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AAEEBL 2010 Keynote


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AAEEBL 2010 Keynote

  1. 1. Choice and Voice<br />Blurring the Boundaries between ePortfolio Development and Social Networking<br />Dr. Helen Barrett<br /><br />Twitter: @eportfolios<br /><br />
  2. 2. Technology & Reflection<br />Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking<br />2<br />
  3. 3. Learner-Centered Philosophy<br /> "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)<br />
  4. 4. QUOTE<br /><ul><li>The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios</li></li></ul><li>Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education to <br />store documents <br />reflect on learning<br />feedback for improvement <br />showcase achievements for accountability or employment<br />5<br />
  5. 5. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />6<br />
  6. 6. Boundaries Blurring (between e-portfolios & social networks)<br />Structured Accountability Systems? or…<br />Lifelong interactive portfolios<br />Picasa<br />Mash-ups<br />Facebook<br />Flickr<br />blogs<br />YouTube<br />Ning<br />wikis<br />Twitter<br />7<br />
  7. 7. Digital Archive (for Life) Supports Lifelong & Life-wide Learning<br />
  8. 8. Some Basic Concepts<br />ePortfolio and social networking are both:<br />Process: Time and Effort - Journey<br />Product: The outcome - Destination<br />9<br />
  9. 9. Compare Processes<br />Social Networking<br />Connect(“Friending”)<br />Listen(Reading)<br />Respond(Commenting)<br />Share(linking/tagging)<br />Portfolio<br />Collection<br />Selection<br />Reflection<br />Direction/Goals<br />Presentation<br />Feedback<br />Technology <br />Archiving<br />Linking/Thinking<br />Digital Storytelling<br /> Collaborating<br /> Publishing<br />10<br />
  10. 10. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br /><br />
  11. 11. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
  12. 12. Forms of Assessment<br /><ul><li>Formative Assessments
  13. 13. Provides insights for the teacher
  14. 14. Assessment FOR/AS Learning
  15. 15. Provides insights for the learner
  16. 16. Summative Assessments (Assessment OF Learning or Evaluation)
  17. 17. Provides insights (and data) for the institution</li></ul>Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
  18. 18. Balancing the 2 Faces of E-Portfolios<br />
  19. 19. Types of E-Portfolio Implementation<br />Working Portfolio<br />The Collection<br />The Digital Archive<br />Repository of Artifacts <br />Reflective Journal(eDOL)<br />Collaboration Space<br />Portfolio as Process-- Workspace (PLE)“shoebox”<br />Presentation Portfolio(s)<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences(varied permissions)<br />Varied Purposes<br /> Portfolio as Product-- Showcase<br />
  20. 20.
  21. 21. Japanese<br />
  22. 22. Catalan<br />
  23. 23. Spanish<br />
  24. 24. Mandarin<br />
  25. 25. Social Learning<br />Interactivity!<br />21<br />
  26. 26. Think!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />22<br />
  27. 27. Architecture of InteractionArchitecture of Participation (Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />(ePortfolio 2.0)<br />
  28. 28. What are Interactive Portfolios?<br />Online Portfolios using Web 2.0 tools to: <br /><ul><li> reflect on learning in multiple formats
  29. 29. showcase work online to different audiences
  30. 30. dialogue about learning artifacts/reflections
  31. 31. feedback to improve learning </li></li></ul><li>Golden Circle <br />What?<br />How?<br />Why?<br />25<br />
  32. 32. Engage!<br /><ul><li>Goal-Setting
  33. 33. Self-Assessment
  34. 34. Ownership
  35. 35. Intrinsic Motivation</li></li></ul><li>27<br />Similarities in Process<br />Major differences:<br />extrinsic vs. <br />intrinsic motivation <br />Elements of True (Intrinsic) Motivation:<br />Autonomy<br />Mastery<br />Purpose<br />
  36. 36. Pink’s Motivation Behavior<br />X <br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires (Grades?)<br />Type I – Intrinsic<br />Behavior is self-directed.<br />I <br />28<br />
  37. 37. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
  38. 38. Give users autonomy.
  39. 39. Keep system as open as possible.</li></ul>- Clay Shirky<br />29<br />
  40. 40. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br />30<br /><br />
  41. 41. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
  42. 42. Sports? Games?
