Richland2 2011

Email:
eportfolios@gmail.com
Twitter hashtag:
#eportfolios
Student-Centered Interactive E-Portfolios
Dr. Helen Barrett
with
Twitter:@eportfolios
electronicportfolios.org/
slideshare.net/eportfolios/

Workshop & Class Sites
https://sites.google.com/site/richlandsd2/
https://sites.google.com/site/k12eportfolios/

Agenda
https://sites.google.com/site/richlandsd2/agenda-sept-2011
Tuesday AM: overview, collection & reflection, overview of GoogleApps
Tuesday PM: GoogleDocs, Blogger, prepare script for story
Wednesday AM: Google Sites, Digital Storytelling
Wednesday PM: share stories, planning for implementation

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.”

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.”

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.

Outline
Definitions (What?)
Reflection (Why?)
Google Apps (How?)
Blogger
Docs & Sites
Teacher Dashboard
Using Mobile Apps
Digital Storytelling

Install the following FREE* apps
EverNote (for note taking, capturing websites)
Edmodo (school-based social networking)
StoryRobe (digital storytelling) $0.99
Dropbox (for document storage) + DropVox (audio recording stored in Dropbox) + PlainText (text editor stored in Dropbox)
Piconhand

Establish the following accounts:
Google account– Share with me so that I can share a Google Doc template
Dropbox.com
Edmodo.com
Evernote.com

Model the process in this workshop
Use one of the downloaded apps on your mobile device throughout the workshop to reflect & take notes
Twitter hashtag: #mportfolios

EDMODO.COM
Join this group:
Use like Twitter (add tags)

Reflect
What do you want to get out of this workshop?
(Use Edmodonow. Use blog, PlainText, Evernote, or other app later.)
Tag: goals

Context
Why…
Electronic Portfolios Now?

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)

2011 Horizon Report – K-12
Time-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/

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

Balanced?
Student-Centered
School-Centered
Focus on Interests, Passions, Goals
Choice and VoiceReflection
Lifelong Learning
Focus on Standards, Outcomes
Accountability, Achievement
Term, Graduation

Examples
Online Portfolios & Blogs

Student examples
ASB Google Sites portfolios & Victoria example
Explore:
Hunter Park Kindergarten & Abigail's E-Profile (NZ) – Blogger
Kim Cofino’s 6th graders (Japan) - Blogger
Pt. England School (NZ) – Blogger
See links on 1-AM Agenda page

Golden Circle
What?
How?
Why?
25

WHAT?
Audio • Video • Text • Images
Digital Repository
Electronic Portfolio
Social Networks
Multimedia Artifacts

Responsibilities
Specialty Case
Portfolio
One Word,
Many Meanings
Workspace
Showcase
Investments
Art Work
Collection of Artifacts

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

Who was the first famous “folio” keeper?
Definitions

Leonardo da Vinci’s Folio

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)

Reflect
What is your prior experience with portfolios/ social networks?
Personal?
Professional?
Students?
Tag: Experience

WHY?
Assessment
Reflection
Identity
Guidance
Learning
Showcase
Accountability
Employment

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

Begin Planning Process
Online course website:
https://sites.google.com/site/k12eportfolios/planning
Open Google Doc, share with school team partners, begin developing plan.

Google Docs
Open Google Docs Documents using Google App/Safari
Start a document exploring your vision for ePortfolio development
(No collaboration in docs.google.com/m/)

Step 2: Benefits of Portfolios
Identify Incentives for participation in e-portfolio development (self-awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)

Benefits…from the PROCESS:
They will discover a valuable exercise in self assessment through the reflection process
Learning will take on a new depth through the reflection process
Their self esteem and self-confidence will be enhanced as they take control of their learning.
They may develop their own goals for their learning.
Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated.
They will receive more recognition for individual learning abilities and preferences.
They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.

