Uploaded byHelen Barrett
E-portfolios in STEM
This document discusses the use of electronic portfolios in STEM fields. It begins by defining what an electronic portfolio is and how it can be used in STEM. The document then provides examples of how electronic portfolios can support learning processes like collection, selection, reflection, and presentation. It also discusses how electronic portfolios can serve multiple purposes like celebrating learning, personal planning, and accountability/assessment. Finally, the document discusses lifelong learning and how electronic portfolios structured in the cloud can support learning across one's entire life and career.
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E-portfolios in STEM
- 1. Electronic Portfolios inSTEM What is an Electronic Portfolio? How can e-portfolios be used in STEM? Dr. Helen Barrett http://electronicportfolios.org STEMTech Conference November 1-2, 2010
- 2. Handout Side 1 Links toResources referenced on this page: National Educational Technology Plan (USDOE) http://www.ed.gov/sites/de fault/files/NETP-2010-final- report.pdf Effective Practice with e-Portfolios (JISC in U.K.) http://www.jisc.ac.uk/effecti vepracticeeportfolios This handout: http://www.scribd.com/doc /40206175/Eport-Definition
- 3.
- 4. DEFINITIONS Who was thefirst famous “folio” keeper?
- 5. Definitions - WorldEnglish Dictionary 1. flat case, esp of leather, used for carrying maps, drawings, etc 2. the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio 3. such a case used for carrying ministerial or state papers 4. the responsibilities or role of the head of a government department: the portfolio for foreign affairs 5. Minister without portfolio a cabinet minister who is not responsible for any government department 6. the complete investments held by an individual investor or by a financial a organization
- 6. What is aPortfolio? • Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. • Financial portfolio: document accumulation of fiscal capital • Educational portfolio: document development of human capital
- 7. Portfolio A purposeful collectionof artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
- 8. Electronic • digital artifactsorganized online combining various media (audio/video/text/images)
- 9.
- 10. Boundaries Blurring (between e-portfolios& social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
- 11. QUOTE The e-portfoliois the central and common point for the student learning 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
- 12. Purpose • The overarchingpurpose 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) • Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
- 13. E-Portfolio Components < MultiplePortfolios for Multiple Purposes -Celebrating Learning -Personal Planning -Transition/entry to courses -Employment applications -Accountability/Assessment < Multiple Tools to Support Processes -Capturing & storing evidence -Reflecting -Giving & receiving feedback -Planning & setting goals -Collaborating -Presenting to an audience < Digital Repository (Becta, 2007; JISC, 2008)
- 14. National Educational Technology Plan(2010) Learning Purpose • 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)
- 15. National Educational Technology Plan(2010) Assessment Purpose • Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
- 16. Handout Side 2 Links toResources referenced on this page Managing Oneself (Drucker) http://www.public.navy.mil/usff/Doc uments/managing_oneself.pdf Balancing the Two Faces of ePortfolios (Barrett) http://eft.educom.pt/index.php/eft/ article/viewFile/161/102 Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning (Barrett) http://docs.google.com/Doc?id=dd7 6m5s2_39fsmjdk
- 17. Managing Oneself “Successin the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” New Purpose: Use ePortfolios for managing knowledge workers' career development What are my strengths? How do I perform? What are my values? Where do I belong? What should I contribute? Responsibility for Relationships The Second Half of your Life (a suggested framework for organizing reflection in learning portfolio?) Peter Drucker, (2005) Harvard Business Review
- 18. Portfolio Careers • Video:http://vimeo.com/15236162 • Use e-portfolios to help students: – explore their life purpose and goals – explore their personal & professional identity – build their professional online brand – prepare for portfolio career/life
- 19. Some Basic Concepts “ePortfolio is both process and product” Process: A series of events (time and effort) to produce a result - From Old French proces (“‘journey’”) Product: the outcome/results or “thinginess” of an activity/process - Destination Wiktionary
- 20. Balancing the 2Faces of E-Portfolios
- 22. Types of E-PortfolioImplementation • Working Portfolio – The Collection – The Digital Archive – Repository of Artifacts – Reflective Journal (eDOL) – Collaboration Space Portfolio as Process -- Workspace (PLE) “shoebox” • Presentation Portfolio(s) – The “Story” or Narrative – Multiple Views (public/private) – Varied Audiences (varied permissions) – Varied Purposes Portfolio as Product -- Showcase
- 23. Creating e-portfolios with“free” GoogleApps (Education Edition) or WordPress/EduBlogs 1. Storage = Google Docs 2. Reflective Journal = Blogger or WordPress 3. Presentation = Google Sites or WordPress pages
- 24. Level 1 –Collection in the Cloud
- 25. Level 2: PrimaryPurpose: Learning/Reflection
- 26. Level 3: PrimaryPurpose: Showcase/Accountability
- 27. “Know Thyself” Temple atDelphi
- 28.
