Mercy2 dec2010


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Mercy College Keynote, December 2, 2010.

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Mercy2 dec2010

  1. 1. ePortfolios and Social Media as Lifelong Personal and Professional Learning Environment Dr. Helen Barrett December 2, 2010
  2. 2. Key Concepts <ul><li>Definitions </li></ul><ul><li>Portfolios across the Lifespan </li></ul><ul><li>Portfolios as Lifelong Learning </li></ul><ul><li>Identity Development </li></ul><ul><li>Online Professional Branding </li></ul><ul><li>Reflection, Motivation & Engagement </li></ul><ul><li>Preparing for Portfolio Careers & Portfolio Life </li></ul>
  3. 3. Legacy from the Portfolio Literature <ul><li>Much to learn from the literature on paper-based portfolios </li></ul><ul><li>As adult learners, we have much to learn from how children approach portfolios </li></ul><ul><li>“ Everything I know about portfolios was confirmed working with a kindergartener” </li></ul>
  4. 4. The Power of Portfolios <ul><li>what children can teach us about learning and assessment </li></ul><ul><li>Author: Elizabeth Hebert </li></ul><ul><li>Publisher: Jossey-Bass </li></ul><ul><li>Picture courtesy of </li></ul>
  5. 5. The Power of Portfolios <ul><li>Author: Dr. Elizabeth Hebert, Principal </li></ul><ul><li>Crow Island School, Winnetka, Illinois </li></ul><ul><li>Picture taken by Helen Barrett at AERA, Seattle, April, 2001 </li></ul>
  6. 6. From the Preface (1) <ul><li>“ 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.” </li></ul>Hebert, Elizabeth (2001) The Power of Portfolios . Jossey-Bass, p.ix
  7. 7. From the Preface (2) <ul><li>“ 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.” </li></ul>Hebert, Elizabeth (2001) The Power of Portfolios . Jossey-Bass, p.ix
  8. 8. From the Preface (3) <ul><li>“ 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 .” </li></ul>Hebert, Elizabeth (2001) The Power of Portfolios . Jossey-Bass, p.ix-x
  9. 9. Let’s get personal… Think for a minute about: <ul><li>Something about your COLLECTIONS : Suggested topics: </li></ul><ul><li>If you are a parent, what you saved for your children </li></ul><ul><li>What your parents saved for you </li></ul><ul><li>What you collect… </li></ul><ul><li>Why you collect… </li></ul>
  10. 10. Some issues to consider <ul><li>What do your collections say about what you value? </li></ul><ul><li>Is there a difference between what you purposefully save and what you can’t throw away? </li></ul><ul><li>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.
  11. 11. Portfolio One Word, Many Meanings
  12. 12. DEFINITIONS <ul><li>What is a Portfolio? </li></ul><ul><li>Who was the first famous “folio” keeper? </li></ul>
  13. 13. Leonardo da Vinci’s Folio
  14. 14. Definitions - World English Dictionary <ul><li>flat case , esp of leather, used for carrying maps, drawings, etc </li></ul><ul><li>the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio </li></ul><ul><li>such a case used for carrying ministerial or state papers </li></ul><ul><li>the responsibilities or role of the head of a government department: the portfolio for foreign affairs </li></ul><ul><li>Minister without portfolio a cabinet minister who is not responsible for any government department </li></ul><ul><li>the complete investments held by an individual investor or by a financial a organization </li></ul>
  15. 15. What is a Portfolio? <ul><li>Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. </li></ul><ul><li>Financial portfolio : document accumulation of fiscal capital </li></ul><ul><li>Educational portfolio : document development of human capital </li></ul>
  16. 16. What is a Portfolio in Education? <ul><li>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]. </li></ul><ul><li>(Northwest Evaluation Association, 1990) </li></ul>
  17. 17. +Electronic <ul><li>digital artifacts organized online combining various media (audio/video/text/images) </li></ul>
  18. 18. Golden Circle Why? How? What?
