10 Steps: A framework for developing eportfolios in your school Pre-Conference Workshop ULearn11Nick Rate firstname.lastname@example.org http://nickrate.com Integrating new technologies to empower learning and transform leadership
The plan... 10:00am Introductions 10 Steps Framework & discussion/activities 12:30pm Lunch 1:15pm ePortfolios in practice: •Jamin Leitze - Bethlehem College •Janette Hoggard & Sandy McFadyen - Magpie ICTPD Cluster •Karen Mills - iTeam Tauranga ICTPD Cluster •Jess Hall - Kimi Ora Special School 3:00pm Afternoon tea 3:15pm Focus group discussions Your questions 4:30pm? Finish
Introductions Pair up with somebody in the room you don’t know. Find out: •Where do they teach/lead? •What experience to date do they have with eportfolios? •What is one question regarding eportfolios they want answered today? You will quickly introduce your buddy and share their questions with the group. Please enter you questions here: http://tinyurl.com/eportfolios2011
Step 1: Research • understand the pedagogy • read the literature • talk to the experts • view eportfolios • best practice visits • network with practitioners
parents and caregivers as...working withkey partners who have uniqueknowledge of their children and countlessopportunities to advance their children’slearning.http://ﬂickr.com/photos/todbaker The New Zealand Curriculum
learn as they engage inStudentsshared activities andconversations with other people...http://ﬂickr.com/photos/torres21/ The New Zealand Curriculum
...all students should develop strategiesfor self-monitoring andcollaborative evaluation oftheir performance in relation to suitablecriteria.http://ﬂickr.com/photos/torres21/ The New Zealand Curriculum
Schools should explore not only howICT can supplement traditional ways ofteaching but also how it can open up newand different ways of learning.http://www.ﬂickr.com/photos/bz3rk/ The New Zealand Curriculum
!"#$%&"()*+#*,))$))-$(&**"(*.$/*0$121(3*Developing students’ assessment capabilitiesMichael Absolum, Evaluation Associates Ltd, AucklandLester Flockton, University of OtagoJohn Hattie, University of AucklandRosemary Hipkins, New Zealand Council for Educational ResearchIan Reid, Learning Media Ltd http://assessment.tki.org.nz/
...young people should be educated in waysthat support them to assume control oftheir own learningand that they canonly do this if they develop thecapability to assess their own learning.http://ﬂickr.com/photos/torres21/ Directions for Assessment in New Zealand
...assessment’s primary function is to supportlearning by generating feedbackthat students can act upon in terms ofwhere they are going, how they are going, andwhere they might go next.http://ﬂickr.com/photos/torres21/ Directions for Assessment in New Zealand
Parents and the wider school community willalso need to get better atunderstanding assessmentinformation and interpreting it inways that support learning...http://ﬂickr.com/photos/torres21/ Directions for Assessment in New Zealand
Effective reporting systems will be ones wherestudent voice’ is an integral‘part of the reporting process. Student Led Conferences: How effective are they...?
Conﬁdent schools have positiverelationships with, and are supportedby, specialist service providers andother agencies. Success for All – Every School, Every Child
...a mechanism for both collecting evidence ofthinking and action and as a meansof stimulating and supporting furtherprofessional developmentthrough group discussion andcritique.http://ﬂickr.com/photos/torres21/ Digital Portfolios for Teachers
Evidence of professional practice thatmeets the criteria will need to beprovided to the teachers’ professionalleaders... Registered Teacher Criteria
Teachers also need to develop the self-regulatory skills that will enablethem to monitor and reﬂect on theeffectiveness of changes they maketo their practice. Teacher Professional Learning and Development
evidence from research and from...their own past practice and that ofcolleagues to plan teaching andlearning opportunities... The New Zealand Curriculum
signiﬁcant student...engagement with self-reﬂection can potentially be madethrough the use of onlinejournaling tools. http://acce.edu.au/journal/24/1/engaging-boys-through-self-reﬂection-using-online-journaling-tool
mobile devices in the...we can best useWorkspace portfolio, to capturelearning and reﬂectcontemporaneously (in the middle of thelearning process)...http://www.ﬂickr.com/photos/ari/ Helen Barrett, 2011
If you don’t have an onlinepresence, you won’t appear to berelevant and you will be passed over formore savvy applicants that havevisibility.http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/
learning asInnovative, authentic, deeppart of an evidence-based cycle ofcritical reﬂection and reviewis facilitated by appropriatetechnologies. http://www.vln.school.nz/pg/groupcms/view/114323/
What... • pedagogical beliefs • research • trends...have/will shaped your eportfolio pedagogy?