Benefits…from the PRODUCT:
They will have a tool for personal development.
They will have a personal learning record.
They may receive credit for informal and non-formal learning as well as formal learning.
They will have direction for career planning.
They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks.
They will have a concrete way of showcasing strengths to teachers or future employers.
They may have needed documentation for prior learning assessment or program credits.
They may receive credit towards a course completion or towards graduation
They will have an extremely portable tool to use no matter where they are in the world.

Lifelong Context for ePortfolios

Digital Identity
Creating a positive digital footprint

Passion and Self-Directed Learning
Lisa Nielsen’s “The Innovative Educator” blog entries:
Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)
10 Ways Technology Supports21st Century Learners in Being Self Directed
http://theinnovativeeducator.blogspot.com/

“Know Thyself”
Temple at Delphi

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

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.

From Mead School District’s Student Portfolio Handbook:
Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!

Step 3
What is your Vision and Purpose for implementing ePortfolios in this school?
Tag: Vision

HOW?
Workspace
Tools
Showcase
“Capture the Moment”

Step 4: Stakeholders
Step 4: Stakeholders - Who is involved and how will you introduce them to ePortfolios?
Identify Stakeholders in Portfolio Implementation Process and Develop Initial Communication Plan for each stakeholder group

Process/Product
ePortfoliois both process and product”
Process: A series of events (time and effort) to produce a result- From Old French procesJourney
Product: the outcome/results or “thinginess” of an activity/processDestination
Wiktionary

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
52

Reflection
Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
Based on Bloom’s Taxonomy (Revised)

Self-Regulated LearningAbrami, 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
blog pages
Sites

Balancing the Two Faces of E-Portfolios
Working Portfolio
Presentation Portfolio(s)
Docs
Digital Archive (Repository of Artifacts)
Collaboration Space
Reflective Journal
Portfolio as ProcessWorkspace
The “Story” or Narrative
Multiple Views (public/private)
Varied Audiences & Purposes
Portfolio as ProductShowcase
Sites
Blog

Why?
Integrated EcoSystem
Single Sign-On
Walled Garden
Transferable

Using Google Apps

Creating an ePortfolio with GoogleApps
Storage = Google Docs
Reflective Journal = Blogger or Google Sites Announcements page type
Presentation =Google Sites

Level 1 - Collection

With iOS (iPod Touch, iPhone, iPad)
Text Images Audio Video
Capture the Moment

Integrate file storage with computer and website
Hyperlink to files in Public folder!
Try it!

Dropbox Apps
PlainText
DropVox
Records audio (.m4a) and sends it directly to your Dropbox account
Creates plain text file (.txt) and saves directly to Dropbox account. Can create folders inside PlainText folder.
Try it!

Dragon Dictation
Voice recognition (adult)
Share in many ways
Try it!

EvernoteOne Account, Many Devices
Capture Anything
Access Anywhere
Find Things Fast
Capture something with one tool-- access it from another
Web page access
Emailing your memories
Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.

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

Case Study: Grades 3-5
Trillium Charter School, Portland, OR
http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html
iPod Touch 4
Try it!

Step 5.1
What type of evidence do you want to capture?
How would you “capture the moment”?
Where will you store these artifacts?
Tag: Evidence

Hands-On
Explore a few tools to address your portfolio purpose & process

Level 2: Primary Purpose: Learning/Reflection

Social Learning
Interactivity!
70

ePortfolios should be more Conversation
than Presentation
(or Checklist)
Because Conversation transforms!

Post to from Mobile
Send email to pre-arranged email address
Use BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99)
Set up Blogger Mobile and send SMS

Blogging* by eMail*the act of sharing yourself
Tumblr
Posterous
Set up account on website
Send email to: myaccount.tumblr.com
iPhone App
Call in your posts for audio post to blog
Cross-post to Facebook & Twitter
Just email to post@posterous.com
iPhone App
Cross-post to Facebook & Twitter

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”
74

Level 3: Showcase Portfolio
Level 3: Primary Purpose: Showcase/Accountability

Timeline
76
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection + Presentation

Step 5.2
Level 2 Portfolio as Workspace
Plan for scaffolding reflection
http://sites.google.com/site/reflection4learning/