  19. 19. Purpose <ul><li>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) </li></ul><ul><li>Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers . American Psychological Association </li></ul>
  20. 20. Four key pillars of Lifelong Learning ( Barbara St äu ble, Curtin University of Technology, Australia )
  21. 21. Knowing the learner (Self-awareness) <ul><li>Understanding prior knowledge </li></ul><ul><li>Motivation for and attitudes toward learning </li></ul><ul><li>Help learners understand themselves </li></ul><ul><li>See their growth over time </li></ul>
  22. 22. Planning for learning (Self management) <ul><li>Setting goals </li></ul><ul><li>Develop a plan to achieve these goals </li></ul>
  23. 23. Understanding how to learn (Meta-learning) <ul><li>Awareness of learners to different approaches to learning </li></ul><ul><li>Deep vs. Surface Learning, Rote vs. Meaningful Learning </li></ul><ul><li>Different Learning Styles </li></ul><ul><li>Help learners recognize success </li></ul><ul><li>Accommodate approaches that are not successful </li></ul>
  24. 24. Evaluating learning (Self monitoring) <ul><li>Systematic analysis of learners’ performance </li></ul><ul><li>Responsibility to construct meaning </li></ul><ul><li>Be reflective & think critically </li></ul><ul><li>Learners construct meaning, monitor learning, evaluate own outcomes </li></ul>
  25. 25. Deep Learning <ul><li>involves reflection, </li></ul><ul><li>is developmental, </li></ul><ul><li>is integrative, </li></ul><ul><li>is self-directive, and </li></ul><ul><li>is lifelong </li></ul><ul><li>Cambridge (2004) </li></ul>
  26. 26. “ Know Thyself” Temple at Delphi
  27. 27. Managing Oneself <ul><li>“ Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” </li></ul><ul><li>New Purpose: Use ePortfolios for managing knowledge workers' career development </li></ul><ul><li>What are my strengths? </li></ul><ul><li>How do I perform? </li></ul><ul><li>What are my values? </li></ul><ul><li>Where do I belong? </li></ul><ul><li>What should I contribute? </li></ul><ul><li>Responsibility for Relationships </li></ul><ul><li>The Second Half of your Life </li></ul>Peter Drucker, (2005) Harvard Business Review
  28. 28. ePortfolios and Academic Advising <ul><li>Advisors can know a lot more about the students </li></ul><ul><li>Help students make connections across courses (Portland State University research) </li></ul><ul><li>Reflection and Feedback </li></ul><ul><li>Students record their goals in their ePortfolio </li></ul><ul><li>Have students respond to interview questions in their ePortfolios? </li></ul>
  29. 29. DEFINITIONS <ul><li>What is an electronic portfolio? </li></ul>
  30. 30. QUOTE <ul><li>The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. -Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios </li></ul>
  31. 31. Lifelong Context for ePortfolios
  32. 32. Portfolio Careers <ul><li>Video: </li></ul><ul><li>Use ePortfolios to help students: </li></ul><ul><ul><li>explore their life purpose and goals </li></ul></ul><ul><ul><li>explore their personal & professional identity </li></ul></ul><ul><ul><li>build their professional online brand </li></ul></ul><ul><ul><li>prepare for portfolio career/life </li></ul></ul>
  33. 33. E-Portfolio Components <ul><li>Multiple Portfolios for Multiple Purposes -Celebrating Learning -Personal Planning -Transition/entry to courses -Employment applications -Accountability/Assessment </li></ul><ul><li>Multiple Tools to Support Processes -Capturing & storing evidence -Reflecting -Giving & receiving feedback -Planning & setting goals -Collaborating -Presenting to an audience </li></ul><ul><li>Digital Repository </li></ul>(Becta, 2007; JISC, 2008)
  34. 34. Multiple Purposes from Hidden Assumptions <ul><li>What are yours? </li></ul><ul><li>• Showcase • Assessment • Learning • </li></ul>
  35. 35. Multiple Purposes of E-Portfolios in Education <ul><ul><li>Learning/ Process/ Planning </li></ul></ul><ul><ul><li>Marketing/ Showcase/ Employment </li></ul></ul><ul><ul><li>Assessment/ Accountability </li></ul></ul>&quot;The Blind Men and the Elephant” by John Godfrey Saxe
  36. 36. ePortfolio designs/strategies for different purposes <ul><li>Assessment/Accountability Portfolios (Summative assessment) </li></ul><ul><ul><li>Organized thematically (outcomes, goals or standards) </li></ul></ul><ul><ul><li>Focus of Reflection: Achievement of Standards (rationale) </li></ul></ul><ul><ul><li>Tools: Assessment system with data from scoring rubrics </li></ul></ul><ul><ul><li>Faculty role: Evaluation </li></ul></ul>