Step 2: Deﬁne Clearly deﬁne your: • purpose • vision and beliefs • audience • alignment with broader school vision and beliefs • beneﬁts
“An e-portfolio is an electronic formatfor learners to record their work,their achievements and theirgoals, to reﬂect on theirlearning, and to share and besupported in this.” Banks, 2004
“...ideas of what an e-portfolio is arecomplex and to an extent thedeﬁnition and purpose will varydepending on the perspective fromwhich a particular person is approachingthe concept...”http://www.ﬂickr.com/photos/darthdowney/ JISC ePortfolio Infokit
The Accountability ePortfolio The The Process Showcase ePortfolio ePortfoliowww.ﬂickr.com/photos/96dpi
Process ePortfolio: Supports students towards achievingtheir learning goals. www.ﬂickr.com/photos/viernesthttp://ﬂickr.com/photos/torres21/
Showcase ePortfolio: Celebrates learning outcomes &shows the highest level of achievement.http://www.ﬂickr.com/photos/an_untrained_eye
Accountability ePortfolio: Documents learning forachievement of speciﬁc outcomes or standards.http://www.ﬂickr.com/photos/cristic/
The beneﬁts...The power of ‘student voice’ shouldnot be underestimated. To hear studentsreﬂecting on their own work, in theirown voice, with their own intonations andexpressions, conveys meaning in a manner thatis simply not possible in written form.http://ﬂickr.com/photos/torres21/ Ian Fox 2008
...thesocial networking potentialof the learning landscape and eportfolio-related tools are features that facilitateand enhance the making ofconnections and the linking togetherof people, ideas, resources andlearning... Tosh et al., 2006
“...it is the quality, not just thequantity, of feedback that meritsour closest attention.”http://ﬂickr.com/photos/torres21/ Sadler, 1998
“...supporting the general process ofreﬂection, self-evaluation and actionplanning for lifelong learning...” MOSEP 2007
carry their“...students can literallyeportfolio around with them and updateit at any time in any place.” MOSEP, 2007
How do you deﬁne eportfolios?What is the purpose of your eportfolios?What type of eportfolios are yours?What are the key beneﬁts you will aim toutilise?
Step 3: Consult Seek input from all stakeholders: • students • teachers • school leadership • curriculum leaders, HODs • parents • BoT • providers
Shaping your ePortfolio beliefs Students Staff Parents ePortfolios School BOT Management/ Leadership Expertise
What was/will be your consultationprocess?
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...
“...to deﬁne e-Portfolios as a process,rather than just a product or atechnological system. Attwell, 2007
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 writingpeers Learning Learning Feed back, story Feed back, artifact artifact video feed forward & board feed forward & embedded in embedded inself reflection/self reflection/self portfolio portfolio assessment assessment brainstorm 2nd draft family Nick Rate: ePortfolios and Assessment for Learning (2008)
Exemplars,creating LI, SC, Students working towardsmatrices/rubrics new goals in their learning Learning Feed back, artifact feed forward & embedded in reflection/self portfolio assessment Nick Rate: ePortfolios and Assessment for Learning (2008)
ePortfolio Learning Cycle in Practice
ePortfolio Professional Learning Framework BES Teacher Professional Learning and Development
What support have/will you give your: • teachers • students • parents...in reﬂecting, self-assessing, providingquality feedback, setting goals, being partof a critical friend relationship..?
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
Step 9: Update • digital literacy, internet use policies and user agreements • reporting and assessment guidelines and procedures • appraisal and teacher registration process
Step 10: Review • what have you done? • what progress have you made? • what are your key lessons? • what are you next steps?
The 10 step plan of attack... Research read the literature, talk to experts, view eportfolios, best practice visits Deﬁne clarify and align your purpose, vision, beliefs, audience 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 or tools 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 literacy policies, guidelines & agreements, appraisal Review identify progress, key lessons and next steps
Step 11: Infrastructure • access to tools & hardware • increased bandwidth • aligned to long term strategic purchasing
Should an eportfolio include all aspects of astudent’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 owns the eportfolio?www.ﬂickr.com/photos/sveinhal
Are your eportfolios open to the world?www.ﬂickr.com/photos/willfuller
Are your parents and teachers ready? Is theprincipal?http://ﬂickr.com/photos/torres21/
Do your current policies cater for eportfoliosand use of Web 2.0 tools?
Will your eportfolios play a role in reportingachievement against the National Standards?
Is one eportfolio system enough or should youuse a mash-up of tools?www.ﬂickr.com/photos/diathesis
Is it important for eportfolios in your school tohave a consistent look and feel? http://www.ﬂickr.com/photos/cobalt/
Should your school expect the teachers tohave a reﬂective eportfolio just as the studentsdo?www.ﬂickr.com/photos/raigverd/
Should students and teachers use the sametool for their eportfolios?http://ﬂickr.com/photos/torres21/
Where to next? Follow the discussions in the MLE Reference Group: http://groups.google.com/group/mle-reference-group/ Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8 Watch the videos: http://edtalks.org/tag-keyword/eportfolios Ian Fox: http://www.foxedu.co.nz Helen Barrett: http://electronicportfolios.org/ Follow Jamin Lietze’s Journey: http://lietze.org/ Join the ePortfolio group in the VLN: http://www.vln.school.nz/pg/groups/29034/eportfolios/ Twitter: #eportfolios