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ASB Web2workshop


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ASB Web2workshop

  1. 1. Your Digital Self: Web 2.0 as Personal Learning Environment (PLE)February 2010<br />Dr. Helen Barrett<br />Courtesy Research Associate<br />Center for Advanced Technology in Education<br />University of Oregon (2007-present)<br />Assistant Professor, Educational Technology (retired)<br />College of Education<br />University of Alaska Anchorage (1991-2005)<br />
  2. 2. Overview of Workshop<br />Theoretical<br />Lifelong & Life-wide Learning<br />Web 2.0<br />Practical Skills<br />Hands-On<br />Overview of Tools<br />Interactive Portfolios & Formative Assessment<br />Form Teams<br />Practical Strategies<br />Web 2.0 Mash-Up: <br />Blogs, Wikis, Google, YouTube, Flickr, <br />Social Networks, Virtual Storage, <br />Mobile Phones, and...???<br />
  3. 3. Introductions<br />Who are you?<br />What do you teach?<br />What is your prior experience with portfolios… electronic?<br />What are your questions about ePortfolios?<br />
  4. 4. Legacy from the Portfolio Literature<br />Much to learn from the literature on paper-based portfolios<br />As adult learners, we have much to learn from how children approach portfolios<br />“Everything I know about portfolios was confirmed working with a kindergartener”<br />
  5. 5. The Power of Portfolios<br /> what children can teach us about learning and assessment<br />Author: Elizabeth Hebert<br />Publisher: Jossey-Bass<br />Picture courtesy of<br />
  6. 6. The Power of Portfolios<br />Author: Dr. Elizabeth Hebert, Principal<br />Crow Island School, Winnetka, Illinois<br />Picture taken by Helen Barrett at AERA, Seattle, April, 2001<br />
  7. 7. From the Preface (1)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br />“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.”<br />
  8. 8. From the Preface (2)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br /> “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.”<br />
  9. 9. From the Preface (3)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x<br /> “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.”<br />
  10. 10. Let’s get personal…Think for a minute about:<br />Something about your COLLECTIONS:Suggested topics:<br />If you are a parent, what you saved for your children<br />What your parents saved for you<br />What you collect… <br />Why you collect…<br />
  11. 11. Some issues to consider<br />What do your collections say about what you value? <br />Is there a difference between what you purposefully save and what you can’t throw away?<br />How can we use our personal collections experiences to help learners as they develop their portfolios?<br />The power of portfolios [to support deep learning] is personal.<br />
  12. 12. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscalcapital<br />Educational portfolio: document development of humancapital<br />
  13. 13. What is an Electronic Portfolio?<br />Digital Documents<br />Organized and presented with some type of "authoring" software<br />Stored in an electronic container <br />CD-Recordable disc<br />DVD-Recordable disc <br />WWW – Changing the genre!<br />
  14. 14. Portfolio Processes<br />Traditional<br />Collecting<br />Selecting<br />Reflecting<br />Directing<br />Presenting<br />+ Technology<br /> Archiving<br /> Linking/Thinking<br /> Storytelling<br /> Collaborating<br /> Publishing<br />
  15. 15. Personal Learning Environment Supports Self-Directed Learning<br />
  16. 16. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
  17. 17. Lifelong and Life Wide
  18. 18. Increasingly Self-Directed
  19. 19. Motivating and Engaging
  20. 20. … and Online!</li></li></ul><li>Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)<br /><br />
  21. 21. Knowing the learner (Self-awareness)<br />Understanding prior knowledge<br />Motivation for and attitudes toward learning<br />Help learners understand themselves<br />See their growth over time<br />
  22. 22. Planning for learning (Self management)<br />Setting goals<br />Develop a plan to achieve these goals<br />
  23. 23. Understanding how to learn (Meta-learning)<br />Awareness of learners to different approaches to learning<br />Deep vs. Surface Learning, Rote vs. Meaningful Learning<br />Different Learning Styles<br />Help learners recognize success<br />Accommodate approaches that are not successful<br />
  24. 24. Evaluating learning (Self monitoring)<br />Systematic analysis of learners’ performance<br />Responsibility to construct meaning<br />Be reflective & think critically<br />Learners construct meaning, monitor learning, evaluate own outcomes<br />