  37. 37. Forms of Assessment <ul><li>Formative Assessments </li></ul><ul><ul><li>Provides insights for the teacher </li></ul></ul><ul><li>Assessment FOR Learning </li></ul><ul><ul><li>Provides insights for the learner </li></ul></ul><ul><li>Summative Assessments (Assessment OF Learning or Evaluation) </li></ul><ul><ul><li>Provides insights (and data) for the institution </li></ul></ul>Nick Rate (2008) Assessment for Learning & ePortfolios , NZ Ministry of Ed
  38. 38. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 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
  39. 39. Opportunity Cost <ul><li>The alternative you give up when you make a decision… </li></ul><ul><li>The cost of an alternative that must be forgone in order to pursue a certain action </li></ul><ul><li>What is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement? </li></ul>
  40. 40. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
  41. 41. 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
  42. 42. 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
  43. 43. 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 Learning Faculty Time Involvement Complexity Purpose
  44. 44. ePortfolio designs/strategies for different purposes <ul><li>Showcase Portfolios (Employment, Self-marketing) </li></ul><ul><ul><li>Organized thematically (position requirements) </li></ul></ul><ul><ul><li>Focus of Reflection: Suitability for position </li></ul></ul><ul><ul><li>Tools: Choice of portfolio owner – personalized web pages – digital footprint </li></ul></ul><ul><ul><li>Personal online branding </li></ul></ul>
  45. 45. ePortfolio designs/strategies for different purposes <ul><li>Learning Portfolios </li></ul><ul><ul><li>Organized chronologically </li></ul></ul><ul><ul><li>Focus of Reflection: Learning Activities & Artifacts </li></ul></ul><ul><ul><li>Tools: Reflective Journal (blog) </li></ul></ul><ul><ul><li>Faculty/peer role: Feedback on artifacts and reflection </li></ul></ul>
  46. 46. 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 Feeling Reviewing Reflecting Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
  47. 47. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
  48. 49. Digital Identity
  49. 50. Creating Digital Identity <ul><li>“ 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. </li></ul><ul><li>Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’ </li></ul><ul><li>PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010 </li></ul>
  50. 51. Some Basic Concepts <ul><li>“ ePortfolio is both process and product ” </li></ul><ul><ul><li>Process : A series of events (time and effort) to produce a result - From Old French proces (“‘journey’”) </li></ul></ul><ul><ul><li>Product : the outcome/results or “thinginess” of an activity/process - Destination </li></ul></ul><ul><ul><li>Wiktionary </li></ul></ul>
  51. 52. Balancing the 2 Faces of E-Portfolios
  52. 53. Types of E-Portfolio Implementation <ul><li>Working Portfolio </li></ul><ul><ul><li>The Collection </li></ul></ul><ul><ul><li>The Digital Archive </li></ul></ul><ul><ul><li>Repository of Artifacts </li></ul></ul><ul><ul><li>Reflective Journal </li></ul></ul><ul><ul><li>Collaboration Space </li></ul></ul><ul><li>Portfolio as Process -- Workspace (PLE)“shoebox” </li></ul><ul><li>Presentation Portfolio(s) </li></ul><ul><ul><li>The “Story” or Narrative </li></ul></ul><ul><ul><li>Multiple Views (public/private) </li></ul></ul><ul><ul><li>Varied Audiences (varied permissions) </li></ul></ul><ul><ul><li>Varied Purposes </li></ul></ul><ul><li>Portfolio as Product -- Showcase </li></ul>
  53. 55. Boundaries Blurring (between e-portfolios & social networks) <ul><li>Structured Accountability Systems? or… </li></ul><ul><li>Lifelong interactive portfolios </li></ul>Mash-ups Flickr YouTube blogs wikis Twitter Picasa Facebook Ning
  54. 56. Electronic Portfolios <ul><li>almost two decades (since 1991) </li></ul><ul><li>used primarily in education to </li></ul><ul><ul><li>store documents </li></ul></ul><ul><ul><li>reflect on learning </li></ul></ul><ul><ul><li>feedback for improvement </li></ul></ul><ul><ul><li>showcase achievements for accountability or employment </li></ul></ul>
  55. 57. Social networks <ul><li>last five years </li></ul><ul><ul><li>store documents and share experiences, </li></ul></ul><ul><ul><li>showcase accomplishments, </li></ul></ul><ul><ul><li>communicate and collaborate </li></ul></ul><ul><ul><li>facilitate employment searches </li></ul></ul>
