Coe nov2010 planning


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E-Portfolio planning document for November 6, 2010.

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Coe nov2010 planning

  2. 2. ROADMAP FOR CHANGE ePortfolios = complex CHANGE requiring a roadmap to:  Assess need  Plan  Implement  Evaluate
  3. 3. •What’s the purpose or goal for the use of the technologies? •What contractual or business agreements will be needed with vendors, providers, and partners? •What technology is needed? Is it likely to become industry standard? •What is the compatibility with existing and anticipated technologies? •What is the readiness level of the key stakeholders—both attitude and skill? •What change management and project management processes do we need to put in place?Human Systems Business Systems Technical Systems INTERCONNECTED SYSTEMS
  4. 4. WHAT TYPE OF CHANGE?  Developmental Change  Increasing skills of staff and leadership. Improving the performance of a team or group. Improving the quality of services.  Transitional Change  Doing something differently. Dismantling the old way of doing things and putting into place the new, desired state.  Transformational Change  A fundamental shift in the way stakeholders views themselves and their world that results in changes in how they operate and interact with others.
  5. 5. ROADMAP FOR LEADERS #1: Prepare for Change #2: Develop a Change Strategy #3: Conduct a Needs Assessmen t #4: Design Desired State/Outcom e #5: Develop an Implementation Plan #6: Implement the Change #7: Evaluate and Course Correct #8: Celebrate and Integrate the New State
  6. 6. ROADMAP – PT. 1-2 Step 1: Prepare for Change  Build a case for change  Assess organization readiness for change Step 2: Develop a Change Strategy  Consider different strategies for different types of change  Develop a Communications Strategy
  7. 7. CHANGE STRATEGIES, TARGET, TOOLS Types Developmental Transitional Transformational Strategies Provide individual and group feedback. Analyze the current state and design and implement the desired state. Develop a comprehensive change strategy to include content, people and process. Targets/Goals/Visio n Set performance targets Establish a clear goal and objectives Create a shared vision Tools: • Skills training • Coaching • Personal training and development • Project management tools • Process mapping • Action plans • Roadmap • Action research • Personal and organizational core values
  8. 8. ROADMAP PT. 3-4 Step 3: Conduct a Needs Assessment  Assess Current State  Determine technical requirements  Assess staff and other stakeholders’ skills and attitudes  Conduct a risk analysis Step 4: Design Desired State/Outcome  Confirm the old way is going away  Assess the impact of the desired change on all aspects of the organization  Gather and respond to feedback from key stakeholders  Ensure managerial alignment and commitment to support the new state
  9. 9. ROADMAP PT. 5-6 Step 5: Develop an Implementation Plan  Build a Project Plan  Develop a Human Resource Plan  Develop a Process for Monitoring and Evaluating  Develop a Communications Plan Step 6: Implement the Change  Implement the project action plan(s)  Monitor and acknowledge progress toward milestones  Monitor and manage risks  Communicate with key stakeholders
  10. 10. ROADMAP PT. 7-8 Step 7: Evaluate and Course Correct  Monitor desired outcomes  Make course corrections  Evaluate impact to business, technology and human systems  Capture “lessons learned” for future efforts  Establish a process for continuous improvement Step 8: Celebrate and Integrate the New State  Declare and celebrate completion of the implementation phase  Acknowledge and reward extra effort and achievements  Share “lessons learned” with key stakeholders  Reinforce desired state in performance reviews, policies and procedures
  12. 12. Industries, Companies & People
  14. 14. CHANGE  Vision  Clarity of Multiple Purposes  Skills  Portfolio Processes  Resources  Tools  Time  Incentives  Intrinsic Motivation  Action Plan
  15. 15. Confusion VISION
  17. 17.  “A Vision Statement can paint a picture which creates a sense of desire and builds commitment to reaching the vision.”  “A Vision statement: … concentrates on the future; it is a source of inspiration; it provides clear decision-making criteria.  “A vision statement is a vivid idealized description of a desired outcome that inspires, energizes and helps you create a mental picture of your target. It could be a vision of a part of your life, or the outcome of a project or goal.”
