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  • Adjectives to describe purpose
  • What is a portfolio? Some people think about their investments. But the dictionary provides this definition: a flat, portable case for carrying loose papers, drawings, etc. A portfolio in education is a purposeful collection of work that demonstrates efforts, progress and achievement in one or more areas over time. Portfolios in education have traditionally been collections of papers, often stored in a notebook or file folder.
  • Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment. As defined in a JISC publication, Effective Practices with e-portfolios: 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)
  • How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world! Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. [Erin’s story – Messiah – feedback immediate.]
  • The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
  • The traditional portfolio literature identifies the processes shown in the left column. The value-added of technology shows in the right column. Social Networking is added in the middle. First, we have the collection process; with technology, that leads to creating a digital archive of the work. The second step involves selecting specific pieces or work from the collection to demonstrate a particular outcome, goal or standard. With technology, that process is done by creating a hyperlink to the documents in the archive. Some researchers have found that the process of hyperlinking may lead to higher levels of thinking about learning, or meta-cognitioin. The process of reflection helps the learner construct meaning from the work they have selected, and technology creates new models of storytelling to help with that meaning-making. Direction is setting goals for the future, and celebration is a formal exhibition before an audience, either real or virtual. Technology creates new opportunities for collaborating and publishing, especially with Web 2.0 tools. Social networks involve…
  • So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
  • This diagram of the components of an e-portfolio system was developed for an e-portfolio research report published in 2007 by Becta in the U.K. This diagram shows some major distinctions: between the collection of work (the archive of evidence) on the bottom, the various presentations of a subset of that work (what we think of as multiple portfolios, depending on purpose and audience) on the top and the various tools used to mediate the process, in the middle.
  • Portfolios in Formal Education: Exploring Personal and Professional Identity Building a Professional Online Brand.
  • Who knows what this means?
  • Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
  • Reflection = higher retention (SPU’s iTunesU videos)
  • In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
  • How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
  • There is a difference between the building blocks of a Personal Learning Environment [PLE} often called the working portfolio, and a particular story that is told to a specific audience -- often called a presentation portfolio. The working portfolio is the repository or the digital archive of the artifacts. A working portfolio also includes a lot of personal information about a learner, and may also include a reflective journal, sometimes called a blog if it is stored online. The presentation portfolio is the narrative or the story that the portfolio tells. There may be multiple views, both private or public, for various audiences and for various purposes. With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system.
  • Japanese!
  • We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
  • Common Tools vs. Proprietary systems
  • I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “ tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
  • Collection -- Creating the Digital Archive ( regularly – weekly/monthly ) Digital Conversion (Collection) Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Level 2 Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) ( regularly ) organized chronologically (in a blog ?) Captions (Background Information on assignment, Response) Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
  • Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
  • Level 3 Selection/Reflection and Direction ( each semester? End of year? ) organized thematically (in web pages or wiki) Why did I choose these pieces? What am I most proud to highlight about my work? What do they show about my learning? What more can I learn (Goals for the Future)? Presentation ( annually )
  • Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops. Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
  • BUT! “Portfolios should be less about telling and more about talking!” Julie Hughes, University of Wolverhampton Learning is a Conversation. (Chris Betcher)
  • How can we integrate ePortfolios with what we know about social learning and interactivity?
  • As I close my presentation, I want remind us that reflection and relationships are the “heart and soul: of a portfolio (and Social Networking) NOT the Technology!
  • My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan as you are preparing and nurturing today’s children to create and inspire tomorrow’s world!
  • I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!
  • Aaeebl boston2011-web2 pm

    1. 1. Implement ePortfolios K-20 with Web 2.0 and Mobile Tools Helen Barrett Cynthia Lucena AAEEBL Conference July 25, 2011 electronicportfolios.org/ slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
    2. 2. Key Concepts in Workshop <ul><li>Context & Definitions (What?) </li></ul><ul><li>Purpose (Why?) </li></ul><ul><ul><li>Reflection </li></ul></ul><ul><ul><li>Identity Development </li></ul></ul><ul><ul><li>Online Branding </li></ul></ul><ul><li>Mobile Apps (How?) </li></ul><ul><li>Digital Storytelling </li></ul><ul><li>Q & A </li></ul>
    3. 3. WHAT ARE INTERACTIVE PORTFOLIOS? <ul><li>Portfolios using Web 2.0 tools to: </li></ul><ul><li>reflect on learning in multiple formats </li></ul><ul><li>showcase work online to multiple audiences </li></ul><ul><li>dialogue about learning artifacts/reflections </li></ul><ul><li>provide feedback to improve learning </li></ul>
    4. 4.
