ePORTFOLIOS
Nick Rate principal@orouadowns.school.nz http://nickrate.com
A framework for developing
for both students and ...
PART 1:
DEVELOPING LEARNING
ePORTFOLIOS FOR
STUDENTS
Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view student eportfolio examples
...
...encourages all students to reflect
on their own learning processes and to
learn how to learn.
The New Zealand Curriculum...
...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relatio...
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
Students learn as they engage in
shared activities and
convers...
...working with parents and caregivers as
key partners who have unique
knowledge of their children and countless
opportuni...
!"#$%&"'()*+'#*
,))$))-$(&**
"(*.$/*0$121(3*
Developing students’ assessment capabilities
Michael Absolum, Evaluation Asso...
Directions for Assessment in New Zealand
...young people should be educated in ways
that support them to assume control of...
Directions for Assessment in New Zealand
...assessment’s primary function is to support
learning by generating feedback
th...
Directions for Assessment in New Zealand
Parents and the wider school community will
also need to get better at
understand...
http://www.cognitioninstitute.org
Student Led Conferences: How effective are they...?
Effective reporting systems will be ones where
‘student voice’ is an i...
http://www.studentsatthecenter.org/
http://www.studentsatthecenter.org/
...self-regulated learners plan,
set goals, organize, self-
monitor, and self-evaluate...
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency
...the learners’ ownership of that
le...
http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
...significant student
en...
Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
bel...
“An e-portfolio is an electronic format
for learners to record their work,
their achievements and their
goals, to reflect o...
“...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the pe...
http://www.ian.fox.co.nz/
The
Showcase
ePortfolio
The
Accountability
ePortfolio
The
Process
ePortfolio
www.flickr.com/photos/96dpi
Process ePortfolio: Supports students towards achieving
their learning goals.
www.flickr.com/photos/viernesthttp://flickr.co...
Showcase ePortfolio: Celebrates learning outcomes &
shows the highest level of achievement.
http://www.flickr.com/photos/an...
Accountability ePortfolio: Documents learning for
achievement of specific outcomes or standards.
http://www.flickr.com/photo...
Process Showcase
Accountability
showcase
http://www.flickr.com/photos/gifrancis
Ian Fox 2008
The power of ‘student voice’ should
not be underestimated. To hear students
reflecting on their own work, in t...
...the social networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
an...
“...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
Sadler, 1998http://flickr.com...
“...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
“...students can literally carry their
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
http://edtalks.org/video/eportfolios
Step 3: Consult
Seek input from all stakeholders:
• students
• teachers
• school leadership
• curriculum leaders, HODs
• p...
Staff
BOT
School
Management/
Leadership
Parents
ePortfolios
Expertise
Students
Shaping your ePortfolio beliefs
Step 4: Framework
• an ongoing process for eportfolio
construction
• reinforces purpose and beliefs
• aligned to a pedagog...
“...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
Burke, Fogarty & Belgrade (1994)
Collect
Select
Reflect
Project
Project purpose
Collect & organise
Select learning
Interjec...
Exemplars,
creating LI, SC,
matrices/rubrics
Learning
artifact
embedded in
portfolio
Feed back,
feed forward &
reflection/...
Exemplars,
creating LI, SC,
matrices/rubrics
Learner Agency:
“The power to act.”
Learning
artifact
embedded in
portfolio
F...
Step 5: Criteria
• clarifying the capability required in the
eportfolio tool
What tool capability do you need to make this happen?
MOE: Digital Portfolios - Guidelines for Beginners
Jamin Lietz: http://lietze.org/?p=130
http://nickrate.com/2008/05/26/eportfolio-criteria/
Step 6: Tool
Step 7: Educate
Students, teachers, parents, mentors,
coaches:
• on the purpose/pedagogy
• how to give effective feedback
...
Step 8: Implement
• seamlessly integrated into teaching and
learning
• high access to hardware/internet tools
• targeted t...
Step 9: Update
• digital citizenship procedures and user
agreements
• reporting and assessment guidelines and
procedures
•...
Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next step...
The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define ...
A task for you... draw me a picture
On your sheet of paper draw me a picture of what
portfolios look like at Parkland Scho...
A task for you...
A task for you...
A task for you... draw me a picture
Now, turn your page over.