  18. 18. VISION STATEMENTS…  “The purpose is to create a mental picture charged with emotion that can serve to energize and inspire you and your team. Take as much space as you need to accomplish this goal.”  A Vision is defined as 'An Image of the future we seek to create'. It should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts.
  19. 19. FEATURES OF AN EFFECTIVE VISION STATEMENT MAY INCLUDE:  Clarity and lack of ambiguity  Paint a vivid and clear picture, not ambiguous  Describing a bright future (hope)  Memorable and engaging expression  Realistic aspirations, achievable  Alignment with organizational values and culture, Rational  Time bound if it talks of achieving any goal or objective
  20. 20. GOLDEN CIRCLE 20 Why? How? What?
  21. 21. 1 PARAGRAPH! What is your “elevator speech” describing your Vision for ePortfolios?
  22. 22. A CALIFORNIA SCHOOL DISTRICT K-12 VISION Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.
  23. 23. ONE NYC SCHOOL’S VISION  An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.
  24. 24. VISION STATEMENT FOR A UNIVERSITY IN THE SOUTH We envision students using an electronic portfolio as an integral part of their education to reflect on learning, to integrate their knowledge, to learn more deeply, to shape curricular choices and goals, and to showcase skills and accomplishments.
  25. 25. YOUR TEAM’S TASK  Brainstorm Vision  What is your vision for e-portfolios? (“your elevator speech”)  Brainstorm Action Plan Steps  What is on your “to do” list?  What changes need to happen?  What support do you need?
  26. 26. SHARING!!!
  27. 27. Anxiety SKILLS
  28. 28. TECHNOLOGY & REFLECTION & ASSESSMENT Two Skills across the Lifespan with ePortfolio Development and Social Networking
  29. 29. BOUNDARIES BLURRING (BETWEEN E-PORTFOLIOS & SOCIAL NETWORKS)  Structured Accountability Systems? or…  Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
  30. 30. PROCESSES Portfolio Collecting Selecting Reflecting Directing Presenting Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networks Connecting (“Friending”) Listening (Reading) Responding (Commenting) Sharing (linking/tagging)
  31. 31. DUAL SKILL DEVELOPMENT Students  Collection/ Digitizing  Selection/ Organizing  Reflecting  Goal-Setting  Presentation Teacher/Faculty/Ment or  Pedagogy – Facilitate portfolio processes  Role of Reflection  Assessment  Model own Portfolio Learning + Technology Skills
  32. 32. WHAT IS REFLECTION?  Major theoretical roots:  Dewey  Habermas  Kolb  Schön  Dewey: “We do not learn from experience…we learn from reflecting on experience.”  Discuss…
  33. 33. MOON ON REFLECTION  One of the defining characteristics of surface learning is that it does not involve reflection (p.123)
  34. 34. performance self-reflectionforethought knowledge for planning actions and imagination reflection for action knowledge for acting/doing reflection in action context knowledge of self derived from doing reflection on action HOW MIGHT AN E-PORTFOLIO SUPPORT DEVELOPMENT OF PERSONAL KNOWLEDGE, REFLECTION, AND METACOGNITION? Norman Jackson Higher Education Academy, U.K.
