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Idaho Balancing2011


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Idaho Balancing2011

  1. 1. Balancing the Two Faces of E-Portfolios<br />Dr. Helen Barrett<br />University of Alaska Anchorage (retired)<br />Seattle Pacific University (adjunct)<br />New England College (adjunct)<br />International Researcher & Consultant<br />Founder, REAL ePortfolio Academy<br />Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning<br />
  2. 2. Key Concepts<br />Definitions<br />Portfolios for Lifelong Learning<br />Balancing the 2 Faces of E-Portfolios<br />Identity Development<br />Online Professional Branding<br />Reflection, Motivation & Engagement<br />Digital Storytelling and Reflection<br />
  3. 3. Legacy from the Portfolio Literature<br /><ul><li>Much to learn fromthe literature onpaper-based portfolios
  4. 4. As adult learners, we have much to learn from how children approach portfolios</li></ul>“Everything I know about portfolios was confirmed working with a kindergartener”<br />
  5. 5. The Power of Portfolios<br /> what children can teach us about learning and assessment<br />Author: Elizabeth Hebert<br />Publisher: Jossey-Bass<br />Picture courtesy of<br />
  6. 6. The Power of Portfolios<br />Author: Dr. Elizabeth Hebert, Principal<br />Crow Island School, Winnetka, Illinois<br />Picture taken by Helen Barrett at AERA, Seattle, April, 2001<br />
  7. 7. From the Preface (1)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br />“Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”<br />
  8. 8. From the Preface (2)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix<br /> “We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”<br />
  9. 9. From the Preface (3)<br />Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x<br /> “Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.”<br />
  10. 10. Let’s get personal…Think for a minute about:<br />Something about your COLLECTIONS:Suggested topics:<br /><ul><li>If you are a parent, what you saved for your children
  11. 11. What your parents saved for you
  12. 12. What you collect…
  13. 13. Why you collect…</li></li></ul><li>Some issues to consider<br /><ul><li>What do your collections say about what you value?
  14. 14. Is there a difference between what you purposefully save and what you can’t throw away?
  15. 15. How can we use our personal collections experiences to help learners as they develop their portfolios?</li></ul>The power of portfolios [to support deep learning] is personal.<br />
  16. 16. Golden Circle <br />What?<br />How?<br />Why?<br />11<br />
  17. 17. Audio • Video • Text • Images<br />WHAT?<br />Digital Repository<br />Electronic Portfolio<br />Showcase<br />Workspace<br />
  18. 18. Responsibilities<br />Specialty Case<br />Portfolio<br />One Word, <br />Many Meanings<br />Workspace<br />Showcase<br />Investments<br />Art Work<br />Collection of Artifacts<br />
  19. 19. Who was the first famous “folio” keeper?<br />Definitions<br />
  20. 20. Leonardo da Vinci’s Folio<br />
  21. 21. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscal capital<br />Educational portfolio: document development of human capital<br />
  22. 22. 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 or more areas[over time].<br /> (Northwest Evaluation Association, 1990)<br />
  23. 23. +Electronic<br />digital artifacts organized online combining various media (audio/video/text/images)<br />
  24. 24. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
  25. 25. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
  26. 26. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
  27. 27. WHY?<br />Reflection<br />Assessment<br />Identity<br />Guidance<br />Employment<br />Showcase<br />Learning<br />Accountability<br />
  28. 28. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br /><br />
  29. 29. Purpose<br />The overarching purpose 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)<br />Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association<br />
  30. 30. Deep Learning<br />involves reflection,<br />is developmental,<br />is integrative,<br />is self-directive, and<br />is lifelong<br />Cambridge (2004)<br />
  31. 31. “metacognition lies at the root of all learning”<br />“…self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals…”<br />- James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education<br />
  32. 32. “Know Thyself”<br />Temple at Delphi<br />
  33. 33. Managing Oneself<br />Peter Drucker, (2005) Harvard Business Review<br />“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”<br />Purpose: Use ePortfolios for managing knowledge workers' career development<br />What are my strengths?<br />How do I perform?<br />What are my values?<br />Where do I belong?<br />What should I contribute?<br />Responsibility for Relationships<br />The Second Half of your Life<br />
  34. 34. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull<br />Practice<br />Have an experience<br />Reflect on the experience<br />Try out what you have learned<br />Metacognition<br />Learn from the experience<br />
  35. 35. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
  36. 36. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
  37. 37. Product: the outcome/results or “thinginess” of an activity/process- Destination
  38. 38. Wiktionary</li></li></ul><li>Balancing the Two Faces of E-Portfolios<br />Presentation Portfolio(s)<br />Working Portfolio<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences & Purposes<br />Portfolio as Product<br />Showcase<br />Digital Archive (Repository of Artifacts)<br />Collaboration Space<br />Reflective Journal<br />Portfolio as Process<br />Workspace<br />
  39. 39.