  25. 25. Deep Learning<br />involves reflection,<br />is developmental,<br />is integrative,<br />is self-directive, and<br />is lifelong<br />Cambridge (2004)<br />
  26. 26. Conventional vs. Reform Instruction<br />Teacher-directed<br />Didactic teaching<br />Short blocks of instruction on single subject<br />Single media<br />Individual work<br />Teacher as knowledge dispenser<br />Ability groupings<br />Assessment of fact knowledge and discrete skills<br />Student exploration<br />Interactive modes of instruction<br />Extended blocks of authentic and multidisciplinary work<br />Multimedia<br />Collaborative work<br />Teacher as facilitator<br />Heterogeneous groupings<br />Performance-based assessment <br />SRI (1993)<br />
  27. 27. What is the best tool?<br /> Do you need an all-in-one system or multiple tools?<br />
  28. 28. Categories of E-Portfolio Software<br />Created as part of my study of different online tools:<br /><br />“Not just tools for telling [presentation]<br />but more tools for talking! [conversation]”<br />- Julie Hughes, University of Wolverhampton<br />Conversation transforms!<br />
  29. 29.<br />Web 2.0<br />
  30. 30. Major Categories of ePortfolio Tools<br />Higher<br />Individual & Institutional<br />Authoring Tools<br />Static Web Services<br />Interactive Web Services <br />Institutional<br />Software - Server required<br />Hosted Services<br />Assessment Systems - Hosted Services<br />Lower<br />Level of interactivity<br />Higher<br />Level of personalization & creativity<br />Lower<br />
  31. 31. Web 2.0 tag cloud<br />
  32. 32. Recent changes in technology<br />
  33. 33. Architectureof InteractionArchitecture of Participation (Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />
  34. 34. Wikibook<br />http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies<br />
  35. 35. Why Web 2.0?<br />Access from Anywhere!<br />Interactivity!<br />Engagement!<br />Lifelong Skills!<br />Mostly FREE! <br />
  36. 36. All you need is… an <Embed> Code!<br />Hall Davidson<br />To link Web 2.0 content into e-portfolio systems<br />
  37. 37. Social Learning<br />How can we integrate technology use with what we know about social learning and interactivity?<br />
  38. 38. Showcase?<br />Assessment?<br />Reflection?<br />Multiple Purposes from Hidden Assumptions<br /><br />
  39. 39. “The Blind Men and the Elephant”Thanks to Alan Levine<br />
  40. 40. QUOTE<br />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<br />
  41. 41. E-Portfolio Components <br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
  42. 42. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
  43. 43. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
  44. 44. Enhancing students' computer & multimedia skills through ePortfolios<br />
  45. 45. Framework for 21st Century Skills<br />(handout)<br />
  46. 46. International Trends in ePortfolio Development<br />Personalized Learning<br />‘Choice’ and ‘Voice’<br />Self-Directed Learning<br />Reflective Practice<br />Constructing Deep Learning<br />Digital Identity Development & Personal Branding<br />Interactivity!!!<br />
  47. 47. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion]<br />Learners find their voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />
  48. 48. Six technologies with the power to transform K-12 teaching and learning<br />One year or less:<br />collaborative environments<br />online communication tools<br />Two to three years:<br />mobile devices<br />cloud computing<br />Four to five years:<br />smart objects<br />the personal web <br />New Media Centers<br /><br />
  49. 49. Cloud Computing<br />“The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”<br />disk storage and processing cycles a readily available, cheap commodity<br /> thin-client, web-based applications for image editing, word processing, social networking, and media creation<br />More reliable than desktop storage<br />The Horizon Report, 2009<br />
  50. 50. The Personal Web<br />… computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web. <br />The Horizon Report, 2009<br />
  51. 51. A Reminder…<br />Reflection<br />… is the “Heart and Soul” of a Portfolio… NOT the Technology!<br />
  52. 52. Technology & Reflection<br />Two Themes across the Lifespan with ePortfolio Development<br />
  53. 53. Digital Archive (for Life) Supports Lifelong & Life-wide Learning<br />
  54. 54. Early Childhood ePortfolio Emphasis<br />Technologies: Digital images, audio and video plus parent (and grandparent!) involvement<br />Reflection in Early Childhood: Finding Voice and the Language of Reflection<br />
  55. 55. Formal Education: Assessment Portfolio Systems<br />Two approaches<br /><ul><li>Formative
