Digital Portfolios

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Digital Portfolios

  1. 1. Ensuring Student Success<br />Research Topic: Digital Portfolios<br />Complex Reasoning Process: Systems Analysis<br />Presentation By:<br />Margaret Cochrane<br />Mary-Ann Edwards<br />Stuart Macadam<br />Andrew Steggall-Lewis<br />
  2. 2. http://www.voki.com/php/viewmessage/?chsm=b111cb88ec7eac2e08cd3c8b7851e585&mId=306816<br />(Prensky, 2005)<br />
  3. 3. Disengaged Students!<br />
  4. 4. Overview<br /><ul><li> Today we are going to present our research about Digital Portfolios through the lens of Systems Analysis.
  5. 5. Specifically, we will present research findings to identify how Digital Portfolios support assessment and learning
  6. 6. In other words, how are Digital Portfolios able to Ensure Student Success?</li></li></ul><li>Independent research findings from surveys<br /><ul><li> 16 teachers from the local community were surveyed
  7. 7. 85% of teachers surveyed were not familiar with Digital Portfolios
  8. 8. Therefore, they were not aware of how they can be a valuable tool to support assessment and learning
  9. 9. Of the 15% of teachers who were familiar with Digital Portfolios, only half utilized them in their classroom
  10. 10. However, this 7% of teachers identified Digital Portfolios as a very valuable tool for learning and assessment</li></li></ul><li>What is a Digital Portfolio?<br /><ul><li>Traditional Portfolio - a purposeful collection of authentic and diverse evidence that have been selected, organized, reflected upon and presented to demonstrate understanding and growth overtime to satisfy a determined set of criteria
  11. 11. Digital Portfolio - added benefits of enabling the portfolio developer to collect and organize artifacts in many formats, for example: audio, video, graphics, text, and hypertext links
  12. 12. Digital Portfolios can be created for different purposes
  13. 13. Student created Digital Portfolios - illustrate efforts, progress, achievement and reflection throughout their learning journey, and are used for formative and summative assessment</li></ul>(Barrett, 2000)<br />
  14. 14. What is a Digital Portfolio?<br /><ul><li>Hartnell-Young & Morris (1999, p.105) assert that a “digital portfolio is a multifaceted tool which can be used to fill several different purposes, but the most important is that it promotes learning among both students and teachers. This type of portfolio will be an important asset to schools and individuals as society heads into the Digital Age”</li></li></ul><li>Through the lens of Systems Analysis<br /><ul><li> Research was conducted using Systems Analysis
  15. 15. Systems Analysis “is the process of analysing the parts of a system and the manner in which they interact” (Mazarno & Pickering, 1997, p.246)
  16. 16. A system consists of numerous parts that interact with one another for specific purposes
  17. 17. Often, systems exist within systems</li></li></ul><li>Through the lens of Systems Analysis<br /><ul><li>For example: Smith, Lynch and Knight’s Learning Management design phases form a system with three parts. Each of these parts can be viewed as further systems</li></ul>Learning Management Design System<br />(Smith, Lynch & Knight, 2007, p.81)<br />
  18. 18. Through the lens of Systems Analysis<br /><ul><li> The Ascertainment and Reporting Phase can be further analysed as the Assessment System:</li></ul>Learning Management Design System<br />Assessment System<br />(Smith, Lynch & Knight, 2007, p.81)<br />
  19. 19. Our system for analysis: Utilizing Digital Portfolios for supporting Assessment and Reporting<br />
  20. 20. How do we analyse the System?<br />The Analysis is framed around four key questions:<br />“What are the parts of the system?<br />What are things that are related to the system but are not a part of it?<br />How do the parts affect each other?<br />What would happen if various parts stopped or changed their behaviour?”<br />(Marzano & Pickering, 1997, p.249)<br />
  21. 21. 1. What are the parts of the system?<br />
  22. 22. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />
  23. 23. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />Attitudes & Perceptions<br />
  24. 24. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />Attitudes & Perceptions<br />HoM<br />
  25. 25. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />Attitudes & Perceptions<br />HoM<br />Classroom Environment <br />
  26. 26. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />Attitudes & Perceptions<br />HoM<br />School Culture<br />Classroom Environment <br />
  27. 27. 2. What are things that are related to the system but are not a part of it?<br />Home Environment<br />Attitudes & Perceptions<br />HoM<br />School Culture<br />Assessment Philosophy<br />Classroom Environment <br />
  28. 28. 3. How do the parts affect each other?<br />
  29. 29. Student – Learning Manager<br /><ul><li> Digital Portfolios incorporate ICTs as a learning tool which promotes the engagement of today’s learners, known as ‘Digital Natives’
  30. 30. Digital Portfolios provide opportunities for both assessment for learning and assessment of learning
  31. 31. Formative assessment - Digital Portfolios provide an excellent medium for student-teacher conferencing
  32. 32. Black & William (1998) state that “formative assessment is an essential component of classroom work and that its development can raise standards of achievement”
  33. 33. Students may participate in the selection of their work
  34. 34. Conferences could be recorded and added to Digital Portfolios as an audio file for future reference</li></ul>(Hartnell-Young and Morris, 1999)<br />
  35. 35. Student – Learning Manager<br /><ul><li> Feedback can help them to learn and reflect on their achievements and plan their future progress