Draw another picture.
This time draw what you think having e...
Some places for further exploration:
TKI Enabling Elearning: http://goo.gl/QuKKF9
VLN ePortfolio Group: http://goo.gl/89sy...
PART 2:
DEVELOPING LEARNING
ePORTFOLIOS FOR
STAFF
http://edtalks.org/video/eportfolios-just-good-old-fashioned-sharing
Step 1: Research
http://www.teacherscouncil.govt.nz/
Step 2: Define
Registered Teacher Criteria
Evidence of professional practice that
meets the criteria will need to be
provided to the teac...
http://www.educationcounts.govt.nz
Teacher Professional Learning and Development
Teachers also need to develop the self-
regulatory skills that will enable
t...
...evidence from research and from
their own past practice and that of
colleagues to plan teaching and
learning opportunit...
http://www.teachnz.govt.nz/home/advanced-classroom-expertise-teacher-recognition/
Up to 800 eligible teachers will be invited to
gather a portfolio of evidence
to demonstrate they have satisfied each of th...
http://www.minedu.govt.nz/
http://www.flickr.com/photos/ari/ http://www.minedu.govt.nz/
The principal will assemble and present
a portfolio of evidenc...
http://www.nzei.org.nz/
Digital Portfolios for Teachers
...a mechanism for both collecting evidence of
thinking and action and as a means
of stimu...
BES Teacher Professional Learning and Development
Step 4: Framework
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
Registered
Teacher
Criteria
Appraisal
Appraisal
Registered
Teacher
...
ePortfolio Professional Learning Network
Moderation Mentoring
Expertise
Sharing
Networking
Dialogue
Evidence
What tool..?
What changes to your thinking?
The 10 step plan of attack...
Research read the literature, talk to experts, view professional eportfolios
Define clarify a...
ePortfolios Workshop for Parkland School
ePortfolios Workshop for Parkland School
ePortfolios Workshop for Parkland School
ePortfolios Workshop for Parkland School
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ePortfolios Workshop for Parkland School

  1. 1. ePORTFOLIOS Nick Rate principal@orouadowns.school.nz http://nickrate.com A framework for developing for both students and staff.
  2. 2. PART 1: DEVELOPING LEARNING ePORTFOLIOS FOR STUDENTS
  3. 3. Step 1: Research • understand the pedagogy • read the literature • talk to the experts • view student eportfolio examples • best practice visits • network with practitioners
  4. 4. ...encourages all students to reflect on their own learning processes and to learn how to learn. The New Zealand Curriculumhttp://flickr.com/photos/torres21/
  5. 5. ...all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria. The New Zealand Curriculumhttp://flickr.com/photos/torres21/
  6. 6. The New Zealand Curriculumhttp://flickr.com/photos/torres21/ Students learn as they engage in shared activities and conversations with other people...
  7. 7. ...working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. The New Zealand Curriculumhttp://flickr.com/photos/todbaker
  8. 8. !"#$%&"'()*+'#* ,))$))-$(&** "(*.$/*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 http://assessment.tki.org.nz/
  9. 9. Directions for Assessment in New Zealand ...young people should be educated in ways that support them to assume control of their own learning and that they can only do this if they develop the capability to assess their own learning. http://flickr.com/photos/torres21/
  10. 10. 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/
  11. 11. 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/
  12. 12. http://www.cognitioninstitute.org
  13. 13. Student Led Conferences: How effective are they...? Effective reporting systems will be ones where ‘student voice’ is an integral part of the reporting process.
  14. 14. http://www.studentsatthecenter.org/
  15. 15. http://www.studentsatthecenter.org/ ...self-regulated learners plan, set goals, organize, self- monitor, and self-evaluate at various points while building new knowledge or skills.
  16. 16. http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency
  17. 17. http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency ...the learners’ ownership of that learning - the direction, content, process, and assessment of that learning.
  18. 18. http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
  19. 19. http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool ...significant student engagement with self- reflection can potentially be made through the use of online journaling tools.