  43. 43. Compliance vs. Personal Mastery
  44. 44. Open Source movement (Wikipedia vs. Encarta)
  45. 45. Make a contribution</li></ul>31<br />
  46. 46. Mastery & ePortfolios (2)<br />ePortfolio:<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />32<br />
  47. 47. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />33<br />
  48. 48. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />34<br />
  49. 49. Use ePortfolios to documentMASTERY<br />35<br />
  50. 50. Purpose & ePortfolios<br /><ul><li>Relevance
  51. 51. Big picture
  52. 52. Engagement</li></ul>36<br />
  53. 53. 37<br />Good Question…<br />
  54. 54. 38<br />Because Purpose and Passion Co-Exist<br />
  55. 55. Life Portfolio – planning for an extended midlife transition (50-90)<br /><ul><li>Passions and pursuits
  56. 56. New possibilities
  57. 57. Visualize a new life
  58. 58. Not “retirement” but “rewirement”</li></ul>39<br />
  59. 59. 40<br />
  60. 60. 41<br />Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
  61. 61. What really matters in life?
  62. 62. Discover or rediscover passion…
  63. 63. Create a legacy…
  64. 64. Turn careers into callings, success into significance…
  65. 65. To make a difference…
  66. 66. An ongoing, ageless framework for self-renewal</li></li></ul><li>Strategies for a Portfolio Life<br />Tell the Story of Your Life<br />Accomplishments Leave Clues… + self-esteem<br />Connect with Others -- Network<br />Develop Your Goals… Change… Goals -- Purpose<br />Revise, Reflect, Rebalance<br />Story<br />Share<br />Goals<br />
  67. 67. Two Paradigms of ePortfolios for Assessment<br />
  68. 68. Two “Paradigms” of Assessment (Ewell, 2008)<br />Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content<br />
  69. 69. Opportunity Cost<br />The alternative you give up when you make a decision…<br />The cost of an alternative that must be forgone in order to pursue a certain action<br /> What is the opportunity cost of emphasizing accountability/compliance in ePortfolios over improvement/reflection and deep learning? <br />
  70. 70. Goal: Balance in Electronic Portfolios<br />Purpose<br />Improvement<br />(Student-Centered)<br />(Or Course-Centered)<br />Accountability/<br />Compliance<br />(Institution-Centered)<br />Along a Continuum<br />??<br />??<br />Opportunity Cost<br />
  71. 71. Goal: Balance in Electronic Portfolios<br />Purpose<br />Improvement<br />Accountability<br />Highly Structured<br />Uniformity and Standardization<br />Required Assignments<br />Formal Evaluation <br />Complexity<br />Checklist<br />Data!<br />Engagement<br />Deep Learning<br />Personalization<br />Choice and Voice<br />Lifelong Skills<br />Ease of Use<br />Ownership<br />Time<br />Opportunity Cost<br />
  72. 72. Goal: Balance in Electronic Portfolios<br />Purpose<br />Accountability<br />Improvement<br />Flexible Structure<br />Self-Assessment & Feedback<br />Lifelong Learning Skills<br />More Social Learning<br />Personalization<br />Choice and Voice<br />Engagement<br />Story<br />Time Involvement<br />Ease of Scoring for…<br />Collection of Data for…<br />Accountability<br />Institutional Support<br />& Funding?<br />Opportunity Cost<br />
  73. 73. Goal: Balance in Electronic Portfolios<br />Purpose<br />Accountability <br />Feedback <br />Uniformity<br />Flexible Requirements<br />Data<br />Program Improvement<br />Improvement<br />Self-Assessment<br />Personalization<br />Choice and Voice<br />Student Engagement<br />Increased Achievement <br />Time<br />Complexity<br />Social<br /> Learning<br />Opportunity Cost<br />
  74. 74. Finding Balance in E-Portfolio Implementation<br />Tools<br />Use separate tools for assessment management and student e-portfolios?<br />Ball State’s rGrade & WSU’s Harvesting Gradebook<br />Incorporate blogging and social networking tools for interactivity and engagement<br />Open Source Tools: WordPress, Movable Type, Mahara<br />Allow embedding student Web 2.0 links, including video, into their e-portfolios<br />Enable exporting e-portfolio to students’ lifetime personal webspace<br />
  75. 75. Finding Balance in E-Portfolio Implementation<br />Strategies<br />Acknowledge the importance of both portfolio as workspace (process) & showcase (product)<br />Support student choice and voice in e-portfolios<br />Facilitate reflection for deep learning<br />Provide timely and effective feedback for improvement<br />Encourage student use of multimedia in portfolios for visual communication and literacy<br />Digital Storytelling & Podcasting<br />Picasa/Flickr slideshows<br />Acknowledge/Encourage students’ Web 2.0 digital identity<br />
  76. 76. Portfolios can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
  77. 77. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
  78. 78. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />54<br />
  79. 79. Voice6+1 Trait® Definition<br />Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.<br /> Regional Education Lab <br />
  80. 80. Convergence<br />
  81. 81. Erin’s Story<br />
  82. 82. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />58<br />
  83. 83. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />59<br />
  84. 84. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning<br /><br /><br />Skype & Twitter:eportfolios<br />