  56. 56. Summative</li></li></ul><li>Forms of Assessment<br />Formative Assessments<br />Provides insights for the teacher<br />Assessment FOR Learning<br />Provides insights for the learner<br />Summative Assessments (Assessment OF Learning or Evaluation)<br />Provides insights (and data) for the institution<br />Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
  57. 57. Purposes for Assessment<br />Assessment FOR Learning <br />= <br />Formative (Classroom-based) Assessment<br />Assessment OF Learning = <br />Summative Assessment<br />
  58. 58. Portfolio Differences<br />Assessment FOR Learning<br />Purpose negotiated<br />Artifacts chosen - feedback to learner<br />Organized by learner<br />Formative (Present to future)<br />Student-centered<br />Intrinsically motivating<br />Assessment OF Learning<br />Purpose prescribed<br />Artifacts mandated - scoring for external use<br />Organized by teacher<br />Summative (Past to present)<br />Institution-centered<br />Requires extrinsic motivation<br />
  59. 59. ePortfolio 1.0 - ePortfolio 2.0<br />Hierarchical, Designed<br />Metaphor: Portfolio as Test<br />Data-driven<br />Focus on Standardization<br />Feedback from Authority Figures<br />Large, complex systems<br />Networked, Emergent<br />Metaphor: Portfolio as Story<br />Learner-driven<br />Focus on Individuality, Creativity<br />Feedback from Community of Learners<br />Small pieces, loosely joined - "Mash-ups"<br />Continued…<br />
  60. 60. ePortfolio 1.0 - ePortfolio 2.0(continued)<br />Web-based Form<br />Positivist<br />Accountability-driven<br />Proprietary<br />Digital Paper (text & images)<br />Local Storage (hard drives, CD)<br />Blog and Wiki<br />Constructivist, Connectivist<br />Learning-focused<br />Open Standards<br />Digital Story (multimedia)<br />Network Storage (Lifetime Personal Web Space)<br />
  61. 61. Middle Level (ages ~9~14)ePortfolio Emphasis<br />Technologies: Blogs, Wikis, VoiceThread, GAMES!<br />Reflection in Middle Grades: Learning to Learn Portfolio Model <br />
  62. 62. Learning to Learn Portfolio Model<br />Ian Fox<br />Bucklands Beach Intermediate School, Auckland, New Zealand<br />
  63. 63. Learning to Learn Portfolio ModelIan Fox, New Zealand<br />
  64. 64. Metacognitive Development<br />Models for Learning - for teaching thinking skills<br />Reflection - being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement.<br />Goal-Setting - has a profound effect on students’ progress towards independent learning<br />
  65. 65. Assessment to Improve Learning<br />Clear Success Criteria - <br />Clear performance standards give students a goal towards which they should strive.<br />Self-Assessment - <br />Students can assess their own work against stated standards.<br />Authentic Process and Product - <br />real-life tasks and contexts<br />
  66. 66. Development of Home-School Links<br />Parental Involvement - <br /> portfolio going home on a regular basis, parents have opportunities to discuss progress with their children and give support and encouragement<br />Student-Led Conferences - <br />focus remains on the students and the critical role they have in determining their own future development<br />Shared Understanding - <br />the whole assessment process becomes more open<br />
  67. 67. Goal:<br />Development of Independent Learners<br />“More significantly 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;”<br />
  68. 68. Personalizing & Goal Setting<br />
  69. 69. High School ePortfolio Emphasis<br />Technologies: GoogleApps (Docs, Sites), Social Networking<br />Reflection in High School: Construction of Self, Planning for the Future<br />
  70. 70. How can you leverage the technologies students own?<br />Accessibility from home computers<br />Connectivity with cell phones<br />
  71. 71. How is social networking impacting technology in education?<br />It is having a huge impact on our social and political world!<br />
  72. 72. Discuss!<br />What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?<br />
  73. 73. Professional ePortfolio Emphasis<br />Technologies: Social Networks, Productivity Tools, Micro-Blogging (Twitter, Edmodo) and Second Life<br />Reflection on the Job: Sharing Experiences, Building a Community of Learners<br />
  74. 74. Web 2.0, an Architecture of Interaction/Collaboration<br />Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)<br />Using Social Networking Strategies<br />(Facebook, Ning, Twitter, Edmodo)<br />
  75. 75. Planning Issues<br />What is your purpose?<br />Software capabilities: allow interaction between faculty and students around learning activities and products<br />
  76. 76. Change!<br />