    5. 5. WHAT?
    6. 6. Portfolio One Word, Many Meanings Specialty Case Responsibilities Investments Art Work Collection of Artifacts Workspace Showcase
    7. 7. DEFINITIONS <ul><li>Who was the first famous “folio” keeper? </li></ul>
    8. 8. Leonardo da Vinci’s Folio
    9. 9. What is a Portfolio? <ul><li>Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. </li></ul><ul><li>Financial portfolio : document accumulation of fiscal capital </li></ul><ul><li>Educational portfolio : document development of human capital </li></ul>
    10. 10. +Electronic <ul><li>digital artifacts organized online combining various media (audio/video/text/images) </li></ul><ul><li>interactivity/conversation/feedback </li></ul>
    11. 11. Electronic Portfolios <ul><li>almost two decades (since 1991) </li></ul><ul><li>used primarily in education to </li></ul><ul><ul><li>store documents </li></ul></ul><ul><ul><li>reflect on learning </li></ul></ul><ul><ul><li>feedback for improvement </li></ul></ul><ul><ul><li>showcase achievements for accountability or employment </li></ul></ul>
    12. 12. Social networks <ul><li>last five years </li></ul><ul><ul><li>store documents and share experiences, </li></ul></ul><ul><ul><li>showcase accomplishments, </li></ul></ul><ul><ul><li>communicate and collaborate </li></ul></ul><ul><ul><li>facilitate employment searches </li></ul></ul>
    13. 13. Boundaries Blurring (between e-portfolios & social networks) <ul><li>Structured Accountability Systems? or… </li></ul><ul><li>Lifelong interactive portfolios </li></ul>Mash-ups Flickr YouTube blogs wikis Twitter Picasa Facebook Ning
    14. 14. Process/Product <ul><li>ePortfolio is both process and product ” </li></ul><ul><ul><li>Process : A series of events (time and effort) to produce a result - From Old French proces Journey </li></ul></ul><ul><ul><li>Product : the outcome/results or “thinginess” of an activity/process Destination </li></ul></ul><ul><ul><li>Wiktionary </li></ul></ul>Portfolio as Workspace Portfolio as Showcase
    15. 15. Processes <ul><li>Portfolio </li></ul><ul><li>Collection </li></ul><ul><li>Selection </li></ul><ul><li>Reflection </li></ul><ul><li>Direction/Goals </li></ul><ul><li>Presentation </li></ul><ul><li>Feedback </li></ul>Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
    16. 16. http://www.flickr.com/photos/damienbasile/3629544077/
    17. 17. Discuss! <ul><li>What are the Engagement Factors in Social networks? </li></ul><ul><li>How can we build those factors into e-portfolios? </li></ul>
    18. 18. E-Portfolio Components <ul><li>Multiple Portfolios for Multiple Purposes -Celebrating Learning -Personal Planning -Transition/entry to courses -Employment applications -Accountability/Assessment </li></ul><ul><li>Multiple Tools to Support Processes -Capturing & storing evidence -Reflecting -Giving & receiving feedback -Planning & setting goals -Collaborating -Presenting to an audience </li></ul><ul><li>Digital Repository </li></ul>(Becta, 2007; JISC, 2008)
    19. 19. WHY?
