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Keynote address at Calgary Teachers Conference, February 17, 2011.

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  • Adjectives to describe purpose
  • 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.
  • I also want to look at
  • Michael Wesch is a cultural anthropologist from Kansas State University, famous for his YouTube videos on the impact of the Internet on our lives and learning (The computer is us/using us
  • How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Common Tools vs. Proprietary systems
  • 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)
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • ISTE preconference workshop in Philadelphia
  • 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.
  • Calgary1Students

    1. 1. Portfolio LearningE-portfolios for student engagement and life-long learning <br />Dr. Helen Barrett<br /><br />Twitter: @eportfolioshashtag: #eportfolios<br /><br />
    2. 2. Outline <br />Context<br />Definitions<br />Process - Reflection<br />Product - Technology<br />Intrinsic Motivation<br />Portfolio as Story<br />
    3. 3. What if…<br />
    4. 4. Context<br />Why <br />Electronic Portfolios Now?<br />
    5. 5. Enhancing students' computer & multimedia skills through ePortfolios<br />
    6. 6. Draft National Educational Technology Plan (2010)<br />Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)<br />
    7. 7. Legacy from the Portfolio Literature<br /><ul><li>Much to learn fromthe literature onpaper-based portfolios
    8. 8. As adult learners, we have much to learn from how children approach portfolios</li></ul>“Everything I know about portfolios was confirmed working with a kindergartener”<br />
    9. 9. 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 />
    10. 10. 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 />
    11. 11. 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 />
    12. 12. 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 />
    13. 13. 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 />
    14. 14. Let’s get personal…Think for a minute about:<br />Something about your COLLECTIONS:Suggested topics:<br /><ul><li>If you are a parent, what you saved for your children
    15. 15. What your parents saved for you
    16. 16. What you collect…
    17. 17. Why you collect…</li></li></ul><li>Some issues to consider<br /><ul><li>What do your collections say about what you value?
    18. 18. Is there a difference between what you purposefully save and what you can’t throw away?
    19. 19. How can we use our personal collections experiences to help learners as they develop their portfolios?</li></ul>The power of portfolios [to support deep learning] is personal.<br />
    20. 20. Lifelong Context for ePortfolios<br />
    21. 21. School District’s ePortfolio Vision Statement (Draft)<br />By implementing e-portfolios, we will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.<br />
    22. 22. Technology & Reflection<br />Two Themes across the Lifespan with ePortfolio Development and Social Networking<br />17<br />
    23. 23. Portfolio<br />One Word, Many Meanings<br />
    24. 24. Who was the first famous “folio” keeper?<br />Definitions<br />
    25. 25. Leonardo da Vinci’s Folio<br />
    26. 26. 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 />
    27. 27. Portfolio<br />A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time<br />
    28. 28. Electronic<br />digital artifacts organized online combining various media (audio/video/text/images)<br />
    29. 29. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    30. 30. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    31. 31. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    32. 32. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br /><br />
    33. 33. 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 />
    34. 34. Temple at Delphi<br />“Know Thyself”<br />
    35. 35. Managing Oneself<br />Peter Drucker, (2005) Harvard Business Review<br /><ul><li>“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
    36. 36. New Purpose: Use ePortfolios for managing knowledge workers' career development
    37. 37. What are my strengths?
    38. 38. How do I perform?
    39. 39. What are my values?
    40. 40. Where do I belong?
    41. 41. What should I contribute?
    42. 42. Responsibility for Relationships
    43. 43. The Second Half of your Life</li></ul> (a suggested framework for organizing reflection in learning portfolio?)<br />
    44. 44. Portfolio Careers<br />Use e-portfolios to help students: <br />explore their life purpose and goals<br />explore their personal & professional identity<br />build their professional online brand<br />prepare for portfolio career/life<br />
    45. 45. Creating Digital Identity<br />“YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition.<br />Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’<br />PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010<br />
    46. 46. Deep Learning<br /><ul><li>involves reflection,
    47. 47. is developmental,
    48. 48. is integrative,
    49. 49. is self-directive, and
    50. 50. is lifelong</li></ul>Cambridge (2004)<br />
    51. 51. Resource on Biology of Learning<br />Enriching the Practice of Teaching by Exploring the Biology of Learning<br />James E. Zull<br />Stylus Publishing Co.<br />
    52. 52. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull<br />
    53. 53. What is Reflection?<br />Major theoretical roots: <br />Dewey<br />Habermas<br />Kolb<br />Schön<br />Dewey: “We do not learn from experience…we learn from reflecting on experience.”<br />
    54. 54. Portfolio Learning<br />Experience<br />Feeling<br />Reviewing<br />Recording Organizing Planning<br />Publishing &<br />Receiving Feedback<br />Sharing &<br />Collaborating<br />Selecting Synthesizing<br />Dialogue<br />Reflecting<br />Understanding<br />Conceptualizing<br />& Constructing Meaning<br />Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)<br />JISC, 2008, Effective Practice with e-Portfolios, p. 9<br />
    55. 55. Learning Portfolios<br />Reflection<br />Learning<br />Portfolio<br />Collaboration<br />Documentation<br />“know thyself” = a lifetime of investigation<br />self-knowledge as outcome of learning <br />The Learning Portfolio (Zubizaretta, 2004, p.20)<br />
    56. 56. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull<br />Practice<br />Have an experience<br />Reflect on the experience<br />Try out what you have learned<br />Metacognition<br />Learn from the experience<br />
    57. 57. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. <br />Goals<br />Captions/Journals<br />Change over Time<br />
    58. 58. Reflective Questions that tie the Past to the Future<br />
    59. 59. Balancing the 2 Faces of E-Portfolios<br />
    60. 60. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
    61. 61. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
    62. 62. Product: the outcome/results or “thinginess” of an activity/process- Destination
    63. 63. Wiktionary</li></li></ul><li>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 />
    64. 64.