  77. 77. Web 2.0 Technologies<br />Advantages<br />Free, often open-source tools on the WWW<br />“Me Publishing (blog and wiki)<br />Shared Writing (GoogleDocs)<br />Web Publishing(Google Sites)<br />Disadvantages<br />May require higher technology competency<br />Mostly not secure websites<br />“Small Pieces, Loosely Joined”<br />
  78. 78. Validating my dissertation research<br />When learning new tools, use familiar tasks<br />When learning new tasks, use familiar tools<br />
  79. 79. Hands-on activity: #1 Google Account <br />Log in toyourGoogle account<br />Use this account as your Google address for all other tools we will be using. <br />Write down your user name and password in more than one place! Put all of participant Google addresses on a list and give to me.<br />
  80. 80. Google Sites<br />Advantages<br />Free website builder<br />Easy-to-use <br />Flexibility and creativity in portfolio authoring. <br />Helps students build technology skills. <br />Automatically store pages online. <br />100 MB limit on uploaded attachments<br />Interactivity and Feedback<br />Disadvantages<br />Set up own system for managing the feedback on student work.<br />
  81. 81. Page Types in Google Sites<br />Web Page – create your own structure<br />Announcements – blog with RSS feeds<br />File Cabinet – upload files, organize in folders<br />List – simple flat-file data base<br />
  82. 82. Explore Google Sites Capabilities for ePortfolio Requirements<br />File Cabinet page type to upload artifacts<br />Comments for feedback on pages or entries in Announcements page<br />Announcements page type (blog) with RSS feeds<br />List page type as data base<br />Subscribe to page or site changes<br />What’s New in Google Docs?<br />
  83. 83. Google Sites ePortfolios<br />handouts<br />
  84. 84. Public Google Tools vs. GoogleApps for Education?<br />Public Google Tools (Gmail account)<br />Google Apps for Education<br />Student owns the account for life (must be over 13)<br />Student has complete control of access<br />FREE for anyone<br />No uploading to Google Video (must use YouTube to embed videos)<br />Start immediately<br />Protected environment (school assigns account)<br />School can control access (limit to members)<br />FREE for education<br />Limited use of Google Video (2 GB)<br />Need some advanced set-up time<br /><br />
  85. 85. Hands-on Activity: #2 & 7 Google Sites<br /><br />With your new Google Account, activate a new Google Site asan ePortfolio.<br />Create the following pages:<br /><ul><li> Home (main page)
  86. 86. About Me
  87. 87. Journal (Announcements page type)
  88. 88. Competencies (or Goals or Standards)
  89. 89. Sub pages for each one</li></ul>Create hyperlinks to artifacts in blog or attachments <br />
  90. 90. Blogs<br />Advantages<br />Quickly, easily create a learning journal, documenting growth over time with entries that are date-stamped. <br />WordPress allows additional pages and sub-pages. <br />Interactivity is maintained through RSS feeds and Comments that can be added.<br />WordPress file limit 3 GB!<br />WordPress blogs can be password-protected.<br />Disadvantages<br />Prescribed order (reverse-chronological) of entries. <br />Does not allow organizing attached files into folders. <br />Limited attachments in Blogger. <br />
  91. 91. Hands-on activity: #3 Blog<br />Set up a reflective journalas an Announcements page in Google Sites<br />Write your first blog entry<br />Create entries with hyperlinks in your blog to document the learning activities in this workshop.<br />Add comments to another participant’s blog<br />(any blogging software will work)<br />
  92. 92. Reflection: a reminder<br />Write a reflection on what you learned today<br />Tip on reflection: add not only descriptive comments (who, what, when, where)<br />Also add Analysis (why, how)<br />A brief look at reflection next:<br />
  93. 93. GoogleDocs<br />Advantages<br />Documents, presentations or spreadsheets can be edited<br />Maintains a record of all revisions, with identity of author. <br />Interactivity is maintained through comments and co-authoring. <br />Easily embed presentations into blog. <br />Convert all documents to Microsoft Office or OpenOffice or PDF.<br />Disadvantages<br />Set up own system for managing the feedback on student work. <br />Requires full time high speed Internet access. <br />No attachments, only hyperlinks to documents.<br />
  94. 94. Hands-on activity: #5 Create Artifacts in GoogleDocs<br />Create at least one artifact for your portfolio in GoogleDocs<br />Upload Word files, convert to GoogleDocs.<br />
  95. 95. Attachments in Google Sites<br />More Actions -> Manage Site<br />Shows pages where attachments were added and links<br />(re-use files using hyperlinks – right click and copy link)<br />