    20. 20. Lifelong Context for ePortfolios
    21. 21. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
    22. 22. Digital Identity <ul><li>Creating a positive digital footprint </li></ul>
    23. 23. Purpose <ul><li>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) </li></ul><ul><li>Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers . American Psychological Association </li></ul>
    24. 24. Passion and Self-Directed Learning <ul><li>Lisa Nielsen’s “The Innovative Educator” blog entries: </li></ul><ul><li>Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio) </li></ul><ul><li>10 Ways Technology Supports 21st Century Learners in Being Self Directed </li></ul>http://theinnovativeeducator.blogspot.com/
    25. 25. “ Know Thyself” Temple at Delphi
    26. 26. Managing Oneself <ul><li>“ Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” </li></ul><ul><li>Purpose: Use ePortfolios for managing knowledge workers' career development </li></ul><ul><li>What are my strengths? </li></ul><ul><li>How do I perform? </li></ul><ul><li>What are my values? </li></ul><ul><li>Where do I belong? </li></ul><ul><li>What should I contribute? </li></ul><ul><li>Responsibility for Relationships </li></ul><ul><li>The Second Half of your Life </li></ul>Peter Drucker, (2005) Harvard Business Review
    27. 27. Reflection <ul><li>Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html </li></ul><ul><li>Based on Bloom’s Taxonomy (Revised) </li></ul>
    28. 28. Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Bl o g Mobiles Web Sites Blog Pages Captions/Journals
    29. 29. Deep Learning <ul><li>involves reflection, </li></ul><ul><li>is developmental, </li></ul><ul><li>is integrative, </li></ul><ul><li>is self-directive, and </li></ul><ul><li>is lifelong </li></ul><ul><li>Cambridge (2004) </li></ul>
    30. 30. The Learning Cycle David Kolb from Dewey, Piaget, Lewin, adapted by Zull
    31. 31. 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
    32. 32. “ 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 (Stylus Publishers)
    33. 33. Action -> Discovery -> Joy <ul><li>Action and Exploration lead to Discovery </li></ul><ul><li>Discovery leads to Joy </li></ul><ul><li>“ The ultimate outcome of the journey is to understand our own understanding.” (p.15) (metacognition) </li></ul><ul><li>“ Emotional links generate motivation… The brain rewards itself with joy.” (p.17) </li></ul>Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education . Stylus Publishing
    34. 34. HOW?
    35. 35. Balancing the Two Faces of E-Portfolios <ul><li>Working Portfolio </li></ul><ul><li>Digital Archive (Repository of Artifacts) </li></ul><ul><li>Collaboration Space </li></ul><ul><li>Reflective Journal </li></ul><ul><li>Portfolio as Process </li></ul><ul><li>Workspace </li></ul><ul><li>Presentation Portfolio(s) </li></ul><ul><li>The “Story” or Narrative </li></ul><ul><li>Multiple Views (public/private) </li></ul><ul><li>Varied Audiences & Purposes </li></ul><ul><li>Portfolio as Product </li></ul><ul><li>Showcase </li></ul>Docs Sites Blog
    36. 37. Japanese
    37. 38. Structure of E-Portfolio Types <ul><li>Portfolio as Process / Workspace </li></ul><ul><ul><li>Organization: Chronological – Documenting growth over time for both internal and external audiences </li></ul></ul><ul><ul><li>Primary Purpose: Learning or Reflection </li></ul></ul><ul><ul><li>Reflection: immediate focus on artifact or learning experience </li></ul></ul><ul><li>Portfolio as Product / Showcase </li></ul><ul><ul><li>Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences </li></ul></ul><ul><ul><li>Primary Purpose: Accountability or Employment or Showcase </li></ul></ul><ul><ul><li>Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes) </li></ul></ul>blog website mobiles
    38. 39. http://www.flickr.com/photos/fritzon/4711241023/
    39. 41. IS THE FUTURE OF E-PORTFOLIO DEVELOPMENT IN YOUR POCKET? <ul><li>“ Capture the Moment” with iOS, Android devices </li></ul>
    40. 42. Categories of Tools http://electronicportfolios.org/categories.html
    41. 43. Matching Portfolio Purpose to Portfolio Tools Purposes Strategies Processes Tools Learning/Process Projects Collection Reflection Capture Experience Journal/Blog Productivity Tools Mobile tools? Showcase/ Employment/ College Selection Presentation Website/Wiki/Social Network Assessment/ Accountability Evaluation (Self & Teacher) Evidence w/Rubrics Database Excel
    42. 44. Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation
    43. 45. Mobile Year in Review 2010 http://www.youtube.com/watch?v=6mCkbrYKQyI
    44. 46. Capture the Moment with Mobile Phones <ul><li>SMS messages </li></ul><ul><ul><li>Twitter posts </li></ul></ul><ul><ul><li>Facebook updates </li></ul></ul><ul><li>Camera </li></ul><ul><ul><li>Still </li></ul></ul><ul><ul><li>video </li></ul></ul>
    45. 47. Why Mobile is a Must <ul><li>Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks. </li></ul><ul><li>The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment , whether it's in a picture, a video, or a blog entry. </li></ul><ul><li>-- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx </li></ul>
