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HICE 2010


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Presentation at Hawaii International Conference on Education, Honolulu, January 9, 2010.

Published in: Education, Technology
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HICE 2010

  1. 1. Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI<br />Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI<br />
  2. 2. Designing Interactive ePortfolios<br />for Engaging Faculty in Professional Development<br />Dr. Susan Banner Inouye<br />Dr. Helen Barrett <br /> <br />
  3. 3. Key Themes of My Presentation<br />Interactivity<br />Web 2.0<br />Tools<br />
  4. 4. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
  5. 5. Lifelong and Life Wide
  6. 6. Increasingly Self-Directed
  7. 7. Motivating and Engaging
  8. 8. … and Online!</li></li></ul><li>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 />
  9. 9. What is an Electronic Portfolio?<br />Digital Documents<br />Organized and presented with some type of &quot;authoring&quot; software<br />Stored in an electronic container <br />CD-Recordable disc<br />DVD-Recordable disc <br />WWW – Changing the genre!<br />
  10. 10. <ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
  11. 11. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
  12. 12. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
  13. 13. 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 />
  14. 14. 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 />
  15. 15. What is the best tool?<br /> Do you need an all-in-one system or multiple tools?<br />
  16. 16. Web 2.0 tag cloud<br />
  17. 17. Recent changes in technology<br />
  18. 18. Architecture of InteractionArchitecture of Participation(Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />(ePortfolio 2.0)<br />
  19. 19. Web 2.o Tools for Interactive PD<br />Blog: post work, reflect, and invite feedback<br />Wiki: post work and invite collaborators<br />Twitter: share current thoughts & activities, follow tweets, tweeps, lists<br />Social Networks (Ning, LinkedIn, Facebook): Community of Learners<br />
  20. 20. ePortfolio “Mash-up”<br />Lifetime Personal Web Space<br />ePortfolio “Mash-up” <br />Small pieces, loosely joined<br />
  21. 21. All you need is… an &lt;Embed&gt; Code!<br />Hall Davidson<br />To link Web 2.0 content into e-portfolio systems<br />
  22. 22. Categories of E-Portfolio Software<br />Created as part of my study of different online tools:<br /><br />“Not just tools for telling [presentation]<br />but more tools for talking! [conversation]”<br />- Julie Hughes, University of Wolverhampton<br />Conversation transforms!<br />
  23. 23. Balancing the 2 Faces ofE-Portfolios<br />
  24. 24. 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 />
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  26. 26. Structure of E-Portfolio Types<br />Portfolio as Process/ Workspace<br />Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />Portfolio as Product/ Showcase<br />Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences<br />Primary Purpose: Accountability or Employment<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />
  27. 27. Google Sites ePortfolios<br />
  28. 28. Process<br />Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?<br />Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?<br />Reflection. Blog entries provide an opportunity for reflection &quot;in the present tense&quot; or &quot;reflection in action.&quot;<br />Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.<br />Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.<br />Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. <br />REPEAT for each learning activity or artifact.<br />
  29. 29. WordPress/Movable Type ePortfolios<br />
  30. 30. “every day-ness”<br />How can we make ePortfolio development<br />a natural process integrated into <br />everyday life?<br />Lifelongand Life Wide Learning<br />
  31. 31. Making ePortfolios Stick<br />Will your faculty want to use the e-portfolio process? <br />Will ePortfoliotools be available to students after graduation?<br />Gartner Group “Hype Cycle for Education” has ePortfolios &quot;Sliding Into the Trough&quot;<br />
  32. 32.