  96. 96. Storage Limitations in Google Sites – Apps vs. Sites<br /> account limited to 100 MB of attachments in each Google Site you set up <br />GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each student<br />Standard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain <br />Google's FAQ on Storage in different versions of Google Sites<br />
  97. 97. Digital Tools for Reflection<br />Digital Storytelling and Engagement<br />
  98. 98. Do Your e-Portfolios have VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />“When words are infused by the human voice, they come alive.”<br />- Maya Angelou<br />
  99. 99. Digital Storytelling Process<br />Learners create a 2-4 minute digital video clip<br />First person narrative [begins with a written script ~ 400 words]<br />Told in their own voice [record script]<br />Illustrated (mostly) by still images<br />Music track to add emotional tone<br />Anchorage<br />8th grade<br />
  100. 100. Convergence<br />
  101. 101.<br />This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.<br /> <br />
  102. 102. Examples<br />Digital Stories in ePortfolios<br />Digital Narratives in Online Video Formats<br />
  103. 103. Portfolio Development Process<br />
  104. 104. Balancing the 2 Faces of E-Portfolios<br />
  105. 105. Types of ePortfolio 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 />
  106. 106.
  107. 107. Structure of E-Portfolio Types<br />Portfolio as Process/ Workspace<br />Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />Portfolio as Product/ Showcase<br />Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences<br />Primary Purpose: Accountability or Employment<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />
  108. 108. Process<br />handouts<br />Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?<br />Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?<br />Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”<br />Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.<br />Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.<br />Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. <br />REPEAT for each learning activity or artifact.<br />
  109. 109. 1. Purpose. <br />Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?<br />Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step?<br />Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.”<br />Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.<br />Teachers: Set up templates for student work in GoogleDocs, if appropriate<br />
  110. 110. 2. Collection/Classification<br />What artifacts will you include in your portfolio? How will you classify these entries?<br />Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocs<br />Students: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work<br />
  111. 111. Recommendations on Storage:<br />Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs). <br />Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.<br />
  112. 112. Brainstorm<br />What is your purpose for developing ePortfolios? <br />How would you answer your students’ question:“Why are we creatinga blog/portfolio?”<br />
  113. 113. Level 1 - Collection<br />
  114. 114. Brainstorm - Level 1<br />What are some strategies you currently use to integrate technology across the curriculum?<br />What types of digital documents do students create?<br />Where are these digital documents stored?<br />
  115. 115. 3. Reflection<br />Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”<br />Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)<br />Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).<br />Students: Add your own classification using Tags<br />Students: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item<br />
  116. 116. 4. Connection/Interaction/Dialogue/Feedback<br />This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent. <br />Teachers and Peers:  Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.<br />Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.<br />Students should be given the option of updating the work, based on the feedback and the rubric.REPEAT steps 3-4 for each learning activity or artifact.<br />
  117. 117. Level 2: Primary Purpose: Learning/Reflection<br />
  118. 118. Brainstorm - Level 2<br />How are you supporting student reflection on their learning?<br />How are you providing feedback on student learning?<br />Who is currently bloggingwith students? Give abrief description.<br />
  119. 119. Less abouttellingMore about talking!<br />- Julie Hughes, University of Wolverhampton<br />Take advantage of Web 2.0 strategies in learning<br />
  120. 120. Reflection reminder<br />Create a blog entry with a link to at least one of your GoogleDocs documents you created.<br />Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.<br />