  36. 36. WHAT ARE EFFECTIVE SELF-REGULATION PROCESSES? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTERWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
  37. 37. BEFORE  Goal setting increases self- efficacy and intrinsic interest  Task Analysis  Goal setting  Strategic Planning  Self-motivation beliefs increase commitment  Self-motivational beliefs:  Self-efficacy  Outcome expectations  Intrinsic interest/value  Goal Orientation Forethought Influential processes which precede efforts to act and set the stage for action. Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. GOALS
  38. 38. DURING  Self-control processes help learners to focus on tasks and optimize efforts  Self-instruction  Imagery  Attention focusing  Task Strategies  Self-observation allows learners to vary aspects of their performance  Self-recording  Self-experimentation Performance or Volitional Control Processes that occur action and affect attention and action Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. Captions Journals
  39. 39. AFTER  Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability  Self-judgment  Self-evaluation  Casual attribution  Self-reaction  Self-satisfaction/affect  Adaptive-defensive response Self- Reflection Processes which occur after performance efforts and influence a person’s response to that experience Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. Change over Time
  41. 41. NORTH CAROLINA REFLECTIO N CYCLE Self- Assessment: The Reflective Practitioner
  42. 42. WRITING A REFLECTION - 1 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT M 1. Select: What evidence/artifacts have you included? 2. Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:  Who was involved?  What were the circumstances, concerns, or issues?  When did the event occur?  Where did the event occur?
  43. 43. WRITING A REFLECTION - 2 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT M 3. Analyze: "digging deeper." • "Why" of the evidence or artifact • "How" of its relationship to teaching practice 4. 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. 5. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
  44. 44. REFLECTION  Source: 0/01/taxonomy- reflection-critical- thinking-students- teachers-principals- .html  Based on Bloom’s Taxanomy (Revised)
  46. 46. PRIORITIZING ACTIVITIES  Most important features in ePortfolio system selection (more input from academic departments?)  Assessment Management: one or two systems?  Host on in-house server or hosted system?  Student cost? Fee or Free?  Longevity of student data stored? Graduation? Lifelong?
  47. 47. ASSESSMENT  What are you assessing in a portfolio?  What is your purpose for assessing portfolios?  How are you assessing student portfolios?  Rubrics?  Inter-rater consistency/reliability
  48. 48. FORMS OF ASSESSMENT  Formative Assessments  Provides insights for the teacher  Assessment FOR Learning  Provides insights for the learner  Summative Assessments (Assessment OF Learning or Evaluation)  Provides insights (and data) for the institution Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
  49. 49. TWO “PARADIGMS” OF ASSESSMENT (EWELL, 2008) Assessment for Continuous Improvement Assessment for Accountability Strategic Dimensions: Purpose Stance Predominant Ethos Application Choices: Instrumentation Nature of Evidence Reference Points Communication of Results Uses of Results Formative (Improvement) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
  50. 50. SPU SCORING PROCESS  First of all, our candidates pay an assessment fee of $60 when they enter the program. For that, the bPortfolio gets scored three times.  The first is a simple format check and we hire student help to do that.  The second is scored using a rubric and we use trained scorers for that and pay them $25/bPortfolio.  The third is using the rubric and again, the scorer gets $25/bPortfolio scored.  We have one faculty person who handles the logistics and we pay him an extra fee for a) assembling and training the scorers, b) making the scoring assignments, c) putting all of the scoring results together for the assessment coordinator. Frank Kline, Seattle Pacific University
  51. 51. SPU SCORING PROCESS (PT. 2)  When our scoring assignment is made, the name of the student along with the URL for the bPortfolio are sent out. The folios are divided up more or less arbitrarily across all of the scorers. The scorer opens the spreadsheet with the name, the URL, the cells to enter the scores, and the rubrics for each standard right there. They click on the URL which takes them directly to the bPortfolio they score. They determine the score and enter it on the spreadsheet. They determine what comments they want to make and leave them on the blog. They move on to the next scoring task.  When they are done, they save the spreadsheet with the scores entered, and send it back to the faculty who does the logistics. He connects them and sends them on to the Assessment Coordinator. That's the basic process in outline form.  We have about 250 bPortfolios to score per year and it's growing! We have about 10-15 people who are doing the scoring, so each does between 15 and 25 bPortfolios. Frank Kline, Seattle Pacific University
  52. 52. 56 HOW WILL YOU DEVELOP SKILLS?  Brainstorm strategies (or questions) you can use to develop the skills necessary for implementing electronic portfolios in your organization. OR  Brainstorm strategies (or questions) for building skills in assessing student portfolios.