  40. 40. Japanese<br />
  41. 41. Structure of E-Portfolio Types<br />Portfolio as Process/ Workspace<br />Organization: Chronological – 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 or Showcase<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />blog<br />wiki<br />
  42. 42. Level 1 Workspace: Collection in the Cloud<br />
  43. 43. Level 2 Workspace: Learning/Reflection<br />
  44. 44. Showcase<br />Level 3: Primary Purpose: Showcase/Accountability<br />
  45. 45. 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 />
  46. 46. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />
  47. 47. 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 />38<br />
  48. 48. Portfolios can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
  49. 49. HOW?<br />“Telling My Story”<br />Digital Storytelling<br />Reflective Journal<br />Blogging<br />“Capture the Moment”<br />Mobiles<br />E-Portfolios in<br />Evidence<br />Multimedia Artifacts<br />
  50. 50. Tools?<br />Expressive vs. Structured Models<br />
  51. 51. 2011 Horizon Report – K-12<br />Time-to-adoption: <br />One Year or Less<br />Cloud Computing<br />Mobiles<br />Two to Three Years<br />Game-Based Learning<br />Open Content<br />Four to Five Years<br />Learning Analytics<br />Personal Learning Environments<br />New Media Consortium<br />
  52. 52.
  53. 53. Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation<br />
  54. 54. Why Mobile is a Must<br />Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.<br />The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry. <br />-- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal<br />
  55. 55. Posted on ePortfolio Conversations Google Group:<br />Question: How to collect evidence of informal learning rather than formal education. <br />Response: "Start with SMS [on mobile phones] - it’s the morse codeof the presentgeneration...and it works.”<br />
  56. 56. Capture the Moment with Mobile Phones<br />SMS messages<br />Twitter posts<br />Facebookupdates<br />Camera <br />Still <br />video<br />
  57. 57. October 11, 2010<br />,0,1580981.story<br />
  58. 58. XO-3<br />One Laptop per Child <br />Available ~2012 ~$75 <br />Android-based tablet<br />
  59. 59. Mobile Web is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
  60. 60. Lifelong and Life Wide
  61. 61. Increasingly Self-Directed
  62. 62. Motivating and Engaging
  63. 63. … and Online all the time!</li></li></ul><li>Think!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />
  64. 64. With iOS (iPod Touch, iPhone, iPad) <br />Text Images Audio Video<br />Capture the Moment<br />
  65. 65. Integrate file storage with computer and website<br />Hyperlink to files in Public folder!<br />
  66. 66. Dragon Dictation<br />Voice recognition<br />Share in many ways<br />
  67. 67. JotNot Scanner Pro ($.99)<br />Scan Multi-page documents<br />Remove Shadows & Noise<br />Save as PDF<br />Email, Fax and Share your Scans<br />Send the image directly via email or upload it to cloud storage services including Evernote,, Dropbox, or Google Docs. (not with free version)<br />
  68. 68. Reflection with WordPress App<br />
  69. 69. Post to from Mobile Phones<br />Send email to pre-arranged email address<br />Use BlogPressiOS app ($2.99)<br />Set up Blogger Mobile and send SMS<br />
  70. 70. Blogging* by eMail*the act of sharing yourself<br />Tumblr<br />Posterous<br />Set up account on website<br />Send email to:<br />iPhone App<br />Call in your posts for audio post to blog<br />Cross-post to Facebook & Twitter<br />Just email to <br />iPhone App<br />Cross-post to Facebook & Twitter<br />
  71. 71. EvernoteOne Account, Many Devices<br />Capture Anything<br />Access Anywhere<br />Find Things Fast<br />Capture something in one place -- access it from another<br />Web page access<br />Emailing your memories<br />Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.<br />
  72. 72. Evernote<br />All in one recording/saving to Evernote Account (email address)<br />Grades 3-5, Trillium Charter School, Portland (my blog)<br />iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199<br />
  73. 73. Learning is a Conversation!<br />E-portfolios should be more Conversation<br />than Presentation<br />Because Conversation transforms!<br />
  74. 74. Twittermicro-blogging<br />“tiny bursts of learning”<br />
  75. 75. What about Motivation?<br />Why would a student want to put all that work into developing an ePortfolio?<br />How do we make it relevant?<br />
  76. 76. 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 />
  77. 77. Pink’s Motivation Behavior<br />X <br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires (Grades?)<br />Type I – Intrinsic<br />Behavior is self-directed.<br />I <br />
  78. 78. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
  79. 79. Give users autonomy.
