Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.As defined in a JISC publication, Effective Practices with e-portfolios: 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)
How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.[Erin’s story – Messiah – feedback immediate.]
The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
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?
Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
Who knows what this means?
Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
Common Tools vs. Proprietary systems
I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
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
Common Tools vs. Proprietary systems
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?)
Common Tools vs. Proprietary systems
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.
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)
BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)
Sotf interactive e portfolios
Interactive ePortfoliosWeb 2.0 and socialnetworking tools Dr. Helen Barrett SOTFConference October 23, 2012electronicportfolios.org/slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
EDMODO.COM• Join this group: nht9ei• Use like Twitter (add tags)
The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, Il linoisPicture 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 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 prideand we reexamined them on rainy days whenfriends were unavailable for play. Reflecting onthe collection allowed us to attribute importanceto these artifacts, and by extension toourselves, as they gave witness to the story ofour 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 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.
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)
WHAT ARE INTERACTIVEE-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 • Focus on Interests, Passions, Standards, Outcomes Goals • Accountability, Achiev• Choice and Voice ement Reflection • Term, Graduation• Lifelong Learning
Simon Sinek’sGolden Circle product process motivation 15
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
+Electronic• digital artifacts organized online combining various media (audio/video/text/images)• interactivity/conversation/feedba ck
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
Process/Product ePortfoliois both process and product” Process: A series of events (time and effort) to produce a result - From Old French proces Portfolio as Journey Workspace Product: the outcome/results or “thinginess” of an activity/process Destination Portfolio as Wiktionary Showcase
Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning •http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon- 346082.png
Digital Identity• Creating a positive digital footprint
Purpose • The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, becaus e ownership engenders feelings of pride, responsibility, and dedication. (p.10) • Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
Passion and Self-Directed LearningLisa Nielsen’s “The Innovative Educator” blog entries:• Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)• 10 Ways Technology Supports 21st Century Learners in Being Self Directed http://theinnovativeeducator.blogspot.com/
Managing Oneself Peter Drucker, (2005) Harvard Business Review• “Success in the • What are my strengths? knowledge economy • How do I perform? comes to those who • What are my values? know themselves – their strengths, their • Where do I belong? values, and how best • What should I contribute? they perform.” • Responsibility for• Purpose: Use Relationships ePortfolios for • The Second Half of your managing knowledge Life workers career development
Reflection• Source: http://peterpappas.blogs.co m/copy_paste/2010/01/tax onomy-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
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
Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull
Experiential Learning Model Lewin/Kolb with adaptations by Moon and ZullPractice Have an experience Reflect on the experienceTry out what youhave learned Metacognition Learn from the experience
“metacognition lies at the root of all learning”“…self-knowledge, awareness of how and whywe think as we do, and the ability to adapt and learn, are critical to our survival as individuals…”James Zull (2011) From Brain to Mind:Using Neuroscience to GuideChange in Education (Stylus Publishers)
Action -> Discovery -> Joy• Action and Exploration lead to Discovery• Discovery leads to Joy“The ultimate outcome of the journey is to understand our own understanding.” (p.15) (metacognition)“Emotional links generate motivation… Zull (2011) From Brain to Mind: The brain rewards itself with joy.” Using Neuroscience to Guide Change in Education. Stylus (p.17) Publishing
Balancing the Two Faces of E-PortfoliosWorking Portfolio Presentation Portfolio(s)Digital Archive Docs The “Story” or Narrative (Repository of Artifacts)Collaboration Space Sites Multiple Views (public/private)Reflective Journal Blog Varied Audiences & PurposesPortfolio as Process Portfolio as ProductWorkspace Showcase
Structure of E-Portfolio Types• Portfolio as Process/ • Portfolio as Product/ Workspace Showcase – Organization: Chronological – blog – Organization: Thematic – Documenting Documenting growth over achievement of Standards, Goals time for both internal and or Learning Outcomes for external audiences primarily external audiences website – Primary Purpose: – Primary Purpose: Learning or Reflection Accountability or Employment or Showcase – Reflection: immediate – Reflection: retrospective focus on artifact or learning focus on Standards, Goals or experience Learning Outcomes (Themes) mobiles
With iOS (iPodTouch, iPhone , iPad) TextImages CAPTURE THE MOMENT Audio Doing Video
Posted on ePortfolio Conversations Google Group:• Question: How to collect evidence of informal learning rather than formal education.• Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.”
What functions can be achieved with mobile phones for each of these processes?• Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video• Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories• Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement• Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement• Collaborating - learning is a social activity - technology provides new forms of collaboration• Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
Speak-to-Tweet• SayNow.com bought by Google, January 25, 2011
Twittermicro-blogging “tiny bursts of learning”
Blogging* by eMail *the act of sharing yourselfTumblr Posterous• Set up account on website • Just email to• Send email to: email@example.com 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
Post to from Mobile Phones• Send email to pre-arranged email address• Use BlogPressiOS app ($2.99)• Set up Blogger Mobile and send SMS
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.
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 3-5Trillium Charter School, Portland, ORhttp://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.htmliPod Touch 4
Web Authoring Tools that can be “branded” with your own domain (annually)• Weebly.com ($40)• Webs.com ($100)• Yola.com ($100)• Apps.google.com ($10+)• Squarespace.com ($144+)• WordPress.com ($12-$17)
Why?• Integrated EcoSystem• Single Sign-On• Walled Garden• Transferable
Creating an ePortfolio with GoogleApps1. Storage = Google Docs2. Reflective Journal = Blogger or Google Sites Announcements page type3. Presentation = Google Sites
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 X XX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation – Showcase to parents – practice in fall 77
Learning is a Conversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
IS THE FUTURE OFEPORTFOLIO DEVELOPMENT IN YOUR POCKET?“Capture the Moment”with iOS, Android devices
A Reminder… Reflection & Relationships• … the “Heart and Soul” of an ePortfolio…• NOT the Technology! 84
*Reflection REAL*Engagement ePortfolioAssessment for Academy for K-12Learning Teachers
Dual Skill Development Portfolio SkillsStudents Teacher/Faculty/Mentor• Collecting/ Digitizing • Pedagogy – Facilitate portfolio processes• Selecting/ Organizing • Role of Reflection• Reflecting • Assessment/ Feedback• Goal-Setting • Model own Portfolio• Presenting Learning + Technology Skills
Online Course Available1. Intro to Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW2. Supplemental modules: – 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)
My Final Wish… Your e-portfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You! 89
DR. HELEN BARRETTResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide LearningFounding FacultyREAL*ePortfolio Academy for K-12 Teachers*Reflection, Engagement, Assessment for Learningeportfolios@gmail.comhttp://electronicportfolios.org/Twitter: @eportfolioshttp://slideshare.net/eportfolios