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E port California


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Presentation at ePortfolio California Summit, October 11, 2010

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E port California

  1. 1. Definitions<br />What is an ePortfolio?<br />
  2. 2. Lifelong Context for ePortfolios<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 [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one ormore areas[over time].<br /> (Northwest Evaluation Association, 1990)<br />
  5. 5. 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>E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
  6. 6. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
  7. 7. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
  8. 8. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase/ Employment <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
  9. 9. What disciplines are best suited for employment portfolios ?<br />Fields requiring demonstrations of competency (welders, cosmetology, carpentry) (Mostly visual)<br />Professional Education: Teachers, Nurses, Doctors, Allied Health, Scientists<br />Technology: web design, multimedia development, game developers, architects<br />Performance/Art: artists, dancers, musicians, (mostly video/audio)<br />Composition/Writers: advertising, journalism<br />
  10. 10. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
  11. 11. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
  12. 12. Product: the outcome/results or “thinginess” of an activity/process- Destination
  13. 13. Wiktionary</li></li></ul><li>Balancing the 2 Faces of E-Portfolios<br />
  14. 14. 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 />
  15. 15.
  16. 16. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)<br /><br />
  17. 17. 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 />
  18. 18. Planning for learning (Self management)<br />Setting goals<br />Develop a plan to achieve these goals<br />
  19. 19. 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 />
  20. 20. 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 />
  21. 21. Questions? Comments?<br />
  22. 22. Portfolios in the Cloud<br />Lifelong Portfolios maintained online<br />
  23. 23.
  24. 24. Why Web 2.0?<br />Access from Anywhere!<br />Interactivity!<br />Engagement!<br />Lifelong Skills!<br />Mostly FREE!<br />All you need is an <EMBED> Code <br />
  25. 25. Institutional Portfolios<br />What happens when a learner leaves or transfers?<br />Social networks<br />Academic focus<br />Institution’s server or online service<br />Blogs<br />Learners’<br />Digital Archives<br />and presentation portfolios<br />Guidance portfolios<br />Employment portfolios<br />Institutional data<br />Faculty-generated evaluation data<br />Class portfolios<br />Limited Time Frame<br />
  26. 26. Separate Systems Learner-Centered<br />Learners maintain collection across the lifespan, institutions maintain evaluation data & links<br />Life-wide focus<br />Social networks<br />Guidance portfolio<br />Institution’s Server or Service & Purposes<br />Class portfolio<br />hyperlinks<br />Learners’ <br />Digital Archive & Blog<br />Learner-owned<br />Lifelong Web Space<br />Institutional data<br />Faculty-generated evaluation data<br />Limited Time Frame<br />Employment portfolio<br />Meta-tags<br />
  27. 27. ePortfolio “Mash-up”<br />Lifetime Personal Web Space<br />ePortfolio “Mash-up” <br />Small pieces, loosely joined<br />
  28. 28. 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 />
  29. 29. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />
  30. 30. Think!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />
  31. 31. 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 />28<br />
  32. 32. 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 />
  33. 33. Portfolios Can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
  34. 34. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
  35. 35. Creating an ePortfolio with GoogleApps or WordPress<br />Storage = Google Docs<br />Reflective Journal = Blogger or WordPress<br />Presentation =Google Sites <br />
  36. 36. Level 1 – Collection in the Cloud<br />
  37. 37. Level 2: Primary Purpose: Learning/Reflection<br />
  38. 38. Level 3: Primary Purpose: Showcase/Accountability<br />
  39. 39. What about Motivation?<br />Why would a student want to put all that work into developing an ePortfolio?<br />
  40. 40. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />
  41. 41. 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 />
  42. 42. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
  43. 43. Give users autonomy.
  44. 44. Keep system as open as possible.</li></ul>- Clay Shirky<br />
  45. 45. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br /><br />
  46. 46. Mastery & ePortfolios<br />Exhilaration in Learning<br />Sports? Games?<br />Compliance vs. Personal Mastery<br />Open Source movement (Wikipedia vs. Encarta) <br />Make a contribution<br />
  47. 47. Mastery & ePortfolios (2)<br /><ul><li>ePortfolio:
  48. 48. Flow
  49. 49. Showcasing Achievements
  50. 50. Increased self-awareness and self-understanding</li></ul>“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />
  51. 51. Purpose & ePortfolios<br />Relevance<br />Big picture<br />Engagement<br />
  52. 52. How do you motivate students to develop ePortfolios?<br />Discussion<br />
  53. 53. Portfolio Life<br />What about OUR ePortfolios?<br />
  54. 54. Life Portfolio – planning for an extended midlife transition (50-90)<br />Passions and pursuits<br />New possibilities<br />Visualize a new life<br />Not “retirement” but “rewirement”<br />
  55. 55. Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
  56. 56. What really matters in life?
  57. 57. Discover or rediscover passion…
  58. 58. Create a legacy…
  59. 59. Turn careers into callings, success into significance…
  60. 60. To make a difference…
  61. 61. An ongoing, ageless frameworkfor self-renewal</li></li></ul><li>Strategies for a Portfolio Life<br />Tell the Story of Your Life<br />Accomplishments Leave Clues… + self-esteem<br />Connect with Others -- Network<br />Develop Your Goals… Change… Goals -- Purpose<br />Revise, Reflect, Rebalance<br />Story<br />Share<br />Goals<br />
  62. 62. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />49<br />
  63. 63. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br /><br /><br /><br />