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Intro pakistan2018


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Introduction to ePortfolios in Education for educators at NUML, Islamabad, Pakistan, December 11, 2018.

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Intro pakistan2018

  1. 1. Balancing the Two Faces of ePortfolios: Reflection & Assessment Dr. Helen Barrett University of Alaska Anchorage (retired) International Researcher & Consultant pkeportfolios/
  2. 2. Key Concepts • “What” – Definitions • “Why” – Portfolios for Lifelong Learning • Balancing the 2 Faces of ePortfolios • Metacognition, Reflection • Peter Ewell’s 2 paradigms of assessment • Intrinsic Motivation & Engagement12/11/2018 Dr. Helen Barrett 2
  3. 3. Resources • pkeportfolios/ shortcut: (supporting materials) • (further information) • Twitter hashtag: #eportfolios 12/11/2018 Dr. Helen Barrett 3
  4. 4. 12/11/2018 Dr. Helen Barrett The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of 4
  5. 5. 12/11/2018 Dr. Helen Barrett The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001 5
  6. 6. 12/11/2018 Dr. Helen Barrett From the Preface (1) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix 6
  7. 7. 12/11/2018 Dr. Helen Barrett From the Preface (2) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix 7
  8. 8. 12/11/2018 Dr. Helen Barrett From the Preface (3) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x 8
  9. 9. 12/11/2018 Dr. Helen Barrett Let’s get personal… Think for a minute about: (Think-Pair-Share Activity) Something about your COLLECTIONS: Suggested topics:  If you are a parent, what you saved for your children  What your parents saved for you  What you collect…  Why you collect… 9
  10. 10. 12/11/2018 Dr. Helen Barrett Some issues to consider  What do your collections say about what you value?  Is there a difference between what you purposefully save and what you can’t throw away?  How can we use our personal collections experiences to help learners as they develop their portfolios? The power of portfolios [to support deep learning] is personal. 10
  11. 11. Simon Sinek’s Golden Circle 11 motivation process product 12/11/2018 Dr. Helen Barrett
  12. 12. WHAT?
  13. 13. Portfolio One Word, Many Meanings Specialty Case Responsibilities InvestmentsArt Work Collection of Artifacts Workspace Showcase 12/11/2018 Dr. Helen Barrett 13
  14. 14. DEFINITIONS Who was the first famous “folio” keeper? 12/11/2018 Dr. Helen Barrett 14
  15. 15. Leonardo da Vinci’s Folio 12/11/2018 Dr. Helen Barrett 15
  16. 16. What is a Portfolio? • 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 12/11/2018 Dr. Helen Barrett 16
  17. 17. What is a Portfolio in Education? 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]. (Northwest Evaluation Association, 1990) 12/11/2018 Dr. Helen Barrett 17
  18. 18. +Electronic • digital artefacts organized online combining media & interactivity (audio/video/text/images/dialogue) 12/11/2018 Dr. Helen Barrett 18
  19. 19. E-Portfolio Components < Multiple Portfolios 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)12/11/2018 Dr. Helen Barrett 19
  20. 20. Role of the Student • Students upload artifacts to showcase their learning • Student reflect on their learning (What? So What? Now What?) • Students create pages to organize and display their work • Students share pages with whomever they wish • Students evaluate and provide feedback on peer pages 12/11/2018 Dr. Helen Barrett 20
  21. 21. Role of the Teacher • Help students create, recognize, and reflect • Provide consistent feedback • Model effective use by sharing your own portfolio • Facilitate collaboration and feedback from peer to peer 12/11/2018 Dr. Helen Barrett 21
  22. 22. Questions? 12/11/2018 Dr. Helen Barrett 22
  23. 23. WHY? 12/11/2018 Dr. Helen Barrett 23
  24. 24. Context Why… Electronic Portfolios Now? 12/11/2018 Dr. Helen Barrett 24
  25. 25. National Educational Technology Plan (2010) • 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 1 set their own learning goals, 2 express their own views of their strengths, weaknesses, and achievements [self-assessment], and 3 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)12/11/2018 Dr. Helen Barrett 25
  26. 26. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • 346082.png
  27. 27. Hostos CC Vision To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student. 12/11/2018 Dr. Helen Barrett 27
  28. 28. Hostos CC Mission Encourage integrative learning by creating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement. 12/11/2018 Dr. Helen Barrett 28
  29. 29. Vision statement for a university in the southern U.S. 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. 12/11/2018 Dr. Helen Barrett 29
  30. 30. Northeastern U.S. University • “…based on our read of the portfolios… the redesign transformed the program from a collection of courses into an intentionally designed learning experience… from a ‘degree with a portfolio requirement’ into a portfolio program whose students graduate with a collection of signature work that evidences their capabilities.” “Are we who we think we are? ePortfolios as a Tool for Curriculum Redesign.” Gail Matthews-DeNatale12/11/2018 Dr. Helen Barrett 30
