Co10 Feb10


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  • It is also not just about alignment with standards.
  • It is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
  • A portfolio is, literally, a balanced collection of holdings related to one person, such as financial assets, job responsibilities, artistic works, and accomplishments. It’s something portable, something you carry with you. The portfolio represents the whole. It represents what you have or have done as an expression of who you are. (p.4)
  • 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.
  • Co10 Feb10

    1. 1. Interactive ePortfoliosSocial Networks and Interactive Portfolios: Blurring the Boundaries<br />Dr. Helen Barrett<br /><br /><br />
    2. 2. Newbie question: What are ePortfolios?<br />e= Using technology to create…<br />Portfolio = Purposeful Collections of Student Work<br />
    3. 3. 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 />
    4. 4. What is a Portfolio in Education?<br />A portfolio is a purposeful collection of student work that exhibits the student&apos;s efforts, progress and achievements in one or more areas[over time].<br /> (Northwest Evaluation Association, 1990)<br />
    5. 5. What is in an Education Portfolio?<br />The collection must include:<br />student participation in selecting contents<br />the criteria for selection<br />the criteria for judging merit<br />evidence of student self-reflection<br />(Northwest Evaluation Association, 1990)<br />
    6. 6. Most of those documents began as digital documents!<br />
    7. 7. Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education <br />to store documents and reflect on learning,<br />provide feedback for improvement, and <br />showcase achievements for accountability or employment.<br />
    8. 8. 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 />
    9. 9. Social networks <br />have emerged over the last five years, <br />used by individuals and groups to <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate with friends and family, and, in some cases,<br /> facilitate employment searches.<br />
    10. 10. How is social networking impacting ePortfolio development?<br />It is having a huge impact on our social and political world!<br />
    11. 11. Think!<br />What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?<br />
    12. 12. Social Learning<br />How can we integrate ePortfolios with what we know about social learning and interactivity?<br />
    13. 13. How can you leveragethe technologies learners own?<br />Accessibility from “net books” and home computers<br />Connectivity with cell phones<br />Audio (podcasts) and Video (digital stories)<br />
    14. 14. Boundaries blurring (between e-portfolios & social networks)<br />Accountability Systems?As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many higher education institutions? <br />
    15. 15. Lifelong interactive portfolios<br />Or are we beginning to see lifelong interactive portfolios emerging as… <br />mash-ups in the Web 2.0 cloud, using <br />Blogs and wikis<br />Facebook or LinkedIn<br />Flickr<br />YouTube, etc.? <br />
    16. 16. Digital Archive (for Life) Supports Lifelong & Life-wide Learning<br />
    17. 17. Similarities in Process<br />There are many similarities between these two processes; <br />the major differences are often in extrinsic vs. intrinsic motivation (Dan Pink&apos;s concept of autonomy, mastery, and purpose). <br />
    18. 18. Dan Pink<br />This presentation will draw on Pink&apos;s new book, Drive, and how blurring the boundaries between social networks and e-portfolios could motivate people to adopt the portfolio processes of collection, reflection, selection/presentation, interaction, and collaboration to support lifelong learning.<br />
    19. 19. Dan Pink’s Drive<br />Elements of True (Intrinsic) Motivation<br />Autonomy<br />Mastery<br />Purpose<br />
    20. 20. Pink’s Motivation Behavior<br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires<br />Type I – Intrinsic<br />Behavior is self-directed.<br />“It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.”(p. 80-81) <br />
    21. 21. Autonomy & ePortfolios<br />Urge for Self-Direction is basic human need.<br />Natural state to be Active and Engaged<br />ePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networks<br />Choice<br />Voice<br />Sharing and Feedback<br />Immediacy<br />
    22. 22. Student Engagement!<br />CQ + PQ &gt; 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 />
    23. 23. Mastery & ePortfolios<br />There is an inherent exhilaration in Learning<br />“It’s fun to get better as something!”<br />“FLOW” -- a feeling of energized focus (Csíkszentmihályi) <br />In their spare time, people gravitate toward activities where they gain mastery<br />“Reach should exceed the Grasp”<br />Compliance vs. Personal Mastery<br />Open Source movement (Wikipedia vs. Encarta) - Challenge and Improvement – Make a contribution<br />
    24. 24. Mastery & ePortfolios (2)<br />ePortfolio Implementation should adopt the motivating characteristics ofmastery found in social networks<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />
    25. 25. Purpose & ePortfolios<br />All of us want to be part of something larger than ourselves<br />When people learn, they want to know relevance<br />The more people understand the big picture, the more they will be engaged<br />