  20. 20. Step 2: Define Clearly define your: • purpose • vision and beliefs • audience • alignment with broader school vision and beliefs • benefits
  21. 21. “An e-portfolio is an electronic format for learners to record their work, their achievements and their goals, to reflect on their learning, and to share and be supported in this.” Banks, 2004
  22. 22. “...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...” JISC ePortfolio Infokithttp://www.flickr.com/photos/darthdowney/
  23. 23. http://www.ian.fox.co.nz/
  24. 24. The Showcase ePortfolio The Accountability ePortfolio The Process ePortfolio www.flickr.com/photos/96dpi
  25. 25. Process ePortfolio: Supports students towards achieving their learning goals. www.flickr.com/photos/viernesthttp://flickr.com/photos/torres21/
  26. 26. Showcase ePortfolio: Celebrates learning outcomes & shows the highest level of achievement. http://www.flickr.com/photos/an_untrained_eye
  27. 27. Accountability ePortfolio: Documents learning for achievement of specific outcomes or standards. http://www.flickr.com/photos/cristic/
  28. 28. Process Showcase Accountability showcase http://www.flickr.com/photos/gifrancis
  29. 29. Ian Fox 2008 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/ The benefits...
  30. 30. ...the social 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
  31. 31. “...it is the quality, not just the quantity, of feedback that merits our closest attention.” Sadler, 1998http://flickr.com/photos/torres21/
  32. 32. “...supporting the general process of reflection, self-evaluation and action planning for lifelong learning...” MOSEP 2007
  33. 33. “...students can literally carry their eportfolio around with them and update it at any time in any place.” MOSEP, 2007
  34. 34. http://edtalks.org/video/eportfolios
  35. 35. Step 3: Consult Seek input from all stakeholders: • students • teachers • school leadership • curriculum leaders, HODs • parents • BoT • providers
  36. 36. Staff BOT School Management/ Leadership Parents ePortfolios Expertise Students Shaping your ePortfolio beliefs
  37. 37. Step 4: Framework • an ongoing process for eportfolio construction • reinforces purpose and beliefs • aligned to a pedagogical approach • relationship to formal processes e.g. reports, achievement, appraisal, registration...
  38. 38. “...to define e-Portfolios as a process, rather than just a product or a technological system. Attwell, 2007
  39. 39. Burke, Fogarty & Belgrade (1994) Collect Select Reflect Project Project purpose Collect & organise Select learning Interject personality Reflect metacognitively Inspect to self-assess Perfect & evaluate Connect & conference Inject/Eject personality Respect accomplishments http://flickr.com/photos/torres21/ Processes
  40. 40. Exemplars, creating LI, SC, matrices/rubrics Learning artifact embedded in portfolio Feed back, feed forward & reflection/self assessment Learner Agency: “The power to act.” Celebrating success and achievement Feed back, feed forward & reflection/self assessment 1st draft of writing story board brainstorm teachers peers self family Learning artifact embedded in portfolio “finished” example 2nd draft video ePortfolio Learning Cycle Nick Rate: ePortfolios and Assessment for Learning (2008)
  41. 41. Exemplars, creating LI, SC, matrices/rubrics Learner Agency: “The power to act.” Learning artifact embedded in portfolio Feed back, feed forward & reflection/self assessment Nick Rate: ePortfolios and Assessment for Learning (2008)
  42. 42. Step 5: Criteria • clarifying the capability required in the eportfolio tool
  43. 43. What tool capability do you need to make this happen?
  44. 44. MOE: Digital Portfolios - Guidelines for Beginners
  45. 45. Jamin Lietz: http://lietze.org/?p=130
  46. 46. http://nickrate.com/2008/05/26/eportfolio-criteria/
  47. 47. Step 6: Tool
  48. 48. Step 7: Educate Students, teachers, parents, mentors, coaches: • on the purpose/pedagogy • how to give effective feedback • setting goals • reflecting and self-assessing • technical how to’s
  49. 49. Step 8: Implement • seamlessly integrated into teaching and learning • high access to hardware/internet tools • targeted teaching of reflecting/feedback • maintaining a balance between creating/ reflection/uploading • timelines: staggered vs. all at once?
  50. 50. Step 9: Update • digital citizenship procedures and user agreements • reporting and assessment guidelines and procedures • appraisal and teacher registration process
  51. 51. Step 10: Review • what have you done? • what progress have you made? • what are your key lessons? • what are you next steps?
