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2018 Ireland keynote

Keynote address at Junior Cycle for Teachers, February 6, 2018

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2018 Ireland keynote

  1. 1. Know Thyself: ePortfolios and Reflective Stories of Deep Learning Dr. Helen Barrett University of Alaska Anchorage (retired) International Researcher & Consultant
  2. 2. C L I C K
  4. 4. Key Concepts • ePortfolios support Lifelong Learning & Identity Development • Learning to Learn Portfolio Model (Ian Fox, NZ) • Metacognition & Reflection • Digital Storytelling & Reflection • Planning for Implementation • Technology Tools & Apps What? Why? How?
  5. 5. The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of
  6. 6. The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  7. 7. From the Preface (1) “Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
  8. 8. From the Preface (2) “We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
  9. 9. From the Preface (3) “Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
  10. 10. Let’s get personal… Think for a minute about: Something about your COLLECTIONS: Suggested topics:  If you are a parent, what you saved for your children  What your parents saved for you  What you collect…  Why you collect…
  11. 11. Some issues to consider  What do your collections say about what you value?  Is there a difference between what you purposefully save and what you can’t throw away?  How can we use our personal collections experiences to help learners as they develop their portfolios? The power of portfolios [to support deep learning] is personal.
  12. 12. Simon Sinek’s Golden Circle 12 motivation process product
  13. 13. WHAT?
  14. 14. Portfolio One Word, Many Meanings Specialty Case Responsibilities InvestmentsArt Work Collection of Artifacts Workspace Showcase
  15. 15. DEFINITIONS Who was the first famous “folio” keeper?
  16. 16. Leonardo da Vinci’s Folio
  17. 17. 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)
  18. 18. WHY?
  19. 19. 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
  20. 20. Lifelong Learner Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia)
  21. 21. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
  22. 22. “Know Thyself” Temple at Delphi
  23. 23. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
  24. 24. 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
  25. 25. 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
  26. 26. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
  27. 27. “The portfolio is a laboratory where students construct meaning from their accumulated experience." (Paulson & Paulson, 1991, p.5)
  28. 28. Digital Identity • Creating a positive digital footprint
  29. 29. What is your vision for ePortfolios in Irish Schools? A few examples from schools across the world…
  30. 30. What is your Vision for ePortfolios? From a school district in U.S.: Electronic portfolios foster meaningful learning by allowing all students: • to evaluate their growth over time, • to share their achievements and strengths with others, and • to improve their own skills through reflection and goal setting.
  31. 31. Vision statement for a university in the U. S. South We envision students using an electronic portfolio as an integral part of their education: • to reflect on learning, • to integrate their knowledge, • to learn more deeply, • to shape curricular choices and goals, and • to showcase skills and accomplishments.
  32. 32. Learning to Learn Portfolio Model Ian Fox Bucklands Beach Intermediate School, Auckland, New Zealand (retired) Paper attached at the bottom of:
  33. 33. Goal: • Development of Independent Learners • “… the portfolio can be a vehicle for empowering students to take increasing responsibility for their own learning. It can assist with the development of student self esteem through providing a means for them to display work of which they are proud;”
  34. 34. Learning to Learn Portfolio Model Ian Fox, New Zealand
  35. 35. Assessment to Improve Learning • Clear Success Criteria - – Clear performance standards give students a goal towards which they should strive. • Self-Assessment - – Students can assess their own work against stated standards. • Authentic Process and Product - – real-life tasks and contexts
  36. 36. Development of Home-School Links • Parental Involvement - – portfolio going home on a regular basis, parents have opportunities to discuss progress with their children and give support and encouragement • Student-Led Conferences - – focus remains on the students and the critical role they have in determining their own future development • Shared Understanding - – the whole assessment process becomes more open
  37. 37. Metacognitive Development • Models for Learning - for teaching thinking skills • Reflection - being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement. • Goal-Setting - has a profound effect on students’ progress towards independent learning
  38. 38. “metacognition lies at the root of all learning” “…self-knowledge, awareness of how and why we 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
  39. 39. What is Reflection? • Major theoretical roots: – Dewey – Habermas – Kolb – Schön • Dewey: “We do not learn from experience…we learn from reflecting on experience.”
  40. 40. REFLECTION FOR LEARNING reflection4learning/ Resource on Reflection
  41. 41. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Try out what you have learned Learn from the experience Reflect on the experience Have an experience Practice Metacognition
  42. 42. The Learning Cycle David Kolb from Dewey, Piaget, Lewin, adapted by Zull
