselves, asthey gave witness to the story of our early schoolexperiences.”
    8. 8. From the Preface (3) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “Our parents couldn’t possibly envision thatthese memory boxes would be the inspiration foran innovative way of thinking about children’slearning. These collections, lovingly stored awayon our behalf, are the genuine exemplar fordocumenting children’s learning over time. Butnow these memory boxes have a differentmeaning. It’s not purely private orpersonal, although the personal is what givespower to what they can mean.”
    9. 9. 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…
    10. 10. 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] ispersonal.
    11. 11. Golden Circle What? How? Why? 11
    12. 12. WHAT?
    13. 13. specialty case responsibilities Portfolio One Word, Many Meaningsart work collection of artifacts investments
    14. 14. 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
    15. 15. Who was the first famous“folio” keeper?Definitions
    16. 16. Leonardo da Vinci’s Folio
    17. 17. +Electronic• digital artifacts organized online combining various media (audio/video/text/images)
    18. 18. 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)
    19. 19. WHY?
    20. 20. Reflection: The “Heart and Soul” of a PortfolioMetacognition = “thinking about thinking"
    21. 21. What is Reflection? • Major theoretical roots: • Dewey • Habermas • Kolb • Schön • Dewey: “We do not learn from experience… we learn from reflecting on experience.”
    22. 22. 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 Captions/Journals Blog MobilesBlog Pages Web Sites
    23. 23. Resource on Biology of Learning • Enriching the Practice of Teaching by Exploring the Biology of Learning • James E. Zull • Stylus Publishing Co.
    24. 24. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull
    25. 25. Experiential Learning Model Lewin/Kolb with adaptations by Moon and ZullPractice Have an experienceTry out what Reflect on theyou have experiencelearned Metacognition Learn from the experience
    26. 26. Portfolio Learning Experience Reviewing FeelingPublishing & Selecting Recording Sharing & Receiving Synthesizing Dialogue Organizing Planning Collaborating Feedback Understanding Conceptualizin Reflecting g & Constructing MeaningFigure 2 A model of e-portfolio-based learning, adapted fromKolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p.9
    27. 27. Deep Learning• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong Cambridge (2004)
    28. 28. “metacognition lies at the root of all learning” “…self-knowledge, awareness of how and why we think as we do, and the ability toadapt and learn, are critical to our survival as individuals…”- James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education
    29. 29. Temple at Delphi“Know Thyself”
    30. 30. Managing Oneself Peter Drucker, (2005) Harvard Business Review • What are my strengths?• “Success in the knowledge economy • How do I perform? comes to those who know themselves – • What are my values? their strengths, their • Where do I belong? values, and how best they perform.” • What should I contribute?• Purpose: Use e- • Responsibility for portfolios for Relationships managing knowledge • The Second Half of your Life workers career
    31. 31. 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
    32. 32. Student Literacy Achievement through Blogging • The Project definitely provided a motivation for writing, an improvement in audience awareness and purpose and in presentation skills. Other school interventions also had an impact on literacy achievement; however the Project has provided a purpose and enthusiasm for literacy. • The students of Manaiakalani were provided with a “hook” (e-learning outcomes published in on-line spaces) which gave these decile 1 students a voice to be heard globally. Subsequently, participating in the Manaiakalani Project enhanced their literacy, engagement, oral language and presentation. (p.70)Tamaki Schools, Auckland, NZ
    33. 33. What is Your Online Personal Brand?ePortfolioscan help builda positive online identity.
    34. 34. Digital Identity• Creating a positive digital footprint
    35. 35. Lifelong Context for E- Portfolios
    36. 36. http://www.businesswire.com/news/home/2010100 Digital Birth: 006722/en/Digital-Birth-Online-World Welcome to the Online World • Mothers with children aged under two (N=2200) that have uploaded images of their child (2010) • Overall – 81% • USA – 92% • Canada - 84% • (EU5 - 73%) UK - 81%
France - 74%
Italy - 68%
Germany - 71%
Spain – 71% • Australia – 84% • New Zealand – 91% • Japan - 43% http://www.flickr.com/photos/sailbit/3329477282/The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japanwere polled.
    37. 37. 5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years1. Social networking use is skyrocketing while email is plummeting2. You can’t find jobs traditionally anymore3. People are managing their careers as entrepreneurs4. The traditional resume is now virtual and easy to build5. Job seeker passion has become the deciding factor in employmenthttp://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online- presence-will-replace-your-resume-in-10-years/
    38. 38. Dan Schawbel, Forbes “personal branding guru” “Your online presence communicates, or should communicate, what you’re truly and genuinely passionate about… I firmly believe that you won’t be able to obtain and sustain a job without passion anymore.”• http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online- presence-will-replace-your-resume-in-10-years/
    39. 39. Students Explore & Find Purpose& Passion Through Reflection&Goal-Settingin their ePortfolios
    40. 40. HOW?
    41. 41. 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
    42. 42. Think!EngagementFactors?Socialnetworks?ePortfolios?
