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Portfolio Life --at Mercy College

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Slides from my presentation at Mercy College for Faculty Development Day on ePortfolios

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Portfolio Life --at Mercy College

  1. 1. http://www.slideshare.net/eportfolios/
  2. 2. Technology & Reflection <ul><li>Two Themes across the Lifespan with ePortfolio Development and Social Networking </li></ul>
  3. 3. 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>
  4. 4. What is a Portfolio in Education? <ul><li>A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one or more areas [over time]. </li></ul><ul><li>(Northwest Evaluation Association, 1990) </li></ul>
  5. 5. 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)
  6. 6. Multiple Purposes of E-Portfolios in Education <ul><ul><li>Learning/ Process/ Planning </li></ul></ul><ul><ul><li>Marketing/ Showcase </li></ul></ul><ul><ul><li>Assessment/ Accountability </li></ul></ul>&quot;The Blind Men and the Elephant” by John Godfrey Saxe
  7. 7. 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 (eDOL) </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>
  8. 9. Structure of E-Portfolio Types <ul><li>Portfolio as Process / Workspace </li></ul><ul><ul><li>Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences </li></ul></ul><ul><ul><li>Primary Purpose: Learning or Reflection </li></ul></ul><ul><ul><li>Reflection: immediate focus on artifact or learning experience </li></ul></ul><ul><li>Portfolio as Product / Showcase </li></ul><ul><ul><li>Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences </li></ul></ul><ul><ul><li>Primary Purpose: Accountability or Employment </li></ul></ul><ul><ul><li>Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes) </li></ul></ul>
  9. 10. 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>
  10. 11. 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>
  11. 12. 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>
  12. 14. Four key pillars of Lifelong Learning ( Barbara St äu ble, Curtin University of Technology, Australia ) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  13. 15. 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>
  14. 16. Planning for learning (Self management) <ul><li>Setting goals </li></ul><ul><li>Develop a plan to achieve these goals </li></ul>
  15. 17. 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>
  16. 18. 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>
  17. 19. 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>
  18. 20. 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>
  19. 21. 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>
  20. 22. Premises of Deep Learning <ul><li>Motivation </li></ul><ul><li>Active Learning </li></ul><ul><li>Interaction with others </li></ul><ul><li>A deep foundational knowledge </li></ul><ul><li>“ Because portfolios get students into a rich and deep knowledge base focused on their own learning experiences, portfolios are highly motivating. Collaboration with others deepens these individual experiences by allowing probing questions, socially constructed knowledge, and alternative viewpoints. </li></ul><ul><li>Zubizarreta, J. (2009) Learning Portfolios. Jossey-Bass , p. xx </li></ul>
  21. 23. 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>
  22. 24. 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>
  23. 25. Think! <ul><li>Engagement Factors? </li></ul><ul><li>Social networks? </li></ul><ul><li>ePortfolios? </li></ul>
  24. 26. Social Learning <ul><li>Interactivity! </li></ul>
  25. 27. 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
  26. 28. Digital Archive (for Life) Supports Lifelong & Life-wide Learning
  27. 29. Some Basic Concepts <ul><li>ePortfolio and social networking are both: </li></ul><ul><ul><li>Process : Time and Effort - Journey </li></ul></ul><ul><ul><li>Product : The outcome - Destination </li></ul></ul>
  28. 30. Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networks Connecting (“Friending”) Listening (Reading) Responding (Commenting) Sharing (linking/tagging)
  29. 32. 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>