  36. 36. Student reflection is a critical component of Digital Portfolios
  37. 37. Digital Portfolio development concurrently brings together opportunities for ICT skill development for both the student and the LM
  38. 38. Criteria matrixes embedded into students’ Digital Portfolios, being explicit and easily accessible
  39. 39. Each section of a criteria matrix could be hyperlinked to provide additional elaborations</li></ul>(Barrett, 1997)<br />
  40. 40. Example of Embedded Criteria Sheet<br />
  41. 41. Example of Embedded Criteria Sheet<br />Conceptual links between theory, pedagogical strategies, content and assessment<br />
  42. 42. Example of Embedded Criteria Sheet<br />Conceptual links between theory, pedagogical strategies, content and assessment<br />
  43. 43. Hyperlink to provide elaborations<br /><ul><li>Theories needed to include are…</li></ul> ………………………………………………………………………….<br /> ………………………………………………………………………….<br /><ul><li>Pedagogical strategies needed to include are…</li></ul> ………………………………………………………………………….<br /> ………………………………………………………………………….<br /><ul><li>Example paragraph to illustrate how to link….</li></ul> ………………………………………………………………………….<br /> ………………………………………………………………………….<br /> ………………………………………………………………………….<br /> ………………………………………………………………………….<br />Conceptual links between<br />theory, pedagogical strategies, <br />content and assessment<br />
  44. 44. 3. How do the parts affect each other?<br />
  45. 45. Learning Manager - School<br /><ul><li> Learning Manger is responsible for ensuring that students’ Digital Portfolios address the Essential Learnings
  46. 46. Students’ results embedded into Digital Portfolios, thus placing them within the context of their work
  47. 47. LMs can readily provide both formal and informal school reporting to parents and caregivers that is responsive to individual needs and can be used to plan future learning.
  48. 48. School provides ICT resources and support to the Learning Manager</li></ul>(Brady & Kennedy, 2005)<br />
  49. 49. Learning Manager - School<br /><ul><li> Critical for Digital Portfolios to be secured with password protection, due to the confidential nature of the assessment process, so that only appropriate audiences have access.
  50. 50. When utilizing ICTs, Learning Managers are responsible for adhering to school policies regarding internet safety</li></ul>(Barrett, 2000)<br />
  51. 51. 3. How do the parts affect each other?<br />
  52. 52. Student - School<br /><ul><li>Students are able to address the required Essential Learnings
  53. 53. When utilizing ICTs, students are responsible for adhering to school policies regarding internet safety
  54. 54. School policies regarding Inclusive practices ensures that all students have sufficient access to ICTs
  55. 55. School provides resources necessary for creating Digital Portfolios
  56. 56. Relevant stakeholders (parents and care givers) are able to readily view students learning – they can identify improvements in students work over time and be aware of learning needs in the future</li></ul>(Queensland Studies Authority, 2008) <br />
  57. 57. 4. What would happen if various parts stopped or changed their behaviour?<br />Future Possibilities?<br />
  58. 58. 4. What would happen if various parts stopped or changed their behaviour?<br />Future Possibilities?<br />
  59. 59. 4. What would happen if various parts stopped or changed their behaviour?<br />Future Possibilities?<br />
  60. 60. Example of Digital Portfolio<br />http://learningplace.eq.edu.au/cx/resources/items/1c35e289-bab8-76e6-ae93-82deafc70b82/1/docs/click-me-only.htm<br />
  61. 61. Conclusion<br /><ul><li> Digital Portfolios enable students to celebrate their success throughout their learning journey
  62. 62. Digital Portfolios successfully engage students, therefore Learning Managers have a truer understanding of their declarative and procedural knowledge, allowing for authentic assessment and reporting to ensure student success</li></ul>(Hartnell-Young and Morris, 1999)<br />
  63. 63. References<br />Barrett, H. (1997). Collaborative planning for electronic portfolios: Asking strategic questions. In the proceedings of the National Educational Computing Conference, Seattle, Washington. Retrieved July 26, 2009 from http://www.aare.edu.au/02pap/woo02363.htm<br />Barrett, H. (2000). Create your own electronic portfolio: Using off-the-shelf software to showcase your own or student work. In Learning and Leading with Technology. Retrieved July 24, 2009 from http://electronicportfolios.com/portfolios/iste2k.html<br />Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. London, UK: King’s College London School of Education<br />Brady, L. & Kennedy, K. (2005). Celebrating Student Achievement: Assessment and Reporting.Frenchs Forest, NSW: Pearson Prentice Hall<br />Hartnell-Young, E. and Morris, M. (1999). Digital professional portfolios for change. Hawker Brownlow Education: Australia<br />Marzano, R. & Pickering, D. (1997). Dimensions of Learning: Teachers manual, 2nd Edition. Colarado, USA: Mc REL. <br />Prensky, M. (2005). “Engage me or enrage me”: What today’s learners demand. In Educause Review. Retrieved July 17, 2009 from http://net.educause.edu/ir/library/pdf/erm0553.pdf<br />Queensland Studies Authority. (2007). The QCAR Framework — aligning curriculum, assessment and reporting. Queensland: Queensland Studies Authority<br />Queensland Studies Authority. (2008) Guidelines for reporting: Guidelines for school sectors — reporting student achievement in Queensland schools. Queensland: Queensland Studies Authority<br />Smith, R.,Lynch, D., & Knight, B. (2007).Learning Management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia<br />

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