ND District 7 Sept 2010

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  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • As defined in a JISC publication, Effective Practices with e-portfolios: 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)
  • Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops.Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • ND District 7 Sept 2010

    1. 1. Portfolio LearningePortfoliosfor Student Engagement,Professional Development. and Lifelong Learning<br />Dr. Helen Barrett<br />electronicportfolios.org<br />http://www.slideshare.net/eportfolios/<br />
    2. 2. Outline <br />Context<br />Definitions<br />Process - Reflection<br />Product - Technology<br />Intrinsic Motivation<br />Hands-on Google Sites<br />
    3. 3. What are Interactive Portfolios?<br />Portfolios using Web 2.0 tools to: <br /><ul><li> reflect on learning in multiple formats
    4. 4. showcase work online to multiple audiences
    5. 5. dialogue about learning artifacts/reflections
    6. 6. provide feedback to improve learning </li></li></ul><li>Context<br />Why <br />Electronic Portfolios Now?<br />
    7. 7. The World in Flat<br /><ul><li>Thomas Friedman, New York Times Columnist
    8. 8. A look at the change and globalization since Y2K</li></li></ul><li>Skills for jobs in a flat world “in the new middle”<br /><ul><li>Collaborator
    9. 9. Leverager
    10. 10. Adapter
    11. 11. Explainer
    12. 12. Synthesizer
    13. 13. Model builder
    14. 14. Localizer
    15. 15. Personalizer
    16. 16. Think across disciplines
    17. 17. Able to tell stories
    18. 18. Build things with intelligence in them
    19. 19. Create networks
    20. 20. Aggregate pieces horizontally
    21. 21. Creativity</li></ul>Friedman, 2006<br />
    22. 22. The Right Stuff - Learning in a Flat World<br />“How we educate our children may prove to be more important than howmuch.”<br />Abilities for a flat world:<br />Learn how to learn<br />CQ (curiosity) + PQ (passion) > IQ<br />People Skills<br />Right Brain Stuff<br />Friedman, 2006<br />
    23. 23. Framework for 21st Century Skillshttp://www.21stcenturyskills.org/<br />
    24. 24. ISTE NETS<br />
    25. 25. Enhancing students' computer & multimedia skills through ePortfolios<br />
    26. 26. Draft National Educational Technology Plan (2010)<br />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 set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and 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)<br />
    27. 27. Legacy from the Portfolio Literature<br /><ul><li>Much to learn fromthe literature onpaper-based portfolios
    28. 28. 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 />
    29. 29. 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 Amazon.com<br />
    30. 30. 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 />
    31. 31. 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 />
    32. 32. 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 />
    33. 33. 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 />
    34. 34. 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
    35. 35. What your parents saved for you
    36. 36. What you collect…
    37. 37. Why you collect…</li></li></ul><li>Some issues to consider<br /><ul><li>What do your collections say about what you value?
    38. 38. Is there a difference between what you purposefully save and what you can’t throw away?
    39. 39. 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 />
    40. 40. United #7 ePortfolio Vision Statement (Draft)<br />By implementing e-portfolios, United #7 will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.<br />
    41. 41. Technology & Reflection<br />Two Themes across the Lifespan with ePortfolio Development and Social Networking<br />21<br />
    42. 42. What is a Portfolio?<br />Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.<br />Financial portfolio: document accumulation of fiscalcapital<br />Educational portfolio: document development of humancapital<br />
    43. 43. What is a Portfolio in Education?<br />A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one ormore areas[over time].<br /> (Northwest Evaluation Association, 1990)<br />
    44. 44. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    45. 45. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    46. 46. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    47. 47. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br />http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png<br />
    48. 48. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
    49. 49. Balancing the 2 Faces of E-Portfolios<br />
    50. 50. Some Basic Concepts<br /><ul><li>“ePortfoliois both process and product”
    51. 51. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)
    52. 52. Product: the outcome/results or “thinginess” of an activity/process- Destination
    53. 53. Wiktionary</li></li></ul><li>Types of E-Portfolio Implementation<br />Working Portfolio<br />The Collection<br />The Digital Archive<br />Repository of Artifacts <br />Reflective Journal(eDOL)<br />Collaboration Space<br />Portfolio as Process-- Workspace (PLE)“shoebox”<br />Presentation Portfolio(s)<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences(varied permissions)<br />Varied Purposes<br /> Portfolio as Product-- Showcase<br />
    54. 54.
