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Balancing the 2 Faces of E-Portfolios
Dr. Helen Barrett
November 19, 2010
Key Concepts
• Definitions
• Portfolios for Lifelong Learning
• Balancing the 2 Faces of E-Portfolios
• Identity Developme...
Portfolio
One Word,
Many Meanings
DEFINITIONS
What is a Portfolio?
Who was the first famous “folio” keeper?
What is a Portfolio?
• Dictionary definition:
a flat, portable case
for carrying loose
papers, drawings, etc.
• Financial ...
What is a Portfolio in Education?
A portfolio is a purposeful
collection of [academic] work that
exhibits the [learner/wor...
+Electronic
• digital artifacts organized online
combining various media
(audio/video/text/images)
Purpose
• The overarching purpose of
portfolios is to create a sense of
personal ownership over one’s
accomplishments, bec...
Four key pillars of Lifelong Learning
(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu....
Knowing the learner
(Self-awareness)
• Understanding prior knowledge
• Motivation for and attitudes
toward learning
• Help...
Planning for learning
(Self management)
• Setting goals
• Develop a plan to
achieve these
goals
Understanding how to learn
(Meta-learning)
• Awareness of learners to
different approaches to
learning
• Deep vs. Surface ...
Evaluating learning
(Self monitoring)
• Systematic analysis of learners’
performance
• Responsibility to construct meaning...
Deep Learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong
Cambridg...
“Know Thyself”
Temple at Delphi
Managing Oneself
• “Success in the
knowledge economy
comes to those who
know themselves –
their strengths, their
values, a...
DEFINITIONS
What is an
electronic
portfolio?
QUOTE
 The e-portfolio is the central
and common point for the student
learning experience… It is a reflection
of the stu...
Lifelong Context for ePortfolios
E-Portfolio Components
< Multiple Portfolios for
Multiple Purposes
-Celebrating Learning
-Personal Planning
-Transition/en...
Multiple Purposes
from Hidden Assumptions
What are yours?
• Showcase • Assessment • Learning
•
http://www.rsc-northwest.ac...
Multiple Purposes of
E-Portfolios in Education
–Learning/ Process/ Planning
–Marketing/ Showcase/ Employment
–Assessment/ ...
ePortfolio designs/strategies for
different purposes
 Showcase Portfolios
(Employment, Self-marketing)
 Organized themat...
ePortfolio designs/strategies for
different purposes
• Assessment/Accountability Portfolios
(Summative assessment)
–Organi...
Forms of Assessment
Formative
Assessments
Provides insights
for the teacher
Assessment FOR
Learning
Provides insights
...
Two “Paradigms” of Assessment (Ewell, 2008)
Assessment for
Continuous Improvement
Assessment for
Accountability
Strategic ...
Opportunity Cost
• The alternative you give up
when you make a decision…
• The cost of an alternative that must be
forgone...
Goal: Balance in Electronic Portfolios
Accountability
(Institution-Centered)
Improvement
(Student-Centered)
(Or Course-Cen...
Goal: Balance in Electronic
Portfolios
Accountability
Highly Structured
Uniformity and Standardization
Required Assignment...
Goal: Balance in Electronic
Portfolios
Accountability
Opportunity Cost
Faculty Time
Ease of Scoring
Collection of Data
for...
Goal: Balance in Electronic Portfolios
Accountability
Faculty Feedback
Uniformity
Flexible Requirements
Data
Program Impro...
ePortfolio designs/strategies for
different purposes
• Learning Portfolios
–Organized chronologically
–Focus of Reflection...
Portfolio Learning
Figure 2 A model of e-portfolio-based learning, adapted
from Kolb (1984)
JISC, 2008, Effective Practice...
ePortfolio “Mash-up”
ePortfolio “Mash-up”
Small pieces, loosely joined
Lifetime Personal
Web Space
Creating Digital Identity
• “YouTube and other social media can mitigate
the cultural tension between teens’ conflicting
n...
Digital Identity
Some Basic Concepts
“ePortfolio is both process and
product”
Process: A series of events (time and
effort) to produce a ...
Types of E-Portfolio Implementation
Working Portfolio
– The Collection
– The Digital
Archive
– Repository of
Artifacts
– R...
