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
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.
Collection/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?)
“Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
Selection/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)
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 are essential for 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:
Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.
Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops.Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
Email: email@example.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
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.”
From the Preface (2) 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.”
From the Preface (3) 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
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:
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
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
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.
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/
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
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
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
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 firstname.lastname@example.org 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
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
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? email@example.com 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/
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.
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.
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 firstname.lastname@example.org http://electronicportfolios.org/ Twitter: @eportfolios http://slideshare.net/eportfolios