    65. 65. Level 1 Workspace: Collection in the Cloud<br />
    66. 66. Capture the Moment!<br />
    67. 67. Capture the Moment<br />
    68. 68. More PebblePad Screens<br />
    69. 69. Level 2 Workspace: Learning/Reflection<br />
    70. 70. Reflection with Mobile Device<br />Capture the Thought<br />
    71. 71. Showcase<br />Level 3: Primary Purpose: Showcase/Accountability<br />
    72. 72. Format?<br />Expressive vs. Structured Models<br />
    73. 73. Brainstorm<br />
    74. 74. Developmental Plans<br />K-2– no individual student accounts & Class Portfolios <br />Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection<br />Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection)<br />Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)<br />
    75. 75. Timeline<br />54<br />Level 1: Collection<br />Level 2: Collection + Reflection<br />Level 3: Selection + Presentation<br />
    76. 76. What are Interactive Portfolios?<br />Portfolios using Web 2.0 tools to: <br /><ul><li> reflect on learning in multiple formats
    77. 77. showcase work online to multiple audiences
    78. 78. dialogue about learning artifacts/reflections
    79. 79. provide feedback to improve learning </li></li></ul><li>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 />56<br />
    80. 80. 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 />57<br />
    81. 81. 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>Purpose<br />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)<br />Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association<br />
    82. 82. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />60<br />
    83. 83. Social Learning<br />Interactivity!<br />61<br />
    84. 84. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
    85. 85. 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 />63<br />
    86. 86. Discuss!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />64<br />
    87. 87. The Future of mPortfolios (m=mobile)<br />My current research! More in my next session!<br />
    88. 88. 66<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 />
    89. 89. 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 />67<br />
    90. 90. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
    91. 91. Give users autonomy.
    92. 92. Keep system as open as possible.</li></ul>- Clay Shirky<br />68<br />
    93. 93. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br />69<br /><br />
    94. 94. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
    95. 95. Sports? Games?
    96. 96. Compliance vs. Personal Mastery
    97. 97. Open Source movement (Wikipedia vs. Encarta)
    98. 98. Make a contribution</li></ul>70<br />
    99. 99. 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 />71<br />
    100. 100. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />72<br />
    101. 101. Student Engagement & Ownership!<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 />73<br />
    102. 102. Use ePortfolios to documentMASTERY<br />74<br />
    103. 103. Purpose & ePortfolios<br /><ul><li>Relevance
    104. 104. Big picture
    105. 105. Engagement</li></ul>75<br />
    106. 106. 76<br />Good Question…<br />
    107. 107. 77<br />Because Purpose and Passion Co-Exist<br />
    108. 108. Successful ePortfolio Process:<br />Develop multimedia artifacts through Project-Based Learning & Learning with Laptops/Netbooks/Mobile Devices <br />Engage students in reflection to facilitate deep learning through…<br />Digital storytelling <br />Journal/Blog & Presentation Portfolio – Workspace + Showcase<br />
    109. 109. Portfolios help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    110. 110. 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 />
    111. 111. Portfolio tells a Story<br />“A portfolio is opinion backed by fact... Students prove what they know with samples of their work.”(Paulson & Paulson, 1991, p.2)<br />
    112. 112. Strategies for Helping Students Reflect<br />Interactive tools<br />Journals: Blogs & Wikis<br />ePortfolio tools with built-in reflection<br />Survey tools<br />Student self-expression <br />Digital Storytelling<br /><br />
    113. 113. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />83<br />
    114. 114. Convergence<br />
    115. 115. Examples<br />Student Digital Stories<br />
    116. 116. Victoria’s 2nd Grade Autobiography<br />
    117. 117. Tori – 2nd Grade<br />
    118. 118. Tori – 6th grade poem<br />
    119. 119. Naya’s Portfolio<br />Naya, Anchorage School District, May 2000<br />
    120. 120. High School Student<br />Trey – “I am From” – Bremerton High School, 2009<br />
    121. 121. Reflection – RetrospectiveComing Full Circle<br />
    122. 122. Create a Professional Portfolio<br />Model Intrinsic Motivation!<br />Share with Students!<br />Prepare for the Portfolio Life!<br />
    123. 123. Share your Professional Portfolio with your PLN<br />Invite conversation and collaboration<br />
    124. 124. My Story<br />
    125. 125. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />95<br />
    126. 126. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />96<br />
    127. 127. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br /><br /><br />