    26. 26. Life Portfolio – planning for an extended midlife transition (50-90)<br />An intentional combination of passions and pursuits<br />Envision new possibilities<br />Plan ahead – visualize a new life<br />Not “retirement” but “rewirement”<br />Scenario<br />
    27. 27. Portfolio Way of Thinking<br />Careers have a shelf life; portfolios can betimeless (p.x)<br />… expands into a mindset that is ageless, in the broader sense of figuring out what really matters in life. (p.5)<br />In the zone between total career mode and total retirement, many want to discover or rediscover their passion… create a legacy… turn careers into callings, success into significance… to make a difference…<br />…portfolios become an ongoing, ageless framework for self-renewal<br />
    28. 28. Quote<br />“ Portfolio responds to a calling that is knit into the fabric of our very being. It is about what our motivations are, what makes us feel most alive. Portfolio development is what our true work should be, for it’s where our deep gifts, and our gladness, meet the needs of the world.” (p. 43)<br />
    29. 29. Strategies for a Portfolio Life<br />Tell the Story of Your Life: Narrative is a powerful tool for self-discovery<br />Accomplishments Leave Clues… and increase self-esteem<br />Connect with Others -- Networking<br />Develop Your Goals: Goals Prepare us for Change… Goals Yield Purpose<br />Revise, Reflect, Rebalance<br />
    30. 30. 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 />
    31. 31. Today’s Technology Choices<br />Slow Internet Access?<br />Microsoft Office<br />Word<br />Excel<br />PowerPoint<br />Other Options:<br />Adobe Acrobat<br />Apple iLife06 (iDVD, iWeb)<br />Web Page Editors<br />DreamWeaver<br />Front Page<br />Publish on CD or DVD<br />Fast Internet Access?<br />Open Source Tools<br />Most require a server<br />Commercial Services<br />Web 2.0 Tools (Free!)<br />Blogs<br />Wikis<br />Google Tools<br />Interactivity is KEY<br />Publish online<br />
    32. 32.
    33. 33. 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 />
    34. 34. Showcase?<br />Assessment?<br />Reflection?<br />Multiple Purposes from Hidden Assumptions<br /><br />
    35. 35. E-Portfolio Components <br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    36. 36. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    37. 37. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    38. 38. Reflection<br />… is the “Heart and Soul” of a Portfolio… NOT the Technology!<br />A Reminder…<br />
    39. 39. Balancing the 2 Faces ofE-Portfolios<br />
    40. 40. Some Basic Concepts<br />“ePortfoliois both process and product”<br />Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)<br />Product: the outcome/results or “thinginess” of an activity/process- Destination<br />Wiktionary<br />
    41. 41.
    42. 42. Less abouttellingMore about talking!<br />- Julie Hughes, University of Wolverhampton<br />Take advantage of Web 2.0 strategies in ePortfolio development<br />
    43. 43. Personalizing & Goal Setting<br />
    44. 44. Architecture of InteractionArchitecture of Participation(Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />(ePortfolio 2.0)<br />
    45. 45. Why Web 2.0 for e-portfolios?<br />Access from Anywhere!<br />Interactivity!<br />Engagement!<br />Lifelong Skills!<br />Mostly FREE! <br />
    46. 46. Process & Web 2.0 Tools<br />
    47. 47. All you need is… an &lt;Embed&gt; Code!<br />Hall Davidson<br />(Or a Hyperlink!)<br />To incorporate Web 2.0 content into e-portfolio systems<br />
    48. 48. Developing ePortfolios using WordPress or Movable Type blogging software (with pages)<br />
    49. 49. Move beyond text-only artifacts<br />Encourage development of multimedia artifacts<br />Introduce alternative strategies for reflection<br />Digital storytelling (audio & video)<br />Blogging (including Twitter)<br />
    50. 50. Technology & Reflection<br />Two Themes across the Lifespan with ePortfolio Development<br />
    51. 51. 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 />
    52. 52. Portfolio tells a Story<br /> &quot;A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students&apos; 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 />
    53. 53. Portfolios tell 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 />
    54. 54. More Learning Resources<br /><br />MOre Self-Esteem with my ePortfolio (European Study & Tutorial)<br />
    55. 55. Websites with “how-to’s”<br />ePortfolios with Google Apps<br />ePortfolios with WordPress<br />Interactive ePortfolios<br />All linked from my website:<br />
    56. 56. Invitation to Collaborate<br />Help me write a book for ISTE on Interactive Portfolios for Learning<br />Need K-12 teachers familiar with portfolios and comfortable with technology<br />Use primarily Web 2.0 tools (blog, wiki, GoogleApps)<br />Send me an email<br />
    57. 57. New Google Sitesinvitation for collaborators<br />Reflection for Learning<br />ePortfolio Survey Instruments<br />Assessment for Learning<br />CIC Website for higher education: Multimedia Records of Practice, Electronic Portfolios & Digital Storytelling<br />
    58. 58. My Final Wish…<br />May all yourelectronic portfolios become dynamic celebrations and stories of deep learningacross the lifespan.<br />
    59. 59. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br /><br /><br />