  30. 33. Pink’s Motivation Behavior <ul><li>Type X - Extrinsic </li></ul><ul><li>fueled more by extrinsic rewards or desires (Grades?) </li></ul><ul><li>Type I – Intrinsic </li></ul><ul><li>Behavior is self-directed. </li></ul>X I
  31. 34. - Clay Shirky
  32. 35. Autonomy & ePortfolios <ul><ul><li>Choice </li></ul></ul><ul><ul><li>Voice </li></ul></ul><ul><ul><li>Sharing </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Immediacy </li></ul></ul>http://www.flickr.com/photos/kenturamon/342946821/
  33. 36. Mastery & ePortfolios <ul><li>Exhilaration in Learning </li></ul><ul><li>Sports? Games? </li></ul><ul><li>Compliance vs. Personal Mastery </li></ul><ul><li>Open Source movement (Wikipedia vs. Encarta) </li></ul><ul><li>Make a contribution </li></ul>
  34. 37. Mastery & ePortfolios (2) <ul><li>ePortfolio: </li></ul><ul><ul><li>Flow </li></ul></ul><ul><ul><li>Showcasing Achievements </li></ul></ul><ul><ul><li>Increased self-awareness and self-understanding </li></ul></ul><ul><li>“ Only engagement can produce Mastery .” (Pink, 2009, p.111) </li></ul>
  35. 38. FLOW <ul><li>a feeling of energized focus (Csíkszentmihályi) </li></ul><ul><li>“ Reach should exceed the Grasp” </li></ul>
  36. 39. Student Engagement! <ul><li>CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence] </li></ul><ul><li>Find voice and passions through choice and personalization ! </li></ul><ul><li>Portfolio as Story </li></ul><ul><li>Positive Digital Identity Development - Branding </li></ul><ul><li>“ Academic MySpace” </li></ul>
  37. 40. Use ePortfolios to document MASTERY
  38. 41.
  39. 42. Good Question…
  40. 43. Because Purpose and Passion Co-Exist
  41. 44.
  42. 45.
  43. 46. Portfolio Way of Thinking <ul><li>Portfolios can be timeless </li></ul><ul><li>What really matters in life? </li></ul><ul><li>Discover or rediscover passion… </li></ul><ul><li>Create a legacy… </li></ul><ul><li>Turn careers into callings, success into significance… </li></ul><ul><li>To make a difference… </li></ul><ul><li>An ongoing, ageless framework for self-renewal </li></ul>
  44. 47. Strategies for a Portfolio Life <ul><li>Tell the Story of Your Life </li></ul><ul><li>Accomplishments Leave Clues … + self-esteem </li></ul><ul><li>Connect with Others -- Network </li></ul><ul><li>Develop Your Goals… Change… Goals -- Purpose </li></ul><ul><li>Revise, Reflect, Rebalance </li></ul>Story Goals Share
  45. 48. Do Your e-Portfolios have 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>
  46. 49. More Conversation… Less Presentation <ul><li>“ Portfolios should be less about telling [presentation] </li></ul><ul><li>and more about talking!” [conversation] ” Julie Hughes, University of Wolverhampton </li></ul><ul><li>… Because Conversation transforms! </li></ul><ul><li>Who is in your PLN/PLE?* *Personal Learning Network *Personal Learning Environment </li></ul>
  47. 50. Architecture of Interaction Architecture of Participation (Web 2.0) <ul><li>allows a </li></ul><ul><li>Pedagogy of Interaction </li></ul><ul><li>(ePortfolio 2.0) </li></ul>
  48. 51. 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>
  49. 52. Begin with a Working Portfolio <ul><li>Adopt social networking strategies: </li></ul><ul><ul><li>Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation </li></ul></ul><ul><ul><li>Create a PLN on Twitter Follow and Invite Followers Sharing ideas/links/current events – Post </li></ul></ul><ul><li>Collect digital copies of your work </li></ul><ul><ul><li>Set up GoogleDocs account and upload Office Docs into one place </li></ul></ul>
  50. 53. <ul><li>Create an inventory of your work </li></ul><ul><ul><li>What themes emerge in your work? </li></ul></ul>
  51. 54. Organize a Presentation Portfolio based on Themes <ul><li>Use Pages in Blogger or WordPress http://blog.helenbarrett.org/ </li></ul><ul><li>Use Google Sites http://sites.helenbarrett.net/portfolio/ </li></ul><ul><li>Use a Wiki </li></ul>
  52. 56. Reflection & Relationships <ul><li>… the “Heart and Soul” of a Portfolio… (and Social Networking) </li></ul><ul><li>NOT the Technology! </li></ul>A Reminder…
  53. 57. My Final Wish… <ul><li>… dynamic celebrations and stories of deep learning across the lifespan. </li></ul>

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