  121. 121. Don’t jump tothe final presentation prematurely…<br />Document the learning process over time… through a learning journal.<br />
  122. 122. Deep Learning<br />involves reflection,<br />is developmental,<br />is integrative,<br />is self-directive, and<br />is lifelong<br />Cambridge (2004)<br />
  123. 123. Moon on Reflection<br />One of the defining characteristics of surface learning is that it does not involve reflection (p.123)<br />
  124. 124. Reflective Questions that tie the Past to the Future<br />
  125. 125. North Carolina Reflection Cycle<br />Self-Assessment: The Reflective Practitioner<br /><br />
  126. 126. Writing a Reflection - 1<br />Select: What evidence/artifacts have you included?<br />Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:<br />Who was involved?<br />What were the circumstances, concerns, or issues?<br />When did the event occur?<br />Where did the event occur?<br />
  127. 127. Writing a Reflection - 2<br />Analyze: "digging deeper." <br /><ul><li> "Why" of the evidence or artifact
  128. 128. "How" of its relationship to teaching practice</li></ul>Appraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.<br />Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.<br />
  129. 129. Review Examples of Scaffolding for Reflection<br /><br />
  130. 130. Forms of Assessment<br />Formative Assessments<br />Provides insights for the teacher<br />Assessment FOR Learning<br />Provides insights for the learner<br />Summative Assessments (Assessment OF Learning or Evaluation)<br />Provides insights (and data) for the institution<br />Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
  131. 131. Purposes for Assessment<br />Assessment FOR Learning <br />= <br />Formative (Classroom-based) Assessment<br />Assessment OF Learning = <br />Summative Assessment<br />
  132. 132. Crucial Distinction<br />Assessment OF LearningHow much have students learned as of a particular point in time?<br />Assessment FOR LearningHow can we use assessment to help students learn more?<br />Rick StigginsAssessment Training Institute<br />
  133. 133. ages3-14<br />
  134. 134. Principles of Assessment FOR Learning<br />Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.<br />
  135. 135. Formative assessments to improve student achievement<br />“Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source:<br />Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).<br />
  136. 136. 7 Principles of Good Feedback Practice for Formative Assessment:<br />helps clarify what good performance is (goals, criteria, expected standards); <br /> facilitates the development of reflection and self-assessment in learning; <br />delivers high quality information to students about their learning; <br />encourages teacher and peer dialogue around learning; <br />encourages positive motivational beliefs and self-esteem; <br />provides opportunities to close the gap between current and desired performance;<br />provides information to teachers that can be used to help shape the teaching.<br />
  137. 137. Feedback - Use the acronym THIRD...<br />TIMELY:  Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment.    <br />HONEST: or assignment better.<br />IMPROVING:   Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this.<br />RELEVANT:  Make sure your feedback makes sense. <br />DIRECT:  If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university.  <br /><br />
  138. 138. Checklist of Observable Behaviors for Feedback<br />Practice: Students exercise with the purpose of enhancing knowledge and skills.<br />Teacher: The instructor gives students verbal or written input.<br />Peer feedback: Peers provide verbal or written input.<br />Cues about how to improve: The learner gets information back that includes suggestions on how to do better.<br />Corrective feedback: This input is meant to help improve performance.<br />Supportive feedback: A mentor or peer provides encouragement.<br />Reference: Ewell,  P.  T.  (1997).  Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird.  National Center for Higher Education Management Systems (NCHEMS). p.9  Available:<br />
  139. 139. Level 3: Primary Purpose: Showcase/Accountability<br />
  140. 140. Brainstorm - Level 3<br />How might you support student presentation of their achievement?<br />What are strategies you could use to engage students in showcasing their work?<br />
  141. 141. 5. Summative Reflection/Selection/Evaluation<br />At the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.<br />Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.<br />Students:  Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.<br />Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.<br />