  56. 58. Processes <ul><li>Portfolio </li></ul><ul><li>Collection </li></ul><ul><li>Selection </li></ul><ul><li>Reflection </li></ul><ul><li>Direction/Goals </li></ul><ul><li>Presentation </li></ul><ul><li>Feedback </li></ul>Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
  57. 59. Ask! <ul><li>Engagement Factors? </li></ul><ul><li>Social networks? </li></ul><ul><li>ePortfolios? </li></ul>
  58. 60. The Future? <ul><li>Future of Personal Metadata in the cloud </li></ul><ul><li>World Economic Forum: potential impact on human capital development and economic implications. (Quite big picture!) </li></ul><ul><li>(Paul Kim, Stanford University) PrPl and PCB: a new e-portfolio environment in the cloud? </li></ul>
  59. 61. Portfolios Can help learners find their Voice… <ul><li>and explore their Purpose and Passions through Choice! </li></ul>
  60. 62. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
  61. 63. Do Your e-Portfolios have CHOICE and VOICE? <ul><li>Individual Identity </li></ul><ul><li>Reflection </li></ul><ul><li>Meaning Making </li></ul><ul><li>21 st Century Literacy </li></ul>
  62. 64. Voice 6+1 Trait® Definition <ul><li>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. </li></ul><ul><li> </li></ul>
  63. 65. 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. Goals Captions/Journals Change over Time
  64. 66. Strategies for Helping Students Reflect <ul><li>Interactive tools </li></ul><ul><ul><li>Journals: Blogs & Wikis </li></ul></ul><ul><ul><li>ePortfolio tools with built-in reflection </li></ul></ul><ul><ul><li>Survey tools </li></ul></ul><ul><ul><li>Mobile devices (Google Voice or voice mail) </li></ul></ul><ul><li>Student self-expression </li></ul><ul><ul><li>Digital Storytelling </li></ul></ul><ul><li> </li></ul>
  65. 67. What about Motivation? <ul><li>Why would a student want to put all that work into developing an ePortfolio? </li></ul>
  66. 68. Similarities in Process <ul><li>Major differences: </li></ul><ul><ul><li>extrinsic vs. </li></ul></ul><ul><ul><li>intrinsic motivation </li></ul></ul><ul><li>Elements of True (Intrinsic) Motivation: </li></ul><ul><ul><li>Autonomy </li></ul></ul><ul><ul><li>Mastery </li></ul></ul><ul><ul><li>Purpose </li></ul></ul>
  67. 69. Tools? Expressive vs. Structured Models
  68. 70. Institutional Portfolios <ul><li>What happens when a learner leaves or transfers? </li></ul>Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfolios Employment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks
  69. 71. Separate Systems Learner-Centered <ul><li>Learners maintain collection across the lifespan, institutions maintain evaluation data & links </li></ul>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
  70. 72. Why Web 2.0? <ul><li>Access from Anywhere! </li></ul><ul><li>Interactivity! </li></ul><ul><li>Engagement! </li></ul><ul><li>Lifelong Skills! </li></ul><ul><li>Mostly FREE! </li></ul><ul><li>All you need is an <EMBED> Code </li></ul>
  71. 73. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation” <ul><li>Learning that is… </li></ul><ul><li>Social and Participatory </li></ul><ul><li>Lifelong and Life Wide </li></ul><ul><li>Increasingly Self-Directed </li></ul><ul><li>Motivating and Engaging </li></ul><ul><li>… and Online! </li></ul>
  72. 74. The Future of mPortfolios (m=mobile)
  73. 75. Reflection with WordPress App
  74. 76. iPhone App for PebblePad (U.K.)
  75. 77. More PebblePad Screens
  76. 78. Digital Tools for Reflection Digital Storytelling and Engagement
  77. 79. Learner-Centered Philosophy <ul><li>&quot; 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) </li></ul>
  78. 80. Digital Storytelling Process <ul><li>Create a 2-to-4 minute digital video clip </li></ul><ul><ul><li>First person narrative [begins with a written script ~ 400 words] </li></ul></ul><ul><ul><li>Told in their own voice [record script] </li></ul></ul><ul><ul><li>Illustrated (mostly) by still images </li></ul></ul><ul><ul><li>Music track to add emotional tone </li></ul></ul>
  79. 81. Erin <ul><li> </li></ul>
  80. 82. Reflection & Relationships <ul><li>… the “Heart and Soul” of an ePortfolio… </li></ul><ul><li>NOT the Technology! </li></ul>
  81. 83. My Final Wish… <ul><li>dynamic celebrations </li></ul><ul><li>stories of deep learning </li></ul><ul><li>across the lifespan </li></ul>
  82. 84. My Story <ul><li> </li></ul>
  83. 85. Dr. Helen Barrett <ul><li>Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul><ul><li> </li></ul>