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Sotf interactive e portfolios

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  • hello...ms Helen...will it be possible to ask for a copy of this presentation? thank you very much in advance, this is my email address: me_nie2k@yahoo.com
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  • impressive , inspiring ..welldone
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  • Helen: This is a beautiful slide deck. It was so nice to see you at ISTE. I hope you are well.
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  • Would I be able to use your power point and notes in working with teachers on e-portfolio's. Thank you
    martincastle8@gmail.com
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Sotf interactive e portfolios

  1. Interactive ePortfoliosWeb 2.0 and socialnetworking tools Dr. Helen Barrett SOTFConference October 23, 2012electronicportfolios.org/slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
  2. EDMODO.COM• Join this group: nht9ei• Use like Twitter (add tags)
  3. Key Concepts • What? Context & Definitions • Why? Purpose – Reflection – Identity Development – Online Branding • How? Tools – Web 2.0 Tools – Planning • Q&A
  4. The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
  5. The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, Il linoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001
  6. From the Preface (1) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix“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.”
  7. From the Preface (2)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “We formed part of our identity from thecontents of these memory boxes. We recognizedeach piece and its association with a particulartime or experience. We shared these collectionswith grandparents to reinforce feelings of prideand we reexamined them on rainy days whenfriends were unavailable for play. Reflecting onthe collection allowed us to attribute importanceto these artifacts, and by extension toourselves, as they gave witness to the story ofour early school experiences.”
  8. From the Preface (3)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “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.”
  9. Let’s get personal… Think for a minute about: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…
  10. 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.
  11. Context Why…Electronic Portfolios Now?
  12. 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 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)
  13. WHAT ARE INTERACTIVEE-PORTFOLIOS?Portfolios using Web 2.0 tools to:• reflect on learning in multiple formats• showcase work online to multiple audiences• dialogue about learning artifacts/reflections• provide feedback to improve learning
  14. Balanced?Student-Centered School-Centered• Focus on • Focus on Interests, Passions, Standards, Outcomes Goals • Accountability, Achiev• Choice and Voice ement Reflection • Term, Graduation• Lifelong Learning
  15. Simon Sinek’sGolden Circle product process motivation 15
  16. WHAT?
  17. Specialty Case Responsibilities Portfolio ShowcaseWorkspace One Word, Many MeaningsArt Work Investments Collection of Artifacts
  18. Who was the first famous “folio” keeper?DEFINITIONS
  19. Leonardo da Vinci’s Folio
  20. 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
  21. +Electronic• digital artifacts organized online combining various media (audio/video/text/images)• interactivity/conversation/feedba ck
  22. 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
  23. Social networks• last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
  24. Boundaries Blurring (between e-portfolios & social networks)• Structured Accountability Systems? or…• Lifelong interactive portfolios Picasa Facebook blogs Mash-ups Flickr YouTube wikis Ning Twitter
  25. Process/Product ePortfoliois both process and product” Process: A series of events (time and effort) to produce a result - From Old French proces Portfolio as Journey Workspace Product: the outcome/results or “thinginess” of an activity/process Destination Portfolio as  Wiktionary Showcase
  26. Processes SocialPortfolio Networking TechnologyCollection Connect Archiving (“Friending”)Selection Linking/Thinking ListenReflection (Reading) Digital StorytellingDirection/Goals Respond Collaborating (Commenting)Presentation Share PublishingFeedback (linking/tagging) 26
  27. Discuss!What are theEngagementFactors in Socialnetworks?How can we buildthose factors intoe-portfolios?
  28. 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)
  29. WHY?
  30. Help students findtheir Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
  31. Lifelong Context for ePortfolios
  32. 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
  33. Digital Identity• Creating a positive digital footprint
  34. Purpose • The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, becaus e ownership engenders feelings of pride, responsibility, and dedication. (p.10) • Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
  35. Passion and Self-Directed LearningLisa Nielsen’s “The Innovative Educator” blog entries:• Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)• 10 Ways Technology Supports 21st Century Learners in Being Self Directed http://theinnovativeeducator.blogspot.com/
  36. “Know Thyself” Temple at Delphi
  37. Managing Oneself Peter Drucker, (2005) Harvard Business Review• “Success in the • What are my strengths? knowledge economy • How do I perform? comes to those who • What are my values? know themselves – their strengths, their • Where do I belong? values, and how best • What should I contribute? they perform.” • Responsibility for• Purpose: Use Relationships ePortfolios for • The Second Half of your managing knowledge Life workers career development
  38. Reflection• Source: http://peterpappas.blogs.co m/copy_paste/2010/01/tax onomy-reflection-critical- thinking-students-teachers- principals-.html• Based on Bloom’s Taxonomy (Revised)
  39. Self-Regulated LearningAbrami, 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
  40. 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 Captions/Journals Blog MobilesBlog Pages Web Sites
  41. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
  42. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull
  43. Experiential Learning Model Lewin/Kolb with adaptations by Moon and ZullPractice Have an experience Reflect on the experienceTry out what youhave learned Metacognition Learn from the experience
  44. “metacognition lies at the root of all learning”“…self-knowledge, awareness of how and whywe 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 GuideChange in Education (Stylus Publishers)
  45. Action -> Discovery -> Joy• Action and Exploration lead to Discovery• Discovery leads to Joy“The ultimate outcome of the journey is to understand our own understanding.” (p.15) (metacognition)“Emotional links generate motivation… Zull (2011) From Brain to Mind: The brain rewards itself with joy.” Using Neuroscience to Guide Change in Education. Stylus (p.17) Publishing