Japanese
Catalan
Spanish
Mandarin
Structure of E-Portfolio Types
• Portfolio as Process/
Workspace
– Organization:
Chronological –
eDOL (Electronic Document...
Level 1 Workspace:
Collection in the Cloud
Level 1
Portfolio Development
• Collection -- Creating the Digital
Archive (regularly – weekly/monthly)
– Digital Conversi...
Level 2 Workspace: Learning/Reflection
Level 2
Portfolio Development
• Collection/Reflection (Immediate Reflection
on Learning & Artifacts in Collection)
(regula...
Level 3: Primary Purpose: Showcase/AccountabilityShowcase
Level 3
Portfolio Development
• Selection/Reflection and Direction
(each semester? End of year?)
– organized thematically ...
Timeline
51
Sept Oct Nov Dec Jan Feb Mar Apr May
Level 1 X X X X X X X X X
Level 2 X X X X X X X X
Level 3 ? XXX
Level 1: ...
Boundaries Blurring
(between e-portfolios & social networks)
• Structured
Accountability
Systems? or…
• Lifelong interacti...
Electronic Portfolios
• almost two decades (since 1991)
• used primarily in education to
–store documents
–reflect on lear...
Social networks
• last five years
–store documents and share
experiences,
–showcase accomplishments,
–communicate and coll...
55
Processes
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/...
Tools?
Expressive vs.
Structured Models
Institutional Portfolios
• What happens when a learner leaves or
transfers?
Learners’
Digital Archives
and presentation
po...
Separate Systems Learner-CenteredSeparate Systems Learner-Centered
• Learners maintain collection across the
lifespan, ins...
Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED> Code
Web 2.0 is becoming the
Personal Learning Environment
of the “Net Generation”
Learning that is…
Social and Participatory
...
Think!
Engagement
Factors?
Social networks?
ePortfolios?
The Future?
• Future of Personal Metadata in the cloud
• World Economic Forum: potential impact on
human capital developme...
The Future ofThe Future of
mPortfoliosmPortfolios
(m=mobile)(m=mobile)
Reflection with WordPress App
iPhone App for PebblePad (U.K.)
More PebblePad Screens
Portfolios Can help learners
find their Voice…
and explore their
Purpose and Passions
through Choice!
ePortfolios should be more
Conversation
than Presentation
(or Checklist)
Because Conversation transforms!
Do Your e-Portfolios have
CHOICE and VOICE?
• Individual
Identity
• Reflection
• Meaning Making
• 21st
Century Literacy
Voice
6+1 Trait® Definition
• Voice is the writer coming through the
words, the sense that a real person is
speaking to us...
Strategies for Helping
Students Reflect
• Interactive tools
–Journals: Blogs & Wikis
–ePortfolio tools with built-in refle...
Self-Regulated Learning
Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios.
Can...
What about Motivation?
Why would a student want to
put all that work into developing
an ePortfolio?
What about Motivation?
Why would a student want to
put all that work into developing
an ePortfolio?
Similarities in Process
• Major differences:
– extrinsic vs.
– intrinsic motivation
• Elements of True
(Intrinsic) Motivat...
Pink’s Motivation Behavior
Type X - Extrinsic
• fueled more by extrinsic
rewards or desires
(Grades?)
Type I – Intrinsic
•...
Successful websites = Type I
Approach
People
feel good
about
participating.
Give users
autonomy.
Keep system as open as...
Autonomy & ePortfolios
–Choice
–Voice
–Sharing
–Feedback
–Immediacy
http://www.flickr.com/photos/kenturamon/342946821/
Mastery & ePortfolios
• Exhilaration in Learning
• Sports? Games?
• Compliance vs.
Personal Mastery
• Open Source movement...
Mastery & ePortfolios (2)
 ePortfolio:
Flow
Showcasing
Achievements
Increased self-awareness and self-
understanding
“...
FLOW
• a feeling of
energized focus
(Csíkszentmihályi)
• Creativity
Student Engagement!
 CQ + PQ > IQ (Friedman, 2006)
[Curiosity + Passion > Intelligence]
 Find voice and passions through...
USE E-PORTFOLIOS TO
DOCUMENT MASTERY
Purpose & ePortfolios
• Relevance
• Big picture
• Engagement
Good Question…
Because Purpose and Passion Co-Exist
Digital Tools
for Reflection
Digital Storytelling
and Engagement
Learner-Centered Philosophy
"A portfolio tells a story.