  31. 31. Purpose • 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) • Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association 12/11/2018 Dr. Helen Barrett 31
  32. 32. Changing Learning • The utilization of e-portfolio systems has the potential to change the nature of learning environments and the ways in which student learning is promoted through different modes of learning. 12/11/2018 Dr. Helen Barrett 32
  33. 33. Empowering Students • For students, it empowers their ownership in what they're learning and how they're learning. And it also empowers them to order the way they approach information. 12/11/2018 Dr. Helen Barrett 33
  34. 34. Tracking Growth • E-portfolios can be used to do more than just demonstrate student progress toward standards. They can also allow students to show who they are as individuals, while also providing a means for tracking a student's growth. • Model process for teachers to use with their students. 12/11/2018 Dr. Helen Barrett 34
  35. 35. Deep Learning 12/11/2018 Dr. Helen Barrett • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004) 35
  36. 36. Lifelong Learner Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) 12/11/2018 Dr. Helen Barrett 36
  37. 37. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time 12/11/2018 Dr. Helen Barrett 37
  38. 38. 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 12/11/2018 Dr. Helen Barrett 38
  39. 39. Understanding how to learn (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 12/11/2018 Dr. Helen Barrett 39
  40. 40. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals 12/11/2018 Dr. Helen Barrett 40
  41. 41. Portfolios provide Encouragement for Reflection Metaphors: Sonnet – Mirror – Map 1. …provides both the discipline and the freedom of structure, allowing one to see one's own work. (Sonnet) 2. …provides the opportunity to assess one's own strengths and weaknesses through examination of a collection of samples, as well as to get feedback on one's performance from others. (Mirror) 3. …the process of self assessment leads one to setting goals for future development and professional growth. (Map) (Mary Diez, 1994) 12/11/2018 Dr. Helen Barrett 41
  42. 42. 12/11/2018 Dr. Helen Barrett “The portfolio is a laboratory where students construct meaning from their accumulated experience." (Paulson & Paulson, 1991, p.5) 42
  43. 43. “metacognition lies at the root of all learning” “…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…” - James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education
  44. 44. Brain-Based Learning (Zull) & Experiential Learning Model (Kolb) 12/11/2018 Dr. Helen Barrett 44
  45. 45. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull 12/11/2018 Dr. Helen Barrett Try out what you have learned Learn from the experience Reflect on the experience Have an experience Practice Metacognition 45
  46. 46. QUOTE  The e-portfolio is 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 12/11/2018 Dr. Helen Barrett 46
  47. 47. Portfolio Learning Figure 2 A 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 12/11/2018 Dr. Helen Barrett 47
  48. 48. E-Portfolios should allow CHOICE and VOICE! • Individual Identity • Reflection • Meaning Making • 21st Century Literacy • Digital Story of Deep Learning 12/11/2018 Dr. Helen Barrett 48
  49. 49. Digital Identity • Creating a positive digital footprint 12/11/2018 Dr. Helen Barrett 49
  50. 50. “Know Thyself” Temple at Delphi 12/11/2018 Dr. Helen Barrett 50
  51. 51. Managing Oneself • “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” • 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 Peter Drucker, (2005) Harvard Business Review 12/11/2018 Dr. Helen Barrett 51
  52. 52. Questions? 12/11/2018 Dr. Helen Barrett 52
  53. 53. 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 12/11/2018 Dr. Helen Barrett 53
  54. 54. 54 Processes Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging) 12/11/2018 Dr. Helen Barrett 54
  55. 55. Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. 12/11/2018 Dr. Helen Barrett 55
  56. 56. Learning/Reflection Cycle blog websiteSo What? Why? (double-loop learning) Now What? What? 12/11/2018 Dr. Helen Barrett 56
  57. 57. Detailed Model: Metacognition Planning •What is the nature of my task? •What is my goal? •What info/strategies do I need? Evaluation •Have I reached my goal? •What worked/did not work? •What would I do differently? Monitoring •Do I understand what I’m doing? •Am I reaching my goals? •Do I need to make changes? Kaplan,, eds (2013) Using Reflection and Metacognition to Improve Student Learning. Sterling, VA: Stylus , p. 128 Adapted from Schraw (2001) 12/11/2018 Dr. Helen Barrett 57
  58. 58. Balanced? Student-Centered • Focus on Interests, Passions, Goals • Choice and Voice Reflection • Lifelong Learning School-Centered • Focus on Standards, Outcomes • Accountability, Achievement • Term, Graduation 12/11/2018 Dr. Helen Barrett 58
  59. 59. Balancing the Two Faces of ePortfolios Working Portfolio Digital Archive (Repository of Artifacts) Collaboration Space Reflective Journal Portfolio as Process Workspace Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences & Purposes Portfolio as Product Showcase Docs Blog Sites 12/11/2018 Dr. Helen Barrett 59
  60. 60. 12/11/2018 Dr. Helen Barrett 60