  43. 43. Reflection = Storytelling The “Heart and Soul” of a Portfolio Reflection in portfolios helps learners construct meaning. “What?” “So What?” “Now What?”
  44. 44. Portfolio as Story "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
  45. 45. Portfolios tell a Story “A portfolio is opinion backed by fact... Students prove what they know [and can do] with samples of their work.” (Paulson & Paulson, 1991, p.2)
  46. 46. Storytelling as Reflection (Schön, 1988) “…for storytelling is the mode of description best suited to transformation in new situations of action.” “Stories are products of reflection, but we do not usually hold onto them long enough to make them objects of reflection in their own right.”
  47. 47. Roger Schank, Tell Me a Story “Telling stories and listening to other people's stories shape the memories we have of our experiences.” Stories help us organize our experience and define our sense of ourselves.
  48. 48. Convergence
  49. 49. Constructivist Approach to Project- Based "Assessment-as-Learning"
  50. 50. A Dozen Purposes for DS in EP • Introduction of Self – Voice & Personality – Legacy – Biography – Memoir • Artifacts – Evidence of Collaboration – Documentary – Record of Experience – Oral Language • Reflection – Transition – Decision – Benchmarking Development – Change over Time
  51. 51. Award-Winning Poem • By Victoria Barrett, 6th Grade • mCJY
  52. 52. My Beach Cabin
  53. 53. Good Morning Sunshines • A teacher’s reflection on professional growth • dLR
  54. 54. Good Morning Sunshines
  55. 55. Do Your Students’ Portfolios Have Voice? Individual Identity Reflection Meaning Making New Literacy
  56. 56. THE IMPORTANCE OF VOICE “When words are infused by the human voice, they come alive.” - Maya Angelou
  57. 57. Why Digital Stories in ePortfolios? • Reflection is the “heart and soul” of portfolios • Digital Stories can humanize any model of ePortfolio • Digital Stories add VOICE
  58. 58. HOW?
  59. 59. Planning Steps for Implementing ePortfolios in Schools 1. Essential Conditions - Are you ready for ePortfolio Implementation? – Human resources and readiness for Change – Technological resources & infrastructure 2. Incentives - Why Create ePortfolios? 3. What is your Purpose/Vision? 4. Stakeholders - Who is involved and how will you introduce them to ePortfolios? [Communication Plan] 5. Develop three-level implementation plan & Measures to assess progress – Level 1 (Collection) - Portfolio as Storage – Level 2 (Collection + Reflection) - Portfolio as Process/Workspace – Level 3 (Selection+Reflection+Presentation) - Portfolio as Product/Showcase 6. Brainstorm Skills/Training Needed 7. Identify Resources, Tools & Assistance Needed – Portfolio Tools selected and rationale 8. Develop rubrics and evaluation plan Planning Template available in GoogleDocs – Link in Google Site
  60. 60. Digital Tools for Reflection Reflective Journal (Blog) Digital Storytelling and Engagement
  61. 61.
  62. 62. 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 (optional)
  63. 63. Digital Storytelling Process WeVideo
  64. 64. Process to develop digital stories 1. Script development: write the story, often with a group called a story circle to provide feedback and story development ideas 2. Record the author reading the story (audio recording and editing) 3. Capture and process the images to further illustrate the story (image scanning and editing) 4. Combine audio and images (and any additional video) onto a timeline, add music track (video editing) 5. Present or publish finished version of story
  65. 65. Digital Storytelling Tools • Desktop Computers – Windows - MovieMaker – Mac - iMovie • Mobile Devices – Apple - iMovie – Android – many choices • Online Tools – WeVideo
  66. 66. Tools Macintosh • Write script: any word processor • Record Audio: Audacity /GarageBand • Edit images: iPhoto • Edit video: iMovie Windows • Any word processor • Audacity • Picasa3 • MovieMaker2 PhotoStory3 Online GoogleDocs Myna (Aviary) Aviary Tools (image editors) Animoto, VoiceThread, Stupeflix, WeVideo GoogleDocs AudioBoo, Voice Memos Adobe PS Express, PhotoEditor HD, TouchUp Storyrobe, ReelDirector iMovie, Splice, Avid Studio iOS/Andoid
  67. 67. Video Editing on iOS iMovie $4.99 ReelDirector $3.99Splice $1.99 $.99 Avid Studio $4.99 Explain Everything $2.99
  68. 68. Video Editing on Android VidTrim – Video Trimmer Magisto – Magical Video AndroVid Video Trimmer mVideoCut – video editor in the cloudAndroid StudioMovie Editor Story Creator Movie Studio Video Toolbox Video Film Maker Clesh Video Editor Video Maker Pro AndroMedia Video Editor
  69. 69. Web-based video editors WeVideo
  70. 70. 70 Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! A Reminder…
  71. 71. Choices • My first digital story, created with iMovie in 2003 • vdmpNUkU/view?usp=sharing
  72. 72. Choices
  73. 73. What’s Your Story?
  74. 74. What’s Your Story? • We all have a story to add to our portfolios. These digital stories provide opportunities for a richness not possible in print. • Some stories will represent the fresh innocence of youth, some will reflect the experiences of a rich life. • The audiences might be worldwide, like the BBC Wales, but most likely the audiences will be small and intimate.
  75. 75. 75 My Final Wish… Your ePortfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You!
  76. 76. DR. HELEN BARRETT Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning University of Alaska Anchorage (retired) Founding Faculty, REAL* ePortfolio Academy for K-12 Teachers *Reflection, Engagement, Assessment for Learning Twitter: @eportfolios