It is the story of knowing. Knowing
about things... Knowing onesel...
Digital Storytelling Process
• Create a 2-to-4 minute digital
video clip
–First person narrative
[begins with a written sc...
90
Reflection & Relationships
• … the “Heart and Soul” of an
ePortfolio…
• NOT the Technology!
My Final Wish…
• dynamic celebrations
• stories of deep learning
• across the lifespan
Dr. Helen Barrett
• Researcher & Consultant
Electronic Portfolios & Digital Storytelling for
Lifelong and Life Wide Learni...
Lisbon nov2010
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Lisbon nov2010

  1. 1. Balancing the 2 Faces of E-Portfolios Dr. Helen Barrett November 19, 2010
  2. 2. Key Concepts • Definitions • Portfolios for Lifelong Learning • Balancing the 2 Faces of E-Portfolios • Identity Development • Online Professional Branding • Reflection, Motivation & Engagement • Digital Storytelling and Reflection
  3. 3. Portfolio One Word, Many Meanings
  4. 4. DEFINITIONS What is a Portfolio? Who was the first famous “folio” keeper?
  5. 5. 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
  6. 6. 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)
  7. 7. +Electronic • digital artifacts organized online combining various media (audio/video/text/images)
  8. 8. 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
  9. 9. Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  10. 10. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
  11. 11. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
  12. 12. 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
  13. 13. 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
  14. 14. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
  15. 15. “Know Thyself” Temple at Delphi
  16. 16. Managing Oneself • “Success in 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 Peter Drucker, (2005) Harvard Business Review
  17. 17. DEFINITIONS What is an electronic portfolio?
  18. 18. 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
  19. 19. Lifelong Context for ePortfolios
  20. 20. 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)
  21. 21. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon- 346082.png
  22. 22. Multiple Purposes of E-Portfolios in Education –Learning/ Process/ Planning –Marketing/ Showcase/ Employment –Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
  23. 23. ePortfolio designs/strategies for different purposes  Showcase Portfolios (Employment, Self-marketing)  Organized thematically (position requirements)  Focus of Reflection: Suitability for position  Tools: Choice of portfolio owner – personalized web pages – digital footprint  Personal online branding
  24. 24. ePortfolio designs/strategies for different purposes • Assessment/Accountability Portfolios (Summative assessment) –Organized thematically (outcomes, goals or standards) –Focus of Reflection: Achievement of Standards (rationale) –Tools: Assessment system with data from scoring rubrics –Faculty role: Evaluation
  25. 25. 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
  26. 26. 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.170
  27. 27. 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?
  28. 28. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. ePortfolio designs/strategies for different purposes • Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection
  33. 33. 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
  34. 34. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
  35. 35. Creating Digital Identity • “YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition. • Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’ • PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010
  36. 36. Digital Identity
  37. 37. 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
  38. 38. Types of E-Portfolio Implementation Working Portfolio – The Collection – The Digital Archive – Repository of Artifacts – Reflective Journal – 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
  39. 39. Japanese
  40. 40. Catalan
  41. 41. Spanish
  42. 42. Mandarin
  43. 43. Structure of E-Portfolio Types • Portfolio as Process/ Workspace – Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences – Primary Purpose: Learning or Reflection – Reflection: immediate focus on artifact or learning experience • Portfolio as Product/ Showcase – Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences – Primary Purpose: Accountability or Employment or Showcase – Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
  44. 44. Level 1 Workspace: Collection in the Cloud
  45. 45. Level 1 Portfolio Development • Collection -- Creating the Digital Archive (regularly – weekly/monthly) – Digital Conversion (Collection) – Stored in GoogleDocs (Office docs) or Picasa (images) or YouTube (video) or links to other websites – Outcome of integrating technology across the curriculum
  46. 46. Level 2 Workspace: Learning/Reflection
  47. 47. Level 2 Portfolio Development • Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) – Organized chronologically (in Blogger or Google Sites Announcements Page Type) – Captions (Background Information on assignment, Response) – Feedback (Comments from Teachers and/or Peers – Goals set on a regular basis – In Blogger, use Labels to classify entries
  48. 48. Level 3: Primary Purpose: Showcase/AccountabilityShowcase
  49. 49. Level 3 Portfolio Development • Selection/Reflection and Direction (each semester? End of year?) – organized thematically (in web pages or wiki) – Select Blogger entries using labels? – Reflect: Why did I choose these pieces? What am I most proud to highlight about my work? – Reflect: What do they show about my learning?