  33. 33. Move beyond text-only artifacts<br />Encourage development of multimedia artifacts<br />Introduce alternative strategies for reflection<br />Blogging<br />Digital storytelling<br />
  34. 34. Dan Pink’s Drive<br />Elements of True (Intrinsic) Motivation<br />Autonomy<br />Mastery<br />Purpose<br />
  35. 35. Why Digital Stories in ePortfolios?<br />Reflection is the “heart and soul” of portfolios<br />Digital Stories can humanize any model of ePortfolio<br />Digital Stories add VOICE<br />
  36. 36. Do Your e-Portfolios have VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />New Literacy<br />“When words are infused by the human voice, they come alive.”<br />- Maya Angelou<br />
  37. 37. Convergence<br />
  38. 38.<br />This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.<br /> <br />
  39. 39. Ongoing dialogue about e-portfolios<br />My Google Group: Researching Web 2.0 Portfolios<br />EPAC: Electronic Portfolio Action Committee<br />Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) – a professional organization for e-portfolios in education<br />AAEEBL’s first National E-Portfolio Conference planned:Boston (co-located with Campus Technology Conference) July 19-22, 2010<br />AAC&U E-Portfolio Day planned:Washington, D.C., January 20, 2010<br />IUPUI Assessment Conference in October – e-portfolio track<br />
  40. 40. My Final Wish…<br />May all yourelectronic portfoliosbecome dynamic celebrationsandstories of deep learningacross the lifespan.<br />
  41. 41. Dr. Helen Barrett<br />Researcher & Consultant<br />Electronic Portfolios & Digital Storytelling forLifelong and Life Wide Learning<br />Center for Advanced Technology in EducationUniversity of Oregon College of Education<br /><br /><br /><br />
  42. 42. Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI<br />Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI<br />
  43. 43. Engaged in Education @ Kapiolani CC<br />customized professional development for faculty (instructors, counselors, coordinators)<br />uses electronic portfolios to help faculty become more engaged in their own professional development goals<br /> ultimate goal of the Engaged in Education project is to facilitate more engaged faculty toward engaged and successful students<br />
  44. 44. Glossary<br />CELTT = Center for Excellence in Learning, Teaching & Technology<br />EE = Engaged in Education<br />EEP = Engaged in Education Participant<br />EEC = Engaged in Education Coordinator<br />CCSSE = Community College Survey of Student Engagement<br />FaCES = Faculty Confidence & Engagement Survey<br />
  45. 45.
  46. 46.
  47. 47.
  48. 48.
  49. 49.
  50. 50. How it works<br />Participants undergo intake interview with empathetic listener, buddy, CELTTy, dept. chair<br />Interview notes are converted (by EE team) into plan (1-5 year time frame)<br />EEC & EEP fine tune plan<br />EEP implements plan : doing, documenting, reflecting<br />EEC monitors, coaches, connects, problem-solves<br />EEP populates an ePortfolio, with artifacts and reflections<br />EEP “graduates” with an EE designation<br />
  51. 51. Extrinsic Incentives<br />EE designation in Schedule of Courses<br />EE door plaque<br />Peer recognition in various forms<br />(e)Portfolio facilitates promotion process<br />Other incentives yet to be determined<br />BUT….<br />
  52. 52. Intrinsic Motivation<br />What motivates individual educators to do the ePortfolio?<br />Purpose: commitment to student learning a/o other aspects of one’s primary duties<br />Autonomy: participants choose if they want to do it; and shape the product<br />Mastery: participants feel a sense of accomplishment in achieving their goals<br />Daniel Pink, Drive: the surprising truth about what motivates us, Riverhead Hardcover, 2009.<br />
  53. 53. Professional Development Activity Categories<br />Classroom Innovation<br />Assessment/SLOs<br />Practitioner Research<br />Work in Field<br />Technology<br />Learning Theory<br />Campus & System Collaboration <br />Peer Coaching<br />Workshops/Training<br />Lifelong Learning<br />Community Engagement<br />
  54. 54. Sample Plan<br />
  55. 55. Collect, Select, Reflect Matrix<br />
  56. 56. Progress Portfolio(can morph into Showcase)<br />With each artifact added, EEP is asked to reflect on the activity that produced the artifact<br />What?<br />So What?<br />Now What?<br />Reflections can be in the form of blogs, so members of the group can interact<br />Encourage development of e-dentity<br />
  57. 57. Sample <br />Artifact<br />
  58. 58. SampleReflection<br />4T&apos;s: My Freshman Year: oct. 10, 2008<br />What: I was asked to fill in as facilitator for Friday&apos;s 4T&apos;s session … Our conversation was interesting, though, because we focused on some of the defining differences between generations, the younger generation (millenials) being those who were the primary targets of this book. … The differences seem to center around communication styles, attention span and work ethic, and the role of technology.<br />So What: the crux of the issue seems to be, given these differences, to what degree do we use this information to adapt our teaching … Len suggested we assume the attitude that the technology WILL change. What can we do to teach the skills and attitudes that will rise above and stand independent of whatever technology is or will be. Very thought provoking!<br />Now What: … for my own teaching, I will continue to think about Len&apos;s comment, about technology-independent skills. This is especially interesting as I start this Leeward CC online course on online courses :) I just did my first reading tonight, and will post my first forum exercise as soon as I get some clarification from the teacher on what he&apos;s asking.<br />