  53. 53. Frustration RESOURCES
  54. 54. TOOLS?Expressive vs. Structured Models
  55. 55. 59 DON’T DOUBLE YOUR LEARNING! CONSIDER COGNITIVE OVERLOAD! When learning new tools, use familiar tasks; When learning new tasks, use familiar tools. Barrett, 1991
  56. 56. INSTITUTIONAL PORTFOLIOS  What happens when a learner leaves or transfers? Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfoliosEmployment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks
  57. 57. SEPARATE SYSTEMS LEARNER-CENTERED  Learners maintain collection across the lifespan, institutions maintain evaluation data & links Learners’ Digital Archive & Blog Learner-owned Lifelong Web Space Class portfolio Guidance portfolio Employment portfolio Institution’s Server or Service & Purposes Limited Time Frame hyperlinks Institutional data Meta-tags Faculty-generated evaluation data Life-wide focus Social networks
  58. 58. WHY WEB 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED>
  59. 59. WEB 2.0 IS BECOMING THE PERSONAL LEARNING ENVIRONMENT OF THE “NET GENERATION” Learning that is…  Social and Participatory  Lifelong and Life Wide  Increasingly Self-Directed  Motivating and Engaging  … and Online!
  60. 60. TOOLS, TOOLS, TOOLS! Recommendations  Commercial Vendors: keep up with current technology trends – interactivity & mobile!  Institutions: Value student learning as much as data collection or accountability  Schools: Recognize/incorporate students’ out-of-school technology experiences – Don’t block! Educate about Digital Citizenship!  Web 2.0 Tool Providers: Don’t pull a “Ning”
  61. 61. OREGON, COLORADO, IOWA. MARYLAND, NEW YORK States Adopt Google Apps for K-12 Schools Docs Sites Groups Video CalendarMail Wave
  62. 62. ADD-ONS TO GOOGLE APPS BY YEAR END  Additional Google Applications soon to be included inside GoogleApps Education domains:
  63. 63. CREATING AN E-PORTFOLIO WITH GOOGLE APPS OR WORDPRESS 1. Storage = Google Docs 2. Reflective Journal = Blogger or WordPress 3. Presentation = Google Sites
  65. 65. STAGES OF PORTFOLIO DEVELOPMENT Level 1 • Collection -- Creating the Digital Archive (regularly – weekly/monthly) – Digital Conversion (Collection) – Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)
  66. 66. BRAINSTORM - LEVEL 1  What are some strategies you currently use to integrate technology across the curriculum?  What types of digital documents do students create?  Where are these digital documents stored?
  68. 68. STAGES OF PORTFOLIO DEVELOPMENT 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)
  69. 69. BRAINSTORM - LEVEL 2  How are you supporting student reflection on their learning?  How are you providing feedback on student learning?  Who is currently blogging with students? Give a brief description.
  70. 70. TIMELINE 74 Sept Oct Nov Dec Jan Feb Mar Apr May Level 1 X X X X X X X X X Level 2 X X X X X X X X Level 3 ? XXX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation
  72. 72. STAGES OF PORTFOLIO DEVELOPMENT 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)
  73. 73. BRAINSTORM - LEVEL 3  How might you support student presentation of their achievement?  What are strategies you could use to engage students in showcasing their work?
  74. 74. TIME Teachers’ biggest issue:
  75. 75. INTEGRATE INTO EVERYDAY ACTIVITIES Photos: Flickr by Kim Cofino
  76. 76. SOCIAL LEARNING Interactivity!
  77. 77. “EVERYDAY-NESS” How can we make ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning
  80. 80. MOBILE PHONE APPS FOR E-PORTFOLIOS Add: PebblePad & WordPress Apps
  81. 81. iPad?
