UAA balancing

Balancing the Two Faces of E-Portfolios Dr. Helen Barrett University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) New England College (adjunct) REAL ePortfolio Academy (founding faculty) International Researcher & ConsultantElectronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning

Key Concepts• Definitions, Portfolios for Lifelong Learning• Balancing the 2 Faces of E-Portfolios• Peter Ewell’s 2 paradigms of assessment• Identity Development & Online Professional Branding• Metacognition, Reflection, Motivation & Engagement• Digital Storytelling and Reflection

Golden Circle What? How? Why? 3

Specialty Case Responsibilities PortfolioWorkspace Showcase One Word, Many MeaningsArt Work Investments Collection of Artifacts

Who was the first famous “folio” keeper?DEFINITIONS

Leonardo da Vinci’s Folio

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

What is a Portfolio in Education?A portfolio is a purposeful collection of [academic] work that exhibits the *learner/worker’s+ efforts, progress and achievements in one or more areas [over time]. (Northwest Evaluation Association, 1990)

+Electronic• digital artifacts organized online combining various media (audio/video/text/images)

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)

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

Hostos CC VisionTo bring about an integratedinstitution-wide e-Portfolioenvironment to maximize thecreative, academic, andprofessional potential ofevery student.

Hostos CC MissionEncourage integrative learning bycreating online learning spacesthat foster student reflection onacademic learning, personal andprofessional goals, and career planning toincrease student performance, retention, andengagement.

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

E-Portfolios in Generational Contexts1. Family – Birth & up2. Formal Education – K-12 - Schools – Adult/Post Secondary Education3. Workplace – Professions4. Retirement – Legacy

Digital Identity• Creating a positive digital footprint

HandoutLifelong Context for E-Portfolios

http://www.businesswire.com/news/home/201 Digital Birth: 01006006722/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.

Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

Knowing the learner (Self-awareness)• Understanding prior knowledge• Motivation for and attitudes toward learning• Help learners understand themselves• See their growth over time

Planning for learning (Self management)• Setting goals• Develop a plan to achieve these goals

Understanding how to learn (Meta-learning)• Awareness of learners to different approaches to learning• Deep vs. Surface Learning, Rote vs. Meaningful Learning• Different Learning Styles• Help learners recognize success• Accommodate approaches that are not successful

Evaluating learning (Self monitoring)• Systematic analysis of learners’ performance• Responsibility to construct meaning• Be reflective & think critically• Learners construct meaning, monitor learning, evaluate own outcomes

Deep Learning• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong Cambridge (2004)

QUOTE The e-portfolio is the central and common point for the student learning 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

Portfolio Learning Experience Reviewing Feeling Publishing & Recording Selecting Sharing &Receiving Feedback Synthesizing Dialogue Organizing Planning Collaborating Understanding Reflecting Conceptualizing & Constructing Meaning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9

“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 Guide Change in Education

“Know Thyself” Temple at Delphi

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 they perform.” contribute?• Purpose: Use • Responsibility for ePortfolios for Relationships managing knowledge • The Second Half of your workers career Life development

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  Wiktionary

Balancing the Two Faces of E-PortfoliosWorking Portfolio Presentation Portfolio(s)Digital Archive Docs The “Story” or Narrative (Repository of Artifacts) Multiple ViewsCollaboration Space Sites (public/private)Reflective Journal Blog Varied Audiences & PurposesPortfolio as Process Portfolio as ProductWorkspace Showcase

Handout

Structure of E-Portfolio Types• Portfolio as Process/ • Portfolio as Product/ Workspace Showcase – Organization: – Organization: Chronological – Thematic – Documenting Documenting growth over achievement of Standards, Goals time for both internal and or Learning Outcomes for external audiences primarily external audiences – Primary Purpose: – Primary Purpose: Learning or Reflection Accountability or Employment or Showcaseblog website – Reflection: immediate – Reflection: retrospective focus on artifact or learning focus on Standards, Goals or experience Learning Outcomes (Themes)

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

Multiple Purposes of E-Portfolios in Education – Learning/ Process/ Planning – Marketing/ Showcase/ Employment – Assessment/ Accountability"The Blind Men and the Elephant”by John Godfrey Saxe

ePortfolio designs/strategies for different purposes• Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection

ePortfolio designs/strategies for different purposes Showcase Portfolios (Employment, Self-marketing)  Organized thematically (position requirements)  Focus of Reflection: Suitability for position  Tools: Choice of portfolio owner – personalized web pages – digital footprint  Personal online branding

ePortfolio designs/strategies for different purposes• Assessment/Accountability Portfolios (Summative assessment) – Organized thematically (outcomes, goals or standards) – Focus of Reflection: Achievement of Standards (rationale) – Tools: Assessment system with data from scoring rubrics – Faculty role: Evaluation

Forms of AssessmentFormative Summative Assessments Assessments Provides insights (Assessment OF for the teacher Learning or Evaluation)Assessment FOR Provides insights Learning (and data) for the Provides insights institution for the learnerNick Rate (2008) Assessment for Learning &ePortfolios, NZ Ministry of Ed

Two “Paradigms” of Assessment (Ewell, 2008) Assessment for Assessment for Continuous Improvement AccountabilityStrategic Dimensions: Purpose Formative (Improvement) Summative (Judgment) Stance Internal External Predominant Ethos Engagement ComplianceApplication Choices: Instrumentation Multiple/Triangulation Standardized Nature of Evidence Quantitative and Quantitative QualitativeReference Points Over Time, Comparative, Comparative or Fixed Established Goal StandardCommunication of Results Multiple Internal Channels Public Communication and MediaUses of Results Multiple Feedback Loops Reporting Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

Opportunity Cost• The alternative you give up when you make a decision…• The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?