  59. 59. Sample Reflection<br />What? Teaching Philosophy Workshop, May 8, 2009, at KapCC CELTT, presenters, Sally and Susan. <br />I’ve attached the powerpoint that the presenters emailed us after the workshop… They showed us some examples, and gave us some prompt questions to get us thinking about aspects of our primary duties. ….<br />So What? The most salient point … The wordle exercise was fun, but I don’t know if it’s helpful to generating my philosophy. It’s maybe better as a revision tool, seeing what ideas are most frequent. I’ve attached my wordle from the current dossier’s teaching philosophy section. (see attached) It’s not surprising to me that STUDENTS is big and bold. What is interesting is that REFLECTION and PROCESS were a lot smaller than I thought they’d be…<br />Now What? … I need to build more metacognition into the Ling 102 class. I had it there before, but I removed it to make room for the Interlanguage Phonology Project … I need to bring back the Final Reflection, but … make sure that the students are aware of and reflecting on the outcomes. There’s still time to work this into my Spring syllabus.<br />
  60. 60. Matching Artifact <br /><br />
  61. 61. Another Reflection - no artifact<br />What: I haven&apos;t been blogging because I&apos;ve been guilty of the &quot;but it&apos;s all in my head&quot; syndrome. …The all-day workshop was designed for women … of academia…<br />The most transformative session for me came first; a presentation by Linda Johnsrud… She gave specific tips for women, such as to weigh carefully flattering offers to move out of academia and into administration unless you are a full professor… She talked about timing your moves from and between these institutions, and the need sometimes to leave your institution or even the state in order to advance.<br />So what: The &quot;so what&quot; for me was that while I was originally quite enthusiastic about this event, as the date crept up, I kept looking for excuses not to go … Networking - a phrase many like me avoid because it sounds so manipulative - is valuable because you get to see other facets of the academic experience<br />Now what: The &quot;now what&quot; takeaway for me from this is to keep on going. I told Linda Johnsrud that some colleagues of mine (Kathy and Wendy) would love to take her out for lunch and get to talk to her in a quieter setting. She seemed enthusiastic…<br />
  62. 62. Learning vs. Showcase Portfolio<br />Learning - Formative<br />Selection and Reflection process is toward evolution of skills and professional identity<br />Showcase- Summative<br />Selection and Reflection is toward demonstrating fulfillment of certain outcomes<br />
  63. 63. Contract Renewal Matrix, p.1<br />
  64. 64. Contract Renewal Matrix, p. 2<br />
  65. 65. Research<br />Member of Cohort V in the (Inter)national Coalition for Electronic Portfolio Research<br />Three Year Commitment: 2008-2011<br />I/NCEPR Cohort V includes:<br />Kapi’olani Community College<br />University of Cincinnati<br />Louisiana State University<br />University of Denver<br />University of North Carolina Wilmington<br />University of Oregon<br />University of Akron<br />Virginia State University<br />University of Alabama<br />Virginia Tech University<br />
  66. 66. Initial Research Questions<br />(How) do ePortfolios provide evidence that EEPs are improving learning & teaching?<br />(How) do ePortfolios facilitate the professional development process?<br />(How) do ePortfolios address the needs of instructors, counselors & coordinators?<br />
  67. 67. Methodologies<br />To measure impact of EE program on Faculty: FaCES Survey in pretest and posttests <br />To measure impact of EE program on students (or equiv): Mini-CCSSE survey with instructor-specific questions that address their EE goals (parallel questionnaire for non-instructional EEPs, minus the CCSSE questions) <br />To measure impact of ePortfolio on faculty: formative questionnaire with interpretive analysis of reflection question and cataloging of eportfolio usage <br />To measure impact of ePortfolio dissemination: focus groups with EE instructors using eportfolios in their classroom<br />
  68. 68. Now What?<br />Work with rSmart to finalize version 2.6 of portfolios -&gt; matrix, blog tool, showcase skins<br />Train EEPs on e-Portfolio<br />Migrate EE e-Portfolios to new version when it’s ready<br />Administer FACES pretest<br />Additional EE cohort in Spring ‘10<br />Look at how EE e-Portfolio meshes with Faculty Self-Assessment<br />
  69. 69. Mahalo to<br />Helen Barrett,<br />CELTT, Kapi‘olani Community College<br />Faculty Development Council<br />