  50. 50. Timeline 51 Sept Oct Nov Dec Jan Feb Mar Apr May Level 1 X X X X X X X X X Level 2 X X X X X X X X Level 3 ? XXX Level 1: Collection - Archive Level 2: Reflection + Feedback Level 3: Selection + Presentation
  51. 51. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
  52. 52. Electronic Portfolios • almost two decades (since 1991) • used primarily in education to –store documents –reflect on learning –feedback for improvement –showcase achievements for accountability or employment
  53. 53. Social networks • last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
  54. 54. 55 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)
  55. 55. Tools? Expressive vs. Structured Models
  56. 56. Institutional Portfolios • What happens 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
  57. 57. Separate Systems Learner-CenteredSeparate Systems Learner-Centered • Learners maintain 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
  58. 58. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
  59. 59. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation” Learning that is… Social and Participatory Lifelong and Life Wide Increasingly Self-Directed Motivating and Engaging … and Online!
  60. 60. Think! Engagement Factors? Social networks? ePortfolios?
  61. 61. The Future? • Future of Personal Metadata in the cloud • World Economic Forum: potential impact on human capital development and economic implications. (Quite big picture!) • (Paul Kim, Stanford University) PrPl and PCB: a new e-portfolio environment in th
  62. 62. The Future ofThe Future of mPortfoliosmPortfolios (m=mobile)(m=mobile)
  63. 63. Reflection with WordPress App
  64. 64. iPhone App for PebblePad (U.K.)
  65. 65. More PebblePad Screens
  66. 66. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice!
  67. 67. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
  68. 68. Do Your e-Portfolios have CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy
  69. 69. Voice 6+1 Trait® Definition • 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. • http://educationnorthwest.org/resource/503#Voice
  70. 70. Strategies for Helping Students Reflect • Interactive tools –Journals: Blogs & Wikis –ePortfolio tools with built-in reflection –Survey tools • Student self-expression –Digital Storytelling • http://electronicportfolios.org/reflection.html
  71. 71. 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. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Goals Captions/Journals Change over Time
  72. 72. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
  73. 73. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
  74. 74. Similarities in Process • Major differences: – extrinsic vs. – intrinsic motivation • Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose
  75. 75. Pink’s Motivation Behavior Type X - Extrinsic • fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic • Behavior is self-directed. XX II
  76. 76. Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
  77. 77. Autonomy & ePortfolios –Choice –Voice –Sharing –Feedback –Immediacy http://www.flickr.com/photos/kenturamon/342946821/
  78. 78. Mastery & ePortfolios • Exhilaration in Learning • Sports? Games? • Compliance vs. Personal Mastery • Open Source movement (Wikipedia vs. Encarta) • Make a contribution
  79. 79. Mastery & ePortfolios (2)  ePortfolio: Flow Showcasing Achievements Increased self-awareness and self- understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
  80. 80. FLOW • a feeling of energized focus (Csíkszentmihályi) • Creativity
  81. 81. Student Engagement!  CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence]  Find voice and passions through choice and personalization!  Portfolio as Story  Positive Digital Identity Development - Branding  “Academic MySpace”
  82. 82. USE E-PORTFOLIOS TO DOCUMENT MASTERY
  83. 83. Purpose & ePortfolios • Relevance • Big picture • Engagement
  84. 84. Good Question…
  85. 85. Because Purpose and Passion Co-Exist
  86. 86. Digital Tools for Reflection Digital Storytelling and Engagement
  87. 87. Learner-Centered Philosophy "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)
  88. 88. Digital Storytelling Process • Create a 2-to-4 minute digital video clip –First person narrative [begins with a written script ~ 400 words] –Told in their own voice [record script] –Illustrated (mostly) by still images –Music track to add emotional tone
  89. 89. 90 Reflection & Relationships • … the “Heart and Soul” of an ePortfolio… • NOT the Technology!
  90. 90. My Final Wish… • dynamic celebrations • stories of deep learning • across the lifespan
  91. 91. 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/eportfolios

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