  61. 61. E-portfolios should be more Conversation than Presentation Because Conversation transforms! Learning is a Conversation! 12/11/2018 Dr. Helen Barrett 61
  62. 62. Portfolio as Story "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) 12/11/2018 Dr. Helen Barrett 62
  63. 63. Helping Students to Reflect • Provide models and examples • Begin with forms or prompts • Move to journals/blogs • Be careful that reflection in portfolios doesn’t become an exercise in filling in the blanks on a web-based form. 12/11/2018 Dr. Helen Barrett 63
  64. 64. Reflective Questions that tie the Past to the Future 12/11/2018 Dr. Helen Barrett 64
  65. 65. 1. Select • What evidence is required? • Do you want or need to include any additional artifacts or evidence? • What standards are you addressing? 2. Describe • Who? • What? • When? • Where? 3. Analyze • Why? • How? 4. Appraise • Interpret events • Determine impact • Determine effectiveness • Determine the relationship to goals, values, philosophy 5. Transform • Utilize the information and data • Apply to teaching practice • Develop new goals and strategies based on the data 12/11/2018 Dr. Helen Barrett North Carolina Reflection Cycle Self- Assessment: The Reflective Practitioner reflect.htm 65
  66. 66. Writing a Reflection - 1 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? 12/11/2018 Dr. Helen Barrett 66
  67. 67. Writing a Reflection - 2 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. 12/11/2018 Dr. Helen Barrett 67
  68. 68. Gibbs Model for Reflection 12/11/2018 Dr. Helen Barrett 68
  69. 69. Reflection • Source: m/copy_paste/2010/01/tax onomy-reflection-critical- thinking-students-teachers- principals-.html • Based on Bloom’s Taxonomy (Revised) 12/11/2018 Dr. Helen Barrett 69
  70. 70. REFLECTION FOR LEARNING site/reflection4learning/ Resource on Reflection 12/11/2018 Dr. Helen Barrett 70
  71. 71. text title How can we help students put their signature work in a larger and more integrative context? ePortfolio as a vital, longitudinal and integrative learning process Randy Bass (Georgetown University)
  72. 72. Addressing the Whole Student Purposeful Self-Authorship Advisement & Academic Planning Connecting w/ Faculty & Students External Audiences Learning Across Disciplines Learning Across Semesters Formal Academic Curriculum Co-Curricular & Lived Experiences Students’ Integrative ePortfolio Practice Randy Bass (Georgetown University) 12/11/2018 Dr. Helen Barrett 72
  73. 73. Creating Reflection Prompts • Go to resource site: or • Think/Pair/Share: Write up a reflection prompt for your students after clarifying: – What is the learning context for the student reflection? (Course/Subject/Objective) – Where in the learning process? – Before (goal-setting) – During (documenting process) – After (metacognition) 12/11/2018 Dr. Helen Barrett 73
  74. 74. Questions? 12/11/2018 Dr. Helen Barrett 74
  75. 75. ASSESSMENT 12/11/2018 Dr. Helen Barrett 75
  76. 76. 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 12/11/2018 Dr. Helen Barrett 76
  77. 77. Assessment FOR Student, Faculty & Institutional Learning Ground assessment in the authentic work of faculty & students. Digital systems can help to make student learning visible Randy Bass (Georgetown University) 12/11/2018 Dr. Helen Barrett 77
  78. 78. 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.17012/11/2018 Dr. Helen Barrett 78
  79. 79. Opportunity Cost • The alternative you give up when you make a decision… • The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement? 12/11/2018 Dr. Helen Barrett 79
  80. 80. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum 12/11/2018 Dr. Helen Barrett 80
  81. 81. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose 12/11/2018 Dr. Helen Barrett 81
  82. 82. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose 12/11/2018 Dr. Helen Barrett 82
  83. 83. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social LearningFaculty Time Involvement Complexity Purpose 12/11/2018 Dr. Helen Barrett 83
  84. 84. Finding Balance in E-Portfolio Implementation Tools  Use separate tools for assessment management and student e-portfolios?  Ball State’s rGrade & WSU’s Harvesting Gradebook  Incorporate blogging and social networking tools for interactivity and engagement  Open Source Tools: WordPress, Movable Type, Mahara  Allow embedding student Web 2.0 links, including video, into their e-portfolios  Enable exporting e-portfolio to students’ lifetime personal webspace 12/11/2018 Dr. Helen Barrett 84
  85. 85. Finding Balance in E-Portfolio Implementation Strategies  Acknowledge the importance of both portfolio as workspace (process) & showcase (product)  Support student choice and voice in e-portfolios  Facilitate reflection for deep learning  Provide timely and effective feedback for improvement  Encourage student use of multimedia in portfolios for visual communication and literacy  Digital Storytelling & Podcasting  Picasa/Flickr slideshows  Acknowledge/Encourage students’ Web 2.0 digital identity 12/11/2018 Dr. Helen Barrett 85
  86. 86. QUESTIONS? 12/11/2018 Dr. Helen Barrett 86
  87. 87. Motivation 12/11/2018 Dr. Helen Barrett 87
  88. 88. What about Motivation? Why would a student want to put all that work into developing an ePortfolio? How do we make it relevant?