  142. 142. 6. Presentation/Publishing<br />The portfolio developer decides what parts of the portfolio are to be made public. <br />Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.<br />Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.<br />Students: Create a page with Future Learning Goals (reflection in the future tense).<br />Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).<br />
  143. 143. Brainstorm<br />
  144. 144. Implementing Google Apps with your students<br />Designate an administrator in your school<br />Work with staff to assign student accounts in domain<br />
  145. 145. Making Change Happen<br />Managing Complex Change<br />
  146. 146. If we provide it… will they use it?<br />How do we implement an ePortfolio process that<br />Sticks?<br />136<br />
  147. 147. 137<br />Key Qualities of an idea that is made to stick:<br />Simplicity<br />Unexpectedness<br />Concreteness<br />Credibility<br />Emotional<br />Stories<br />
  148. 148. 138<br />Qualities of “Stickiness”<br />Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"<br />Unexpectedness: "How do you capture people's attention... and hold it?"<br />Concreteness: "How do you help people understand your idea and remember it much later?"<br />Credibility: "How do you get people to believe your idea?"<br />Emotional: "How do you get people to care about your idea?"<br />Stories: "How do you get people to act on your idea?"<br />
  149. 149. Managing Complex Change<br />
  150. 150. Managing Complex Change graphic<br />
  151. 151. Vision<br />Confusion<br />
  152. 152. How will you develop a vision?<br />Brainstorm strategies you can use to share and create buy-in for your vision for implementing electronic portfolios in your organization.<br />What should you includein your visionstatement?<br />
  153. 153. Develop a Vision<br />Explore other school websites<br />See what others are doing<br />Develop a prototype<br />Conduct a pilot project<br />Be willing to change your vision<br />
  154. 154. Vision<br />Model it<br />Present it<br />…again and again<br />Revisit it<br />Top down… bottom up<br />Too many priorities?<br />
  155. 155. Skills<br />Anxiety<br />
  156. 156. How will you develop skills?<br />Brainstorm strategies you can use to develop the skills necessary for implementing electronic portfolios in your organization.<br />
  157. 157. Student Skills<br />Collect evidence of learning<br />Select specific evidence that demonstrates a particular outcome, goal or standard<br />Reflectmetacognitively on learning represented in evidence, making a case that the artifacts constitute evidence of achievement<br />Make connections in their learning<br />Set goals for future learning<br /><br />
  158. 158. Teacher Skills<br />Model all of student competencies PLUS:<br />Articulate the difference between assessment OF learning and assessment FOR learning<br />Implement classroom-based assessment FOR learning strategies<br />Provide/facilitate specific and detailed feedback to learners about their learning<br />Support student reflection through modeling and research-based practices<br />Create an environment that facilitates students' deep learning<br />Modify instruction based on what teachers are learning about their students’ reflection<br /><br />
  159. 159. Develop Skills<br />Begin with current software<br />Add new skills when you are ready<br />Go slowly<br />Take Time<br />Be willing to learn alongwith your students<br />Do your own e-portfolio!<br />
  160. 160. Don’t double your learning!Consider Cognitive Overload!<br />When learning new tools, use familiar tasks;<br />When learning new tasks, use familiar tools.<br />Barrett, 1991<br />
  161. 161. More Learning Resources<br /><br />MOre Self-Esteem with my ePortfolio (European Study & Tutorial)<br />
  162. 162. Incentives<br />Gradual<br />Change<br />
  163. 163. How will you develop incentives?<br />Brainstorm strategies you can use to develop incentives for implementing electronic portfolios in your organization.<br />
  164. 164. Develop Incentives<br />Release time?<br />Equipment & software for early adopters<br />What works in your school?<br />With individual teachers? <br />
  165. 165. Resources<br />Frustration<br />
  166. 166. How will you find resources?<br />Brainstorm strategies you can use to find resources for implementing electronic portfolios in your organization.<br />
  167. 167. Action Plan<br />False<br />Starts<br />
  168. 168. How will you develop an Action Plan?<br />Strategies you can use to develop an action plan for implementing electronic portfolios in your organization.<br />