  80. 80. Keep system as open as possible.</li></ul>- Clay Shirky<br />
  81. 81. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br /><br />
  82. 82. Mastery & ePortfolios<br /><ul><li>ePortfolio:
  83. 83. Flow
  84. 84. Showcasing Achievements
  85. 85. Increased self-awareness and self-understanding</li></ul>“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />
  86. 86. Student Engagement!<br /><ul><li>CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
  87. 87. Find voice and passions through choice and personalization!
  88. 88. Portfolio as Story
  89. 89. Positive Digital Identity Development - Branding
  90. 90. “Academic MySpace”</li></li></ul><li>Help students find<br />their Purpose and Passion<br />through Reflection & <br />Goal-Setting in<br />E-Portfolio Development<br />
  91. 91. Digital Tools for Reflection<br />Reflective Journal (Blog)<br />Digital Storytelling and Engagement<br />
  92. 92. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. <br />Goals<br />Captions/Journals<br />Change over Time<br />
  93. 93. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />Digital Story of Deep Learning<br />
  94. 94. Voice6+1 Trait® Definition<br />Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.<br /><br />
  95. 95. Portfolio as Story<br /> "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' 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 />
  96. 96. Roger Schank, Tell Me a Story<br />“Telling stories and listening to other people's stories shape the memories we have of our experiences.”<br />Stories help us organize our experience and define our sense of ourselves. <br />
  97. 97. Digital Storytelling Process<br />Create a 2-to-4 minute digital video clip<br />First person narrative [begins with a written script ~ 400 words]<br />Told in their own voice [record script]<br />Illustrated (mostly) by still images<br />Music track to add emotional tone<br />
  98. 98. From Mead School District’s Student Portfolio Handbook:<br />Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!<br />
  99. 99. Video Editing on iOS<br />iMovie $4.99<br />ReelDirector $3.99<br />Splice $1.99<br />Free<br />
  100. 100. Victoria’s Autobio – 2nd Grade<br />
  101. 101. Victoria’s 6th Grade Poem<br />
  102. 102. Trey’s Story – High School<br />
  103. 103. My Story<br />
  104. 104. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an e-portfolio…<br />NOT the Technology!<br />84<br />
  105. 105. REAL*<br />ePortfolio<br />Academy <br />for K-12Teachers<br />*Reflection<br />Engagement<br />Assessment for<br />Learning<br />
  106. 106. Initial Online Courses Planned<br />Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral)<br />Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard)<br />Add Voice to ePortfolios with Digital Storytelling<br />Create Your Professional Portfolio (tool neutral)<br />Assessment and Evaluation with Electronic Portfolios <br />Classroom-Based Research on Implementing Electronic Portfolios in K-12 Education<br />
  107. 107. Is the Future ofePortfolios in your pocket?<br />ISTE Pre-Conference Workshop<br />Philadelphia<br />June 25, 2011, 12:30-3:30 PM<br />Bring your iOS devices<br />iPod Touch<br />iPhone, iPad<br />
  108. 108. My Final Wish…<br />dynamic celebrations<br />stories of deep learning<br />across the lifespan<br />
  109. 109. Dr. Helen Barrett@eportfolios<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />Founder, REAL*ePortfolio Academy<br />*Reflection, Engagement, Assessment for Learning<br /><br /><br /><br />