1. Interactive ePortfolios
Web 2.0 and social
networking tools
Dr. Helen Barrett
SOTFConference
October 23, 2012
electronicportfolios.org/
slideshare.net/eportfolios/
Hashtag: #eportfolios
Account: @eportfolios
4. The Power of
Portfolios
what children can
teach us about
learning and
assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
5. The Power of Portfolios
Author:
Dr. Elizabeth
Hebert, Principal
Crow Island
School, Winnetka, Il
linois
Picture taken by Helen Barrett at
AERA, Seattle, April, 2001
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. 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.”
8. 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.”
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. 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.
12. 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)
13. 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
14. 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
20. 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
21. +Electronic
• digital artifacts organized online
combining various media
(audio/video/text/images)
• interactivity/conversation/feedba
ck
22. 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
23. Social networks
• last five years
–store documents and share
experiences,
–showcase accomplishments,
–communicate and collaborate
– facilitate employment searches
25. 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
34. 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
35. Passion and Self-Directed Learning
Lisa 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/
37. 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
38. 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)
39. 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
40. 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
Mobiles
Blog Pages Web Sites
41. Deep Learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong
Cambridge (2004)
43. Experiential Learning Model
Lewin/Kolb with adaptations by Moon and Zull
Practice
Have an experience
Reflect on the experience
Try out what you
have learned
Metacognition
Learn from the experience
44. “metacognition lies at the
root of all learning”
“…self-knowledge, awareness of how and why
we 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 Guide
Change in Education (Stylus Publishers)
45. 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
47. Balancing the Two Faces of
E-Portfolios
Working 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 &
Purposes
Portfolio as Process Portfolio as Product
Workspace Showcase
50. 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
55. With iOS
(iPod
Touch, iPhone
, iPad)
Text
Images CAPTURE THE MOMENT
Audio
Doing
Video
56. 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.”
57. 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
67. Blogging* by eMail
*the act of sharing yourself
Tumblr Posterous
• Set up account on website • Just email to
• Send email to: post@posterous.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
69. Post to from Mobile
Phones
• Send email to pre-arranged email
address
• Use BlogPressiOS app ($2.99)
• Set up Blogger Mobile and
send SMS
70. Evernote
One Account, Many Devices
• Capture Anything
• Access Anywhere
• Find Things Fast
• Capture something in one
place -- 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.
71. 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
72. Case Study: Grades 3-5
Trillium Charter School, Portland, OR
http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html
iPod Touch 4
74. 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)
76. Creating an ePortfolio with
GoogleApps
1. Storage = Google Docs
2. Reflective Journal = Blogger or
Google Sites
Announcements page type
3. Presentation =
Google Sites
77. Timeline
Sept Oct Nov Dec Jan Feb Mar Apr May
Level 1 X X X X X X X X X
Level 2 X X X X X X X X
Level 3 X XX
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection + Presentation – Showcase to
parents – practice in fall
77
78. Learning is a Conversation!
E-portfolios should be
more Conversation
than Presentation
Because Conversation transforms!
79. IS THE FUTURE
OFEPORTFOLIO
DEVELOPMENT
IN YOUR POCKET?
“Capture the Moment”
with iOS, Android devices
84. A Reminder…
Reflection & Relationships
• … the “Heart and Soul” of an
ePortfolio…
• NOT the Technology!
84
85. *Reflection REAL*
Engagement ePortfolio
Assessment for Academy
for K-12
Learning Teachers
86. Dual Skill Development
Portfolio Skills
Students 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
87. Online Course Available
1. Intro to Student-Centered Electronic Portfolios in K-12
Education (tool-neutral – focus on “Portfolio”
Reflection Process & Feedback) – online NOW
2. 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)
88.
89. My Final Wish…
Your e-portfolios become
dynamic celebrations &
stories of deep learning
across the lifespan.
Thank You!
89
90. DR. HELEN BARRETT
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
Founding Faculty
REAL*ePortfolio Academy for K-12 Teachers
*Reflection, Engagement, Assessment for Learning
eportfolios@gmail.com
http://electronicportfolios.org/
Twitter: @eportfolios
http://slideshare.net/eportfolios
Editor's Notes
Adjectives to describe purpose
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?
Japanese!
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)