Brainstorm

Step 5.3
Develop plan for Level 3 - Portfolio as Showcase (optional for lower grades)

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]

Hands On
Create Google Site
& Digital Story

Digital Tools for Reflection
Reflective Journal (Blog)
Digital Storytelling and Engagement

Convergence

Do Your e-Portfolios have CHOICE and VOICE?
Individual Identity
Reflection
Meaning Making
21st Century Literacy
Digital Story of Deep Learning

Voice6+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

Portfolio as Story
"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)

Roger Schank, Tell Me a Story
“Telling stories and listening to other people's stories shape the memories we have of our experiences.”
Stories help us organize our experience and define our sense of ourselves.

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

Sample Storyboard

Video Editing on iOS
iMovie $4.99
ReelDirector $3.99
Splice $1.99
Free

Victoria’s 2nd Grade Autobiography

Tori – 2nd Grade
http://www.youtube.com/watch?v=tyTi_2ZR2L4

Tori – 6th grade poem
http://www.youtube.com/watch?v=7v18VvMmCJY

Lucy the Cat (created with StoryRobe)
http://www.youtube.com/watch?v=_E1VpczjEaU

Successful ePortfolio Process:
Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops/Mobiles
Engage students in reflection to facilitate deep learning through…
Digital storytelling
Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase

Reflect
What are your “AHA” moments in this workshop?
What do you want to explore further?
What are your next steps?
Tag: Feedback or Goals

Teacher Dashboard Demo
(Optional)
A tool to help teachers manage Google Apps in the classroom
(being built in New Zealand)
http://hapara.com/

99
Managing Complex Change graphic

Confusion
Vision

1 paragraph!
What is your “elevator Speech” describing your Vision for ePortfolios?

A California School District K-12 Vision
Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.

One NYC school’s Vision
An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.

Anxiety
Skills

Dual Skill Development
Portfolio Skills
Students
Collecting/ Digitizing
Selecting/ Organizing
Reflecting
Goal-Setting
Presenting
Teacher/Faculty/Mentor
Pedagogy – Facilitate portfolio processes
Role of Reflection
Assessment/ Feedback
Model own Portfolio Learning
+ Technology Skills

REAL*
ePortfolio
Academy
for K-12Teachers
*Reflection
Engagement
Assessment for
Learning

Initial Online Courses Planned
Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)
Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)
Add Voice to ePortfolios with Digital Storytelling
Create Your Professional Portfolio (tool neutral)

Step 6
Brainstorm Skills/Training Needed.
Develop plan for building e-portfolio skills of various stakeholders.

Frustration
Resources

TIME
Teachers’ biggest issue:

Integrate into everyday Activities
Photos: Flickr by Kim Cofino

“everyday-ness”
How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning

Step 7
Identify Resources & Assistance needed, Challenges and Barriers

Gradual Change
Incentives

False Starts
Action Plan

Components of Action Plan
Prepare for Change
Develop Change Strategy
Needs Assessment
Design Desired Outcome
Implementation Plan
Implement
Evaluate and Course Correct
Celebrate New Outcome
Vision
Skills needed
Students
Teachers/Faculty
Resources needed
Human Systems
Technological Systems
Incentives
Leadership

Some Questions to Ask at Beginning:
What is the context for ePortfolio development?
What is the organization’s readiness for change?
Who are the various stakeholders?
What is the leadership’s commitment to the process?
What is the vision for ePortfolios in the organization?

Step 8
Develop evaluation plan - Establish expectations/targets and timeline

A Reminder…
Reflection & Relationships
… the “Heart and Soul” of an ePortfolio…
NOT the Technology!
119

Portfolios help learners find their Voice…
and explore their Purpose and Passions through Choice!

My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
121

Dr. Helen Barrett
Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
Founding Faculty, REAL*ePortfolio Academy for K-12 Teachers
*Reflection, Engagement, Assessment for Learning
http://electronicportfolios.org/
Twitter: @eportfolios
http://slideshare.net/eportfolios

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Richland2 2011

by Helen Barrett on Oct 11, 2011

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