Goal: Balance in Electronic Portfolios PurposeAccountability Improvement(Institution-Centered) (Student-Centered) (Or Course-Centered) Along a Continuum?? ?? Opportunity Cost

Goal: Balance in Electronic PortfoliosAccountability Purpose ImprovementHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation EngagementComplexity Deep LearningChecklist PersonalizationData! Choice and Voice Lifelong Skills Ease of Use Ownership Opportunity Cost Time

Goal: Balance in Electronic Portfolios PurposeAccountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning SkillsFaculty Time More Social LearningEase of Scoring PersonalizationCollection of Data Choice and Voicefor Accountability EngagementInstitutional StorySupport& Funding? Opportunity Cost

Goal: Balance in Electronic Portfolios PurposeAccountability ImprovementFaculty Feedback Self-AssessmentUniformity PersonalizationFlexible Requirements Choice and VoiceData Student EngagementProgram Improvement Increased AchievementFaculty Time Involvement Social LearningComplexity Opportunity Cost

Finding Balance in E-Portfolio ImplementationTools Use separate tools for assessment management and student e-portfolios?  Ball State’s rGrade& WSU’s Harvesting Gradebook Incorporate blogging and social networking tools for interactivity and engagement  Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video, into their e-portfolios Enable exporting e-portfolio to students’ lifetime personal webspace

Finding Balance in E-Portfolio ImplementationStrategies Acknowledge the importance of both portfolio as workspace (process) &showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios for visual communication and literacy  Digital Storytelling & Podcasting  Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity

Boundaries Blurring (between e-portfolios & social networks)• Structured Accountability Systems? or…• Lifelong interactive portfolios Picasa Facebook blogs Mash-ups Flickr YouTube wikis Ning Twitter

Social networks• last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches

Processes SocialPortfolio Networking TechnologyCollection Connect Archiving (“Friending”)Selection Linking/Thinking ListenReflection (Reading) Digital StorytellingDirection/Goals Respond Collaborating (Commenting)Presentation Share PublishingFeedback (linking/tagging) 52

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

Expressive vs.Structured Models

Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE!All you need is an <EMBED> Code

Mobile Web is becoming the Personal Learning Environment of the “Net Generation”Learning that is…oSocial and ParticipatoryoLifelong and Life WideoIncreasingly Self-DirectedoMotivating and Engagingo… and Online all the time!

Think!EngagementFactors?Social networks?ePortfolios?

Is the Future of ePortfolio Development in your Pocket?• “Capture the Moment” – Reflection in the Present Tense• What am I learning at this moment?• Using the tools in our pockets!

With iOS(iPod Touch,iPhone, iPad) TextImages Audio CAPTURE THE Video MOMENT

Reflection with WordPress App

Post to from Mobile Phones• Send email to pre-arranged email address• Use BlogPressiOS app ($2.99)• Set up Blogger Mobile and send SMS

Blogging* by eMail *the act of sharing yourselfTumblr 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

Learning is a Conversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!

Twittermicro-blogging“tiny bursts of learning”

What about Motivation? Why would a student want to put allthat work into developing an ePortfolio? How do we make it relevant?

Similarities in Process• Major differences: – extrinsic vs. – intrinsic motivation• Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose

Pink’s Motivation BehaviorType X - Extrinsic• fueled more by extrinsic X rewards or desires (Grades?)Type I – Intrinsic• Behavior is self-directed. I

Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky

Autonomy &ePortfolios–Choice–Voice–Sharing–Feedback–Immediacy http://www.flickr.com/photos/kenturamon/342946821/

Mastery &ePortfolios• Exhilaration in Learning• Sports? Games?• Compliance vs. Personal Mastery• Open Source movement (Wikipedia vs. Encarta)• Make a contribution

Mastery &ePortfolios ePortfolio:  Flow  Showcasing Achievements  Increased self-awareness and self- understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)

FLOW• a feeling of energized focus (Csíkszentmihályi)• Creativity

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”

USE E-PORTFOLIOS TODOCUMENT MASTERY

Purpose &ePortfolios• Relevance• Big picture• Engagement

Good Question…

Because Purpose and Passion Co-Exist

Help students findtheir Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development

Digital Toolsfor ReflectionReflective Journal (Blog)Digital Storytelling and Engagement

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 What? Now What? So What?Blog Pages Web Sites

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

Voice 6+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. Knowingabout things... Knowing oneself...Knowing an audience... Portfolios arestudents own stories of what theyknow, why they believe they know it,and why others should be of the sameopinion.”(Paulson & Paulson, 1991, p.2)

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

From Mead School District’s StudentPortfolio Handbook:Remember, you are telling us astory, and not just any story.Your portfolio is meant to beyour story of your life over thelast four years as well as thestory of where your life mightbe going during the next fouryears: tell it with pride!

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

A Reminder…Reflection & Relationships… the “Heart and Soul” of an e- portfolio… NOT the Technology! 90

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

My Story

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/

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UAA balancing

by Helen Barrett

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