  82. 82. XO-3 One Laptop per Child Available 2011-2012 ~$100 Android-based tablet
  83. 83. Gradual Change INCENTIVES
  84. 84. 88 THINK! Engagement Factors? Social networks? ePortfolios?
  85. 85. ENGAGEMENT! •Goal-Setting •Self-Assessment •Ownership •Intrinsic Motivation
  86. 86. SIMILARITIES IN PROCESS  Major differences:  extrinsic vs.  intrinsic motivation  Elements of True (Intrinsic) Motivation:  Autonomy  Mastery  Purpose
  87. 87. PINK’S MOTIVATION BEHAVIOR Type X - Extrinsic  fueled more by extrinsic rewards or desires Type I – Intrinsic  Behavior is self-directed. X I
  88. 88. SUCCESSFUL WEBSITES = TYPE I APPROACH People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
  89. 89. AUTONOMY & EPORTFOLIOS Choice Voice Sharing Feedback Immediacy
  90. 90. MASTERY & EPORTFOLIOS  Exhilaration in Learning  Sports? Games?  Compliance vs. Personal Mastery  Open Source movement (Wikipedia vs. Encarta)  Make a contribution
  91. 91. MASTERY & EPORTFOLIOS (2)  ePortfolio: Flow Showcasing Achievements Increased self-awareness and self- understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
  92. 92. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp”
  94. 94. PURPOSE & EPORTFOLIOS  Relevance  Big picture  Engagement
  95. 95. GOOD QUESTION…
  97. 97. False Starts ACTION PLAN
  98. 98. COMPONENTS OF ACTION PLAN  Vision  Skills needed  Students  Teachers/Faculty  Resources needed  Human Systems  Technological Systems  Incentives  Leadership 1. Prepare for Change 2. Develop Change Strategy 3. Needs Assessment 4. Design Desired Outcome 5. Implementation Plan 6. Implement 7. Evaluate and Course Correct 8. Celebrate New Outcome
  99. 99. COMMUNICATION PLAN  Identify Stakeholders in Portfolio Implementation Process “Who do you need to talk to when you get back to your school?”  Develop Initial Communication Plan for each stakeholder group  Brainstorm strategies you can use to communicate your vision for implementing electronic portfolios in your organization. 103
  100. 100. SOME QUESTIONS TO ASK AT BEGINNING:  What is the context for ePortfolio development?  What is the organization’s readiness for change?  Who are the various stakeholders?  What is the leadership’s commitment to the process?  What is the vision for ePortfolios in the organization?
  102. 102. 106 LIFE PORTFOLIO – PLANNING FOR AN EXTENDED MIDLIFE TRANSITION (50-90) Passions and pursuits New possibilities Visualize a new life Not “retirement” but “rewirement”
  103. 103. 107
  104. 104. 108 PORTFOLIO WAY OF THINKING  Portfolios can be timeless  What really matters in life?  Discover or rediscover passion…  Create a legacy…  Turn careers into callings, success into significance…  To make a difference…  An ongoing, ageless framework for self- renewal
  105. 105. 109 STRATEGIES FOR A PORTFOLIO LIFE Tell the Story of Your Life Accomplishments Leave Clues … + self-esteem Connect with Others Network Develop Your Goals… Change… Goals -- Purpose Revise, Reflect, Rebalance Story Goals Share
  106. 106. BEGIN WITH A WORKING PORTFOLIO  Adopt social networking strategies:  Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation  Create a PLN on Twitter Follow and Invite Followers Sharing ideas/links/current events – Post  Collect digital copies of your work  Set up GoogleDocs account and upload Office Docs into one place
  107. 107. Create an inventory of your work What themes emerge in your work?
  109. 109. ORGANIZE A PRESENTATION PORTFOLIO BASED ON THEMES  Use Pages in Blogger or WordPress  Use Google Sites  Use a Wiki
  110. 110. DR. HELEN BARRETT Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning Twitter: @eportfolios