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Eports breakie
 

Eports breakie

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Eports breakie Eports breakie Presentation Transcript

  • http://flickr.com/photos/torres21/ ePortfolios Nick Rate nick.rate@core-ed.org http://nickrate.com
  • The background...
  • “...teaching approaches that consistently have a positive impact on student learning...” http://flickr.com/photos/torres21/ The New Zealand Curriculum
  • “...assessment for the purpose of improving student learning...” http://flickr.com/photos/torres21/ The New Zealand Curriculum
  • “Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning.” http://www.flickr.com/photos/nirak/ The New Zealand Curriculum
  • parents and caregivers as “...working with key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning.” http://flickr.com/photos/torres21/ The New Zealand Curriculum
  • learn as they engage in “Students shared activities and conversations with other people...” http://flickr.com/photos/torres21/ The New Zealand Curriculum
  • “...all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria.” http://flickr.com/photos/torres21/ The New Zealand Curriculum
  • !"#$%&"'()*+'#* ,))$))-$(&** "(*.$/*0$121(3* Developing students’ assessment capabilities Michael Absolum, Evaluation Associates Ltd, Auckland Lester Flockton, University of Otago John Hattie, University of Auckland Rosemary Hipkins, New Zealand Council for Educational Research Ian Reid, Learning Media Ltd
  • “...young people should be educated in ways that support them to assume control of their own learningand that they can only do this if they develop the capability to assess their own learning.” http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
  • “...assessment’s primary function is to support learning by generating feedback that students can act upon in terms of where they are going, how they are going, and where they might go next.” http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
  • “Parents and the wider school community will also need to get better at understanding assessment information and interpreting it in ways that support learning...” http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
  • “No assessment technology is in itself formative, but almost any technology can be used in a formative way – if the right conditions are set in place.” Scoping a Vision for Formative e-Assessment
  • The container... feedback support control ePortfolios capability elearning engagement collaboration success criteria self-monitoring learning conversations partnerships in learning assessment as learning http://www.flickr.com/photos/voglesonger/
  • “...what is produced when persons collect, select, reflectively interpret, and/or present their own evidence to support their assertions about what they have learned, know and can or should do...” Cambridge, 2003
  • “...ideas of what an e-portfolio 'is' are complex and to an extent the definition and purpose will vary depending on the perspective from which a particular person is approaching the concept...” http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit
  • The styles... The Accountability ePortfolio The The Process Showcase ePortfolio ePortfolio www.flickr.com/photos/96dpi
  • Process ePortfolio: Supports students towards achieving their learning goals. www.flickr.com/photos/viernest
  • Showcase ePortfolio: Celebrates learning outcomes & shows the highest level of achievement. www.flickr.com/photos/made2serve
  • Accountability ePortfolio: Documents learning for achievement of specific outcomes or standards. www.flickr.com/photos/abbyladybug
  • The benefits... “The use of multimedia tools is one strategy that involves and engages learners.” http://flickr.com/photos/torres21/ Barrett, 2005
  • The power of ‘student voice’ should not be underestimated. To hear students reflecting on their own work, in their own voice, with their own intonations and expressions, conveys meaning in a manner that is simply not possible in written form. http://flickr.com/photos/torres21/ Ian Fox 2008
  • ...thesocial networking potential of the learning landscape and eportfolio- related tools are features that facilitate and enhance the making of connections and the linking together of people, ideas, resources and learning... Tosh et al., 2006
  • “...it is the quality, not just the quantity, of feedback that merits our closest attention.” http://flickr.com/photos/torres21/ Sadler, 1998
  • “...supporting the general process of reflection, self-evaluation and action planning for lifelong learning...” MOSEP 2007
  • carry their “...students can literally eportfolio around with them and update it at any time in any place.” MOSEP, 2007
  • “...to define e-Portfolios as a process, rather than just a product or a technological system. Attwell, 2007
  • The process... Collect Project purpose Select Collect & organise Reflect Project Select learning Interject personality Reflect metacognitively Inspect to self-assess Perfect & evaluate Connect & conference Inject/Eject personality Respect accomplishments http://flickr.com/photos/torres21/ Burke, Fogarty & Belgrade (1994)
  • ePortfolio Learning Cycle Exemplars, creating LI, SC, Students working towards Celebrating success matrices/rubrics new goals in their learning and achievement 1st draft “finished” teachers example of writing peers Feed back Learning Learning story Feed back artifact artifact video & feed board & feed embedded in embedded in self forward & forward & portfolio portfolio reflection reflection brainstorm 2nd draft family
  • ePortfolio Learning Cycle Exemplars, creating LI, SC, Students working towards matrices/rubrics new goals in their learning Feed back Learning & feed artifact forward & embedded in reflection portfolio
  • The solution...
  • The planning... Purpose and Perspectives Student Parents ePortfolio Solution School Teacher Management/ Leadership Government Technician/ Policy... Network Admin
  • Parent/School Students Teacher Leadership Communty Purpose: Non-Negotiable Criteria/features: What capability does the eportfolio need to support this purpose? Additional criteria/features: What else do you want to be able to do?
  • Parent / Students Teacher Leadership School Com Purpose: • Support assessment for learning. (criteria, feedback, feedforward, peer/self- assessment, reflection) • Celebrate and share achievement. • Ownership of learning Non-Negotiable Criteria/features: What capability does the eportfolio need to support this purpose? • Upload/embed post learning examples (photos, movies, Web 2.0 creations) • Allow comments • Ability to customise/personalise Additional criteria/features: What else do you want to be able to do? Student retains ownership even if leaving or transferring schools.
  • The checklist... Web based (anywhere, anytime, any device) Web 2.0 tool integration/embedding Ability to comment, reflect & feedforward on learning Ability to demonstrate learning Facilitate social networking Secure User friendly Aesthetics User storage space Manageability Expandability Availability of technical support Cost Access/edit/contribute from mobile device
  • Should an eportfolio include all aspects of a student’s life and learning? www.flickr.com/photos/pasq
  • What happens when a student leaves school? Transfers? Moves to a new class? www.flickr.com/photos/bigtallguy
  • Who retains ownership and control? www.flickr.com/photos/sveinhal
  • Open to the world? www.flickr.com/photos/willfuller
  • Are your parents and teachers ready? http://flickr.com/photos/torres21/
  • Do your current internet policies cater for eportfolios and use of Web 2.0 tools?
  • Will your eportfolios play a role in reporting achievement against the National Standards?
  • Do you need a proprietary system or is a mash-up of Web 2.0 tools OK? www.flickr.com/photos/diathesis
  • Is it important for eportfolios in your school to have a consistent look and feel? http://www.flickr.com/photos/cobalt/
  • Should your school expect the teachers to have a reflective eportfolio just as the students do? http://flickr.com/photos/torres21/
  • The management... In order to be effective and support the process of student learning, eportfolios: •need to be embedded into your teaching and learning. •require a high level of access to technology. •you need to set time aside for students to first learn how and then to actively reflect and give feedback on learning. Start small, and work your way up. Get students actively blogging in a class blog and move on to individual spaces
  • The management... ePortfolios do not add to your workload. Instead you will need to change some of the ways you: • give feedback • facilitate reflection • engage students in self and peer assessments and • you need to adapt learning and teaching so that the process and outcomes can be shared digitally within the eportfolio platform.
  • The next steps for me... ePortfolios ➡ National Standards ePortfolios ➡ mobile phones ePortfolios ➡ live streaming ePortfolios ➡ No container necessary, just mash www.flickr.com/photos/opacity