    46. 48. Posted on ePortfolio Conversations Google Group: <ul><li>Question: How to collect evidence of informal learning rather than formal education. </li></ul><ul><li>Response: &quot;Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.” </li></ul>
    47. 49. What functions can be achieved with mobile phones for each of these processes? <ul><li>Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video </li></ul><ul><li>Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories </li></ul><ul><li>Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement </li></ul><ul><li>Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement </li></ul><ul><li>Collaborating - learning is a social activity - technology provides new forms of collaboration </li></ul><ul><li>Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual </li></ul>
    48. 50. Mobile Web is becoming the Personal Learning Environment of the “Net Generation” <ul><li>Learning that is… </li></ul><ul><li>Social and Participatory </li></ul><ul><li>Lifelong and Life Wide </li></ul><ul><li>Increasingly Self-Directed </li></ul><ul><li>Motivating and Engaging </li></ul><ul><li>… and Online all the time! </li></ul>
    49. 52. Speak-to-Tweet <ul><li>SayNow.com bought by Google, January 25, 2011 </li></ul>
    50. 53. Twitter micro-blogging
    51. 54. Level 1 Workspace: Collection in the Cloud
    52. 55. CAPTURE THE MOMENT <ul><li>With iOS (iPod Touch, iPhone, iPad) </li></ul><ul><li>Text Images Audio Video </li></ul>
    53. 56. Integrate file storage with computer and website Hyperlink to files in Public folder! Try it!
    54. 57. Dropbox Apps <ul><li>PlainText </li></ul><ul><li>DropVox </li></ul><ul><li>Records audio (.m4a) and sends it directly to your Dropbox account </li></ul><ul><li>Creates plain text file (.txt) and saves directly to Dropbox account. Can create folders. </li></ul>
    55. 58. Dragon Dictation <ul><li>Voice recognition </li></ul><ul><li>Share in many ways </li></ul>
    56. 59. Level 2 Workspace: Learning/Reflection
    57. 60. Blogging* by eMail *the act of sharing yourself <ul><li>Tumblr </li></ul><ul><li>Posterous </li></ul><ul><li>Set up account on website </li></ul><ul><li>Send email to: myaccount .tumblr.com </li></ul><ul><li>iPhone App </li></ul><ul><li>Call in your posts for audio post to blog </li></ul><ul><li>Cross-post to Facebook & Twitter </li></ul><ul><li>Just email to post@posterous.com </li></ul><ul><li>iPhone App </li></ul><ul><li>Cross-post to Facebook & Twitter </li></ul>
    58. 61. Reflection with WordPress App
    59. 62. Post to from Mobile Phones <ul><li>Send email to pre-arranged email address </li></ul><ul><li>Use BlogPress iOS app ($2.99) </li></ul><ul><li>Set up Blogger Mobile and send SMS </li></ul>
    60. 63. Evernote One Account, Many Devices <ul><li>Capture Anything </li></ul><ul><li>Access Anywhere </li></ul><ul><li>Find Things Fast </li></ul><ul><li>Capture something in one place -- access it from another </li></ul><ul><li>Web page access </li></ul>Emailing your memories Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.
    61. 64. Evernote <ul><li>All in one recording/saving to Evernote Account (email address) </li></ul><ul><li>Grades 3-5, Trillium Charter School, Portland (see my blog) </li></ul>iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
    62. 65. Case Study: Grades 3-5 Trillium Charter School, Portland, OR http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html iPod Touch 4
    63. 66. Level 3: Primary Purpose: Showcase/Accountability Showcase
    64. 67. Web Authoring Tools that can be “branded” with your own domain (annually) <ul><li>Weebly.com ($40) </li></ul><ul><li>Webs.com ($100) </li></ul><ul><li>Yola.com ($100) </li></ul><ul><li>Apps.google.com ($10+) </li></ul><ul><li>Squarespace.com ($144+) </li></ul><ul><li>WordPress.com ($12-$17) </li></ul>
    65. 68. Why? <ul><li>Integrated EcoSystem </li></ul><ul><li>Single Sign-On </li></ul><ul><li>Walled Garden </li></ul><ul><li>Transferable </li></ul>
    66. 69. Public Google Tools vs. GoogleApps for Education? <ul><li>Public Google Tools (Gmail.com accounts) </li></ul><ul><li>Google Apps for Education </li></ul><ul><li>Student owns the account for life (must be over 13) </li></ul><ul><li>Student has complete control of access </li></ul><ul><li>FREE for anyone </li></ul><ul><li>No uploading to Google Video (must use YouTube to embed videos) </li></ul><ul><li>Start immediately </li></ul><ul><li>Protected environment (school assigns account) </li></ul><ul><li>School can control access (limit to members) </li></ul><ul><li>FREE for education </li></ul><ul><li>Limited use of Google Video (10 GB) </li></ul><ul><li>Need some advanced set-up time </li></ul><ul><li>$10/year for domain name </li></ul>http://sites.google.com/site/colettecassinelli/proscons
    67. 70. Using Google Apps <ul><li>diagram </li></ul>
    68. 71. Creating an ePortfolio with GoogleApps <ul><li>Storage = Google Docs </li></ul><ul><li>Reflective Journal = Blogger or Google Sites Announcements page type </li></ul><ul><li>Presentation = Google Sites </li></ul>
    69. 72. iPhone App for PebblePad (U.K.)