    55. 55. Structure of E-Portfolio Types<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 />Portfolio as Process/ Workspace<br />Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />
    56. 56. Level 1 - Collection<br />
    57. 57. Stages of Portfolio Development<br />Level 1<br /><ul><li>Collection -- Creating the Digital Archive (regularly – weekly/monthly)
    58. 58. Digital Conversion (Collection)
    59. 59. Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)
    60. 60. Stored in GoogleDocs</li></li></ul><li>Level 2: Primary Purpose: Learning/Reflection<br />
    61. 61. Stages of Portfolio Development<br />Level 2<br /><ul><li>Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)
    62. 62. organized chronologically (in a blog?)
    63. 63. Captions (Background Information on assignment, Response)
    64. 64. Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)</li></li></ul><li>Level 3: Primary Purpose: Showcase/Accountability<br />
    65. 65. Stages of Portfolio Development<br />Level 3<br /><ul><li>Selection/Reflection and Direction (each semester? End of year?)
    66. 66. organized thematically (in web pages or wiki)
    67. 67. Why did I choose these pieces? What am I most proud to highlight about my work?
    68. 68. What do they show about my learning?
    69. 69. What more can I learn (Goals for the Future)?
    70. 70. Presentation (annually)</li></li></ul><li>Timeline<br />38<br />Level 1: Collection<br />Level 2: Collection + Reflection<br />Level 3: Selection + Presentation<br />
    71. 71. Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education to <br />store documents <br />reflect on learning<br />feedback for improvement <br />showcase achievements for accountability or employment<br />39<br />
    72. 72. QUOTE<br /><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></li></ul><li>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 />
    73. 73. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />42<br />
    74. 74. Social Learning<br />Interactivity!<br />43<br />
    75. 75. 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 />44<br />
    76. 76. Digital Archive (for Life) Supports Lifelong & Life-wide Learning<br />45<br />
    77. 77. 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 />46<br />
    78. 78. Discuss!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />47<br />
    79. 79. Golden Circle <br />What?<br />How?<br />Why?<br />48<br />
    80. 80. Deep Learning<br /><ul><li>involves reflection,
    81. 81. is developmental,
    82. 82. is integrative,
    83. 83. is self-directive, and
    84. 84. is lifelong</li></ul>Cambridge (2004)<br />
    85. 85. 50<br />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 />
    86. 86. 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 />51<br />
    87. 87. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
    88. 88. Give users autonomy.
    89. 89. Keep system as open as possible.</li></ul>- Clay Shirky<br />52<br />
    90. 90. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br />53<br />http://www.flickr.com/photos/kenturamon/342946821/<br />
    91. 91. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
    92. 92. Sports? Games?
    93. 93. Compliance vs. Personal Mastery
    94. 94. Open Source movement (Wikipedia vs. Encarta)
    95. 95. Make a contribution</li></ul>54<br />
    96. 96. Mastery & ePortfolios (2)<br />ePortfolio:<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />55<br />
    97. 97. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />56<br />
    98. 98. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />57<br />
    99. 99. Use ePortfolios to documentMASTERY<br />58<br />
    100. 100. Purpose & ePortfolios<br /><ul><li>Relevance
    101. 101. Big picture
    102. 102. Engagement</li></ul>59<br />
    103. 103. 60<br />Good Question…<br />
    104. 104. 61<br />Because Purpose and Passion Co-Exist<br />
    105. 105. Life Portfolio – planning for an extended midlife transition (50-90)<br /><ul><li>Passions and pursuits
    106. 106. New possibilities
    107. 107. Visualize a new life
    108. 108. Not “retirement” but “rewirement”</li></ul>62<br />
    109. 109. 63<br />
    110. 110. 64<br />Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
    111. 111. What really matters in life?