- 29. Portfolio Learning Figure 2A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Experience Understanding FeelingReviewing Reflecting Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
- 30. Lifelong Context forePortfolios
- 31. PORTFOLIOS CAN HELP LEARNERSFIND THEIR VOICE… and explore their Purpose and Passions through Choice!
- 32. DR. HELEN BARRETT Researcher& Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://www.slideshare.net/eportfo lios
- 33. Four key pillarsof Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
- 34. Knowing the learner (Self-awareness) •Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
- 35. Planning for learning (Selfmanagement) • Setting goals • Develop a plan to achieve these goals
- 36. Understanding how tolearn (Meta- learning) • Awareness of learners to different approaches to learning • Deep vs. Surface Learning, Rote vs. Meaningful Learning • Different Learning Styles • Help learners recognize success • Accommodate approaches that are not successful
- 37. Evaluating learning (Self monitoring) •Systematic analysis of learners’ performance • Responsibility to construct meaning • Be reflective & think critically • Learners construct meaning, monitor learning, evaluate own outcomes
- 38. Portfolios in theCloud Lifelong Portfolios maintained online
- 39. Why Web 2.0? Accessfrom Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
- 40. Institutional Portfolios • Whathappens 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
- 41. Separate Systems Learner-Centered • Learnersmaintain 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
- 42. ePortfolio “Mash-up” ePortfolio “Mash-up” Smallpieces, loosely joined Lifetime Personal Web Space
- 43. Electronic Portfolios • almosttwo decades (since 1991) • used primarily in education to –store documents –reflect on learning –feedback for improvement –showcase achievements for accountability or employment
- 44. Social networks • lastfive years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
- 45.
- 46. ePortfolios should bemore Conversation than Presentation (or Checklist) Because Conversation transforms!
- 47. WHAT ABOUT MOTIVATION? Whywould a student want to put all that work into developing an ePortfolio?
- 48. Do Your e-Portfolioshave CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy
- 49. Life Portfolio –planning for an extended midlife transition (50-90) • Passions and pursuits • New possibilities • Visualize a new life • Not “retirement” but “rewirement”
- 50. Portfolio Way ofThinking 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
- 51. Strategies for aPortfolio 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
- 52. 52 My Final Wish… •dynamiccelebrations •stories of deep learning •across the lifespan
Editor's Notes
- #4 Adjectives to describe purpose
- #11 The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
- #12 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)
- #18 Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
- #19 I also want to look at
- #21 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.
- #28 Who knows what this means?
- #44 Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.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)
- #45 How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.[Erin’s story – Messiah – feedback immediate.]
- #46 So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
- #47 “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
- #49 Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios are essential for 21st Century Literacy.
- #50 This book, Portfolio Life, is aimed at those of us who are planning for an extended midlife transition, which starts around age 50. It is that time in our lives after the empty nest and before infirmity. A Portfolio Life involves an intentional combination of passions and pursuits, Of Envisioning new possibilities – It is our opportunity to Plan ahead – visualize a new life, to leave a legacy. Erikson calls it Generativity.We’re not facing “retirement” but “rewirement”To quote Corbett, “ 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)
- #51 Corbett goes on to say, “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) There is a portfolio way of thinking:Careers have a shelf life; portfolios can be timeless (p.x)… expands into a mindset that is ageless, in the broader sense of figuring out what really matters in life. (p.5) 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… …portfolios become an ongoing, ageless framework for self-renewal
- #52 Here are some strategies for a portfolio life: Tell the Story of Your Life: Narrative is a powerful tool for self-discoveryAccomplishments Leave Clues… and increase self-esteemConnect with Others -- NetworkDevelop Your Goals: Goals Prepare us for Change… Goals Yield PurposeIt is a time to Revise, Reflect, Rebalance