  169. 169. What are the elements of your action plan?<br />Here are the elements that you will need to include in your action plan for implementing electronic portfolios:<br />Infrastructure (hardware and software)<br />Curriculum Issues<br />Training Issues (Skills)<br />Incentives<br />Resources<br />Other?<br />
  170. 170. Curriculum Issues<br />Where is the concept of the e-Portfolio introduced to students?<br />Does the curriculum require “appropriate digital artifacts for electronic portfolio?”<br />What kind of support is available to student & teachers… class? lab?<br />How is the portfolio assessed?<br />
  171. 171. Develop an Action Plan<br />Identify standards/themes to be addressed<br />Identify curriculum areas to be “tweaked”<br />Create a timeline and milestones<br />Assign responsibility<br />Develop an e-portfolio handbook <br />Identify success indicators<br />Develop rubrics<br />Examples<br />
  172. 172. Planning into Action<br />Focus on what you can do with current resources (technological & skills)<br />Designate an ePortfolio champion<br />Both teacher and administrator support<br />Identify opportunities in the curriculum to develop digital artifacts<br />Tie to standards<br />
  173. 173. Your Small Group Task<br />Brainstorm Vision Strategies<br />What is your vision for e-portfolios for your school? (“your elevator speech”)<br />Think about how will you communicate that vision?<br />30 minutes<br />
  174. 174. Next Steps<br />Brainstorm Action Plan Steps<br />What is on your “to do” list?<br />What changes need to happen?<br />What support do you need?<br />Build web-based resource on ePortfolios in your school<br />
  175. 175. Really Simple Syndication (RSS)<br />aggregation of content from multiple Web sources in one place<br />RSS content can be read using software called an "RSS reader", "feed reader" or an "aggregator", which can be web-based or desktop-based.<br />The user subscribes to a feed by entering the feed's link into the reader or by clicking an RSS icon in a browser that initiates the subscription process. <br />(Wikipedia)<br />
  176. 176. RSS Feed ReaderGoogle Reader<br />The RSS reader checks the user's subscribed feeds regularly for new content, downloading any updates that it finds and provides a user interface to monitor and read the feeds.<br />in Oprah speak, RSS stands for: I’m “Ready for Some Stories”. It is a way online for you to get a quick list of the latest story headlines from all your favorite websites and blogs all in one place.<br />(Wikipedia)<br />
  177. 177. “Oprah Speak”<br /><br />
  178. 178. Hands-on activity #10: RSS Reader<br />Set up a Google Readeraccount with your GMAIL address<br /><br />Subscribe to RSS feeds. <br />Collect RSS feeds in a folder in Google Reader. <br />
  179. 179. Google Reader (RSS)<br />Open GoogleReader to activate it (watch the short little video). <br />Visit the blogs of class members and subscribe to some or all of their blogs. Click on the RSS feed (usually at the bottom of the blog): Subscribe to: Posts (Atom)<br />Select the preferred Reader (Google) and select GoogleReader.<br />Go to GoogleReader and organize feeds in folders using Manage Subscriptions.<br />
  180. 180. Hands-on activity: #8 Twitter<br />Set up a Twitter accountusing your GMAIL address<br /><br /><br />Write your first “tweet” using #web2eportfolios in message<br />
  181. 181. Reflection Suggestion<br />Of all the tools we have tried so far,<br />Which one is best for reflection?<br />Which one is best for public presentation?<br />Which one is best for documenting competencies?<br />Which one is hardest to use? Easiest?<br />Start thinking about what you want to learn next after the workshop is over.<br />Set some learning goals in your blog<br />BloggeriGoogle<br />GoogleGroups<br />Google Reader *<br />GoogleDocs Document<br />GoogleDocs Presentation<br />Google Sites<br />
  182. 182. Making ePortfolios Stick<br />Will your students want to use the ePortfolio process after they graduate?<br />
  183. 183. Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.<br />
  184. 184. Success Factors<br />Successful ePortfolio Project = I + J + K + L + M + N + O, where:I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technologyarchitectureM = lifelong supportN = standards and transportability,andO = X (undetermined factors)<br />
  185. 185. Isn’t this Web 2.0 thing just a fad?<br />cognitive surplus<br />Telling about Interview with TV producer<br />looking for the mouse<br />Web 2.0 Expo, April 2008, Clay Shirky<br />Author of the book Here Comes Everybody<br />
  186. 186. Choices<br />
  187. 187. My Final Wish…<br />May all yourelectronic portfolios become dynamic celebrations and stories of deep learningacross the lifespan.<br />
  188. 188. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br /><br /><br />