    43. 43. ProcessesPortfolio Social Technology NetworkingCollection Archiving ConnectSelection (“Friending”) Linking/ThinkingReflection Listen Digital Storytelling (Reading)Direction/Goals Collaborating RespondPresentation (Commenting) Publishing ShareFeedback (linking/tagging) 43
    44. 44. Digital Tools?Expressive vs. Structured Models
    45. 45. Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE!All you need is an <EMBED> Code
    46. 46. Balancing the Two Faces of ePortfolios PresentationWorking Portfolio Portfolio(s)Digital Archive The “Story” or Narrative (Repository of Artifacts) Docs Multiple Views Sites (public/private)Collaboration Space Varied Audiences &Reflective Journal Blog PurposesPortfolio as Portfolio as Process Product Workspace Showcase
    47. 47. Level 1 Workspace:Collection in the Cloud
    48. 48. Level 2 Workspace: Learning/Reflection
    49. 49. ShowcaseLevel 3: Primary Purpose: Showcase/Accountability
    50. 50. Timeline Sept Oct Nov Dec Jan Feb Mar Apr MayLevel 1 X X X X X X X X XLevel 2 X X X X X X X XLevel 3 ? XX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation 51
    51. 51. Developmental Plans• K-2– no individual student accounts & Class Portfolios [Blogger]• Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs]• Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools]• Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]
    52. 52. Is the Future ofePortfolioDevelop ment in your Pocket?• “Capture the Moment” – Reflection in the Present Tense• What am I learning at this moment?• Using the tools in our pockets!
    53. 53. 2011 Horizon Report – K-12Time-to-adoption:• One Year or Less • Cloud Computing • Mobiles• Two to Three Years • Game-Based Learning • Open Content• Four to Five Years • Learning Analytics • Personal Learning Environments New Media Consortium http://www.nmc.org/
    54. 54. Mobile Web is becoming the Personal Learning EnvironmentLearning the is… Generation” of that “Neto Social and Participatoryo Lifelong and Life Wideo Increasingly Self-Directedo Motivating and Engagingo … and Online all the time!
    55. 55. Mobile Touch:A Guide to Implementing Mobile E-learning in Your Organisation
    56. 56. With iOS (iPodTouch, iPhon e, iPad) TextImage Capture the s MomentAudio
    57. 57. Evernote One Account, Many Devices • Capture Anything • Access Anywhere • Find Things Fast • Capture something in one place -- access it from another • Web page accessEmailing your memoriesEmail notes, snapshots, and audio directly into your account.Emailed notes will go directly into your default notebook.
    58. 58. Evernote• All in one recording/saving to Evernote Account (email address)• Grades 3-5, Trillium Charter School, Portland (see my blog) iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
    59. 59. Learning is a Conversation ePortfoliosshould be more Conversation than Presentation Because Conversation transforms!
    60. 60. Blogging* by eMail *the act of sharing yourself Tumblr Posterous• Set up account on website • Just email to post@posterous.com• Send email to: myaccount.tumblr.com • iPhone App• iPhone App • Cross-post to Facebook&• Call in your posts for audio Twitter post to blog• Cross-post to Facebook& Twitter
    61. 61. Digital Toolsfor ReflectionReflective Journals (Blogs)Digital Storytelling and Engagement
    62. 62. Convergence
    63. 63. Do Your E-Portfolios have CHOICE and VOICE?• Individual Identity• Reflection• Meaning Making• 21st Century Literacy• Digital Story of Deep Learning
    64. 64. Portfolio as Story"A portfolio tells a story.It is the story of knowing. Knowingabout things... Knowing oneself...Knowing an audience... Portfoliosare students own stories of whatthey know, why they believe theyknow it, and why others should be ofthe same opinion.”(Paulson & Paulson, 1991, p.2)
    65. 65. Roger Schank, Tell Me a Story“Telling stories and listening toother peoples stories shape the memories we have of our experiences.” Stories help us organize ourexperience and define our sense of
    66. 66. 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
    67. 67. Tori’s2nd Grade Autobiography
    68. 68. Tori’s 2nd GradeAutobiography
    69. 69. Tori – 6th grade poemQuickTime Required: (Victoria, 2007)http://homepage.mac.com/hbarrett/family/iMovieTheater85.html
    70. 70. Bremerton High School student
    71. 71. A Reminder…Reflection & Relationships … the “Heart and Soul” of an e-portfolio… NOT the Technology! 73
    72. 72. electronicportfolios.org/academy/ *Reflection REAL* Engagement ePortfolio Assessment for Academy for K-12 Learning Teachers
    73. 73. Initial Online Courses Planned1. Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW2. Supplemental courses: • Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (Focus on “Electronic”) • Implement Electronic Portfolios with K-12 Students using Mobile Devices (iOS, Android) • Create Your Professional Portfolio (tool neutral)3. Add Voice to ePortfolios with Digital Storytelling
    74. 74. My breakout session today• Q&A• More in-depth discussion of: • Multiple Purposes of ePortfolios • Pedagogy of Reflection • Mobile Apps • Google Apps • Blogs as Learning Portfolios • Examples
    75. 75. My Final Wish…• dynamic celebrations• stories of deep learning• across the lifespan 77
    76. 76. My Story
    77. 77. Dr. Helen Barrett@eportfolios Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios https://sites.google.com/site/mportfolios/