    70. 73. More PebblePad Screens
    71. 74. Successful ePortfolio Process: <ul><li>Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops </li></ul><ul><li>Engage students in reflection to facilitate deep learning through… </li></ul><ul><ul><li>Digital storytelling </li></ul></ul><ul><ul><li>Journal/Blog & Presentation Portfolio – Workspace + Showcase </li></ul></ul>
    72. 75. 3 Levels of My Portfolio <ul><li>My website (where most artifacts are stored) http://electronicportfolios.org/ PDF version from 2000: http://electronicportfolios.org/samples/ </li></ul><ul><li>My Blog = My Reflective Journal (Blogger) http://blog.helenbarrett.org/ </li></ul><ul><li>My Professional/Presentation Portfolio (Google Sites) http://sites.helenbarrett.net/ </li></ul>
    73. 76. E-portfolios should be more Conversation <ul><li>than Presentation </li></ul><ul><li>Because Conversation transforms! </li></ul>
    74. 77. Help students find <ul><li>their Purpose and Passion </li></ul><ul><li>through Reflection & </li></ul><ul><li>Goal-Setting in </li></ul><ul><li>E-Portfolio Development </li></ul>
    75. 78. Social Learning <ul><li>Interactivity! </li></ul>
    76. 79. EXAMPLES <ul><li>Online Portfolios & Blogs </li></ul>
    77. 80. GOOGLE SITE REFLECTIVE PORTFOLIO FOR EVIDENCE OF STUDENT PERFORMANCE <ul><li>Dr. Cynthia Lucena </li></ul><ul><li>College of Education </li></ul><ul><li>University of Puerto Rico </li></ul><ul><li>Río Piedras Campus </li></ul><ul><li>[email_address] </li></ul>
    78. 81. Student examples <ul><li>Hunter Park Kindergarten & Abigail's E-Profile (NZ) – Blogger </li></ul><ul><li>Kim Cofino’s 6 th graders (Japan) - Blogger </li></ul><ul><li>Pt. England School (NZ) - Blogger </li></ul><ul><li>Ryan’s Senior Project (US) – Google Sites </li></ul><ul><li>My Google Sites Presentation Portfolio </li></ul>
    79. 82. TEACHER DASHBOARD DEMO <ul><li>(Optional) </li></ul><ul><li>A tool to help teachers manage Google Apps in the classroom being built in New Zealand </li></ul>http://hapara.com/
    80. 83. REAL * ePortfolio Academy for K-12 Teachers * R eflection E ngagement A ssessment for L earning
    81. 84. Initial Online Courses Planned <ul><li>Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) </li></ul><ul><li>Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”) </li></ul><ul><li>Add Voice to E-Portfolios with Digital Storytelling </li></ul><ul><li>Create Your Professional Portfolio (tool neutral) </li></ul>
    82. 85. Reflection & Relationships <ul><li>… the “Heart and Soul” of an ePortfolio… </li></ul><ul><li>NOT the Technology! </li></ul>A Reminder…
    83. 86. My Final Wish…
    84. 87. DR. HELEN BARRETT <ul><li>Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning </li></ul><ul><li>Founding Faculty REAL * ePortfolio Academy for K-12 Teachers </li></ul><ul><li>* Reflection, Engagement, Assessment for Learning </li></ul><ul><li>[email_address] </li></ul><ul><li>http://electronicportfolios.org/ </li></ul><ul><li>Twitter: @eportfolios </li></ul><ul><li>http://slideshare.net/eportfolios </li></ul>