  89. 89. Building my ePortfolio Agree/ Strongly Agree Helped me make connections between ideas 75.6% Helped me think more deeply about course content 64.4% Allowed me to be more aware of my growth & development as a learner 69.3% My (ePortfolio-enhanced) course engaged me in… Quite a Bit/ Very Much Synthesizing & organizing ideas, information or experiences in new ways 83.1% Applying theories or concepts to practical problems or in new situations 77.2% My course contributed to my knowledge, skills and personal development in understanding myself 78.6% Core Survey, Connect to Learning Project (FIPSE, Making Connections National Resource Center, LaGuardia CC 12/11/2018 Dr. Helen Barrett 89
  90. 90. Think! Engagement Factors? Social networks? ePortfolios? 12/11/2018 Dr. Helen Barrett 90
  91. 91. Similarities in Process • Major differences: – extrinsic vs. – intrinsic motivation • Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose 12/11/2018 Dr. Helen Barrett 91
  92. 92. Pink’s Motivation Behavior Type X - Extrinsic • fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic • Behavior is self-directed. X I 12/11/2018 Dr. Helen Barrett 92
  93. 93. Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky12/11/2018 Dr. Helen Barrett 93
  94. 94. Autonomy & ePortfolios –Choice –Voice –Sharing –Feedback –Immediacy 12/11/2018 Dr. Helen Barrett 94
  95. 95. Mastery & ePortfolios • Exhilaration in Learning • Sports? Games? • Compliance vs. Personal Mastery • Open Source movement (Wikipedia vs. Encarta) • Make a contribution 12/11/2018 Dr. Helen Barrett 95
  96. 96. Mastery & ePortfolios  ePortfolio: Flow Showcasing Achievements Increased self-awareness and self- understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 12/11/2018 Dr. Helen Barrett 96
  97. 97. USE E-PORTFOLIOS TO DOCUMENT MASTERY 12/11/2018 Dr. Helen Barrett 97
  98. 98. Purpose & ePortfolios • Relevance • Big picture • Engagement 12/11/2018 Dr. Helen Barrett 98
  99. 99. Because Purpose and Passion Co-Exist 12/11/2018 Dr. Helen Barrett 99
  100. 100. Help students find their Purpose and Passion through Reflection & Goal-Setting in ePortfolio Development 12/11/2018 Dr. Helen Barrett 100
  101. 101. Design Principles: a Vision worth Working Toward Learner-centered Engagement & Empowerment Networked Community, mentorship & porous boundaries Integrative Integration from the inside out Connect what has not been connected Adaptive Institutional learning Randy Bass (Georgetown University) 12/11/2018 Dr. Helen Barrett 101
  102. 102. ePortfolios: Not a Magic Bullet Questions that need asking • Are ePortfolios really student-centred? • Is an ePortfolio just another way of getting a grade? • Is ePortfolio just another way of “reporting up”? • If ePortfolios are used for learning assessment, are you prepared to assess for prior learning? • If it is a tool for transition: – What happens when a student brings an ePortfolio to your institution, say from high school? – Will your students want to keep their ePortfolios after they graduate? – Will you do this as a favour, or a deliberate strategy? • Are they too much work? Don Presant, Learning Agents, Canada 12/11/2018 Dr. Helen Barrett 102
  103. 103. INTEGRATE INTO EVERYDAY ACTIVITIES Photos: Flickr by Kim Cofino 12/11/2018 Dr. Helen Barrett 103
  104. 104. Topics for tomorrow – ”How?” • Planning Process – Purpose – Digital Artifact Storage (Collection) – Workspace portfolio (Reflection) – Showcase portfolio (Presentation) • Digital Tools for ePortfolios – Gsuite – Google Sites (Demo) – WordPress blog (Demo) – Mahara (Demo) – Apps for Smartphones 12/11/2018 Dr. Helen Barrett 104
  105. 105. 105 My Final Wish… ePortfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You! 12/11/2018 Dr. Helen Barrett 105
  106. 106. Questions? 12/11/2018 Dr. Helen Barrett 106
  107. 107. DR. HELEN BARRETT @EPORTFOLIOS Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning 12/11/2018 Dr. Helen Barrett 107