  52. 52. The 10 step plan of attack... Research read the literature, talk to experts, view eportfolios, best practice visits Define clarify and align your purpose to school vision, beliefs Consult with your students, teachers, leadership teams and parents Framework a process linking the pedagogy/andragogy to the eportfolio Criteria list the functionality required for your eportfolio tool Tool trial, observe, question, rate and select the best tool to meet purpose Educate training in use of new technologies, giving feedback and change Implement roll out the system to intended group of students and/or teachers Update assessment & digital citizenship procedures & agreements, appraisal Review identify progress, key lessons and next steps
  53. 53. A task for you... draw me a picture On your sheet of paper draw me a picture of what portfolios look like at Parkland School. Show: • the people involved (students/teachers/parents...) • the relationships and information flow between these people • the resources, technology and anything else that is used in the portfolio process • the relationships between people and between people and school/home/resources/technology using labels, arrows etc (size & shape to show importance, amount of info shared…)
  54. 54. A task for you...
  55. 55. A task for you...
  56. 56. A task for you... draw me a picture Now, turn your page over. Draw another picture. This time draw what you think having eportolios will look like in your classroom/school. What are the key similarities/differences between the pictures? What does this mean for your current practice?
  57. 57. Some places for further exploration: TKI Enabling Elearning: http://goo.gl/QuKKF9 VLN ePortfolio Group: http://goo.gl/89sy1J NZ Principal Sabbatical Reports: http://goo.gl/Y3m1KG Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8 Watch the videos: http://edtalks.org/tag-keyword/eportfolios Helen Barrett: http://electronicportfolios.org/ Where to next?
  58. 58. PART 2: DEVELOPING LEARNING ePORTFOLIOS FOR STAFF
  59. 59. http://edtalks.org/video/eportfolios-just-good-old-fashioned-sharing Step 1: Research
  60. 60. http://www.teacherscouncil.govt.nz/ Step 2: Define
  61. 61. Registered Teacher Criteria Evidence of professional practice that meets the criteria will need to be provided to the teachers’ professional leaders...
  62. 62. http://www.educationcounts.govt.nz
  63. 63. Teacher Professional Learning and Development Teachers also need to develop the self- regulatory skills that will enable them to monitor and reflect on the effectiveness of changes they make to their practice.
  64. 64. ...evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities... The New Zealand Curriculum
  65. 65. http://www.teachnz.govt.nz/home/advanced-classroom-expertise-teacher-recognition/
  66. 66. Up to 800 eligible teachers will be invited to gather a portfolio of evidence to demonstrate they have satisfied each of the ACET professional criteria. http://www.teachnz.govt.nz/http://flickr.com/photos/torres21/
  67. 67. http://www.minedu.govt.nz/
  68. 68. http://www.flickr.com/photos/ari/ http://www.minedu.govt.nz/ The principal will assemble and present a portfolio of evidence relevant to the criteria...
  69. 69. http://www.nzei.org.nz/
  70. 70. Digital Portfolios for Teachers ...a mechanism for both collecting evidence of thinking and action and as a means of stimulating and supporting further professional development through group discussion and critique. http://flickr.com/photos/torres21/
  71. 71. BES Teacher Professional Learning and Development Step 4: Framework
  72. 72. ePortfolio ePortfolio ePortfolio ePortfolio ePortfolio
  73. 73. ePortfolio ePortfolio ePortfolio ePortfolio ePortfolio Registered Teacher Criteria Appraisal Appraisal Registered Teacher Criteria Registered Teacher Criteria Appraisal Appraisal Registered Teacher Criteria Appraisal Registered Teacher Criteria
  74. 74. ePortfolio Professional Learning Network Moderation Mentoring Expertise Sharing Networking Dialogue Evidence
  75. 75. What tool..? What changes to your thinking?
  76. 76. The 10 step plan of attack... Research read the literature, talk to experts, view professional eportfolios Define clarify and align your purpose to effective professional inquiry and/or performance management systems Consult with your teachers, appraiser, leadership teams Framework align a process for constructing a portfolio to your purpose Criteria list the functionality required for your professional eportfolio tool Tool trial, observe, reflect on the best tool to meet purpose Educate professional learning in use of new technologies and approach Implement roll out the system to intended group of teachers and integrated into systems Update performance management, PRT and TAI documentation and systems Review identify progress, key lessons and next steps
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