    112. 112. Discover or rediscover passion…
    113. 113. Create a legacy…
    114. 114. Turn careers into callings, success into significance…
    115. 115. To make a difference…
    116. 116. An ongoing, ageless framework for self-renewal</li></li></ul><li>Successful ePortfolio Process:<br />Develop multimedia artifacts through Project-Based Learning & Learning with Laptops <br />Engage students in reflection to facilitate deep learning through…<br />Digital storytelling <br />Journal/Blog & Presentation Portfolio – Workspace + Showcase<br />
    117. 117. Learner-Centered Philosophy<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 />
    118. 118. Portfolios help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    119. 119. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />68<br />
    120. 120. Convergence<br />
    121. 121. Examples<br />Student Digital Stories<br />
    122. 122. Victoria’s 2nd Grade Autobiography<br />
    123. 123. Tori – 2nd Grade<br />
    124. 124. Tori – 6th grade poem<br />
    125. 125. Naya’s Portfolio<br />Naya, Anchorage School District, May 2000<br />
    126. 126. High School Student<br />Trey – “I am From” – Bremerton High School, 2009<br />
    127. 127. Reflection – Retrospective“Good Moring Sunshines”<br />
    128. 128. Examples<br />Online Portfolios & Blogs<br />
    129. 129. Student examples<br />Templates – public on Google Sites<br />Hunter Park Kindergarten & Abigail's E-Profile - Blogger<br />3rd Grade – American School of Bombay – Google Sites<br />Ryan’s Senior Project – Google Sites<br />My Google Sites Presentation Portfolio <br />
    130. 130. 3 Levels of My Portfolio<br />My website (where most artifacts are stored)http://electronicportfolios.org/ PDF version from 2000: http://electronicportfolios.org/samples/<br />My Blog = My Reflective Journal(Blogger) http://blog.helenbarrett.org/<br />My Professional/Presentation Portfolio(Google Sites) http://sites.helenbarrett.net/<br />
    131. 131. Developing Plans<br />K-2– no individual student accounts & Class Portfolios <br />Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection<br />Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection)<br />Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)<br />
    132. 132. Professional Development<br />January 17-18, 2011<br />Selection of hands-on activities:<br />Create your Professional Portfolio<br />Introduction to Digital Storytelling<br />Blogging<br />Share your emerging student portfolio experiences<br />Other ideas as requested<br />
    133. 133. Create a Professional Portfolio<br />Model Intrinsic Motivation!<br />Share with Students!<br />Prepare for the Portfolio Life!<br />
    134. 134. Creating a Professional Portfolio<br />Hands-On Activity Using GoogleApps<br />
    135. 135. Begin with a Working Portfolio<br />Adopt social networking strategies:<br />Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation<br />Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post <br />Collect digital copies of your work<br />Set up GoogleDocs account and upload Office Docs into one place<br />
    136. 136. Hands-on Activity Google Sites<br />Create the following pages:<br /><ul><li>Home (main page)
    137. 137. About Me
    138. 138. Journal (Announcements page type)OR Blogger (when available in GoogleApps)
    139. 139. Themes (Competencies or Goals or Standards)
    140. 140. Sub pages for each one</li></li></ul><li>Create an inventory of your work<br />What themes emerge in your work?<br />
    141. 141. Brainstorm<br />
    142. 142. Strategies for Helping Students Reflect<br />Interactive tools<br />Journals: Blogs & Wikis<br />ePortfolio tools with built-in reflection<br />Survey tools<br />Student self-expression <br />Digital Storytelling<br />http://electronicportfolios.org/reflection.html<br />
    143. 143. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
    144. 144. Share your Professional Portfolio with your PLN<br />Invite conversation and collaboration<br />
    145. 145. My Story<br />
    146. 146. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />92<br />
    147. 147. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />93<br />
    148. 148. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />

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