  46. HOW?
  47. Balancing the Two Faces of E-PortfoliosWorking Portfolio Presentation Portfolio(s)Digital Archive Docs The “Story” or Narrative (Repository of Artifacts)Collaboration Space Sites Multiple Views (public/private)Reflective Journal Blog Varied Audiences & PurposesPortfolio as Process Portfolio as ProductWorkspace Showcase
  48. Japanese
  49. Structure of E-Portfolio Types• Portfolio as Process/ • Portfolio as Product/ Workspace Showcase – Organization: Chronological – blog – Organization: Thematic – Documenting Documenting growth over achievement of Standards, Goals time for both internal and or Learning Outcomes for external audiences primarily external audiences website – Primary Purpose: – Primary Purpose: Learning or Reflection Accountability or Employment or Showcase – Reflection: immediate – Reflection: retrospective focus on artifact or learning focus on Standards, Goals or experience Learning Outcomes (Themes) mobiles
  50. http://www.flickr.com/photos/fritzon/4711241023/
  51. Digital Tools? Expressive vs.Structured Models
  52. Categories of Toolshttp://electronicportfolios.org/categories.html
  53. Matching Portfolio Purpose to Portfolio ToolsPurposes Strategies Tools ProcessesLearning/Process Collection Journal/BlogProjects Reflection Productivity Tools Capture Experience Mobile tools?Showcase/ Selection Website/Wiki/SocEmployment/ Presentation ial NetworkCollegeAssessment/ Evaluation (Self & DatabaseAccountability Teacher) Evidence Excel w/Rubrics
  54. With iOS (iPodTouch, iPhone , iPad) TextImages CAPTURE THE MOMENT Audio Doing Video
  55. Posted on ePortfolio Conversations Google Group:• Question: How to collect evidence of informal learning rather than formal education.• Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.”
  56. What functions can be achieved with mobile phones for each of these processes?• Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video• Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories• Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement• Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement• Collaborating - learning is a social activity - technology provides new forms of collaboration• Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
  57. Speak-to-Tweet• SayNow.com bought by Google, January 25, 2011
  58. Twittermicro-blogging “tiny bursts of learning”
  59. Level 1 Workspace:Collection in the Cloud
  60. Capture Store Online Capture VoiceImages &Video Storage Capturing & Storing Evidence Google Drive?Google Docs DropBox
  61. With iOS (iPodTouch, iPhone , iPad) TextImages CAPTURE THE Audio MOMENT Video
  62. Integrate file storagewith computer andwebsiteHyperlink to files inPublic folder! Try it!
  63. Level 2 Workspace: Learning/Reflection
  64. Planning Doing Planning & Setting Goals Giving & Receiving Feedback Reflecting
  65. Reflection with WordPress
  66. Blogging* by eMail *the act of sharing yourselfTumblr Posterous• Set up account on website • Just email to• Send email to: post@posterous.com myaccount.tumblr.com • iPhone App• iPhone App • Cross-post to Facebook&• Call in your posts for audio Twitter post to blog• Cross-post to Facebook& Twitter
  67. Reflection with WordPress App
  68. Post to from Mobile Phones• Send email to pre-arranged email address• Use BlogPressiOS app ($2.99)• Set up Blogger Mobile and send SMS
  69. Evernote One Account, Many Devices • Capture Anything • Access Anywhere • Find Things Fast • Capture something in one place -- access it from another • Web page accessEmailing your memoriesEmail notes, snapshots, and audio directly into your account.Emailed notes will go directly into your default notebook.
  70. Evernote• All in one recording/saving to Evernote Account (email address)• Grades 3-5, Trillium Charter School, Portland (see my blog) iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
  71. Case Study: Grades 3-5Trillium Charter School, Portland, ORhttp://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.htmliPod Touch 4
  72. ShowcaseLevel 3: Primary Purpose: Showcase/Accountability
  73. Web Authoring Tools that can be “branded” with your own domain (annually)• Weebly.com ($40)• Webs.com ($100)• Yola.com ($100)• Apps.google.com ($10+)• Squarespace.com ($144+)• WordPress.com ($12-$17)
  74. Why?• Integrated EcoSystem• Single Sign-On• Walled Garden• Transferable
  75. Creating an ePortfolio with GoogleApps1. Storage = Google Docs2. Reflective Journal = Blogger or Google Sites Announcements page type3. Presentation = Google Sites
  76. Timeline Sept Oct Nov Dec Jan Feb Mar Apr MayLevel 1 X X X X X X X X XLevel 2 X X X X X X X XLevel 3 X XX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation – Showcase to parents – practice in fall 77
  77. Learning is a Conversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
  78. IS THE FUTURE OFEPORTFOLIO DEVELOPMENT IN YOUR POCKET?“Capture the Moment”with iOS, Android devices
  79. Poster Session – Tuesday 10-12AM Table 36
  80. Help students findtheir Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
  81. Social Learning•Interactivity! 82
  82. EXAMPLES Online Portfolios & Blogs
  83. A Reminder… Reflection & Relationships• … the “Heart and Soul” of an ePortfolio…• NOT the Technology! 84
  84. *Reflection REAL*Engagement ePortfolioAssessment for Academy for K-12Learning Teachers
  85. Dual Skill Development Portfolio SkillsStudents Teacher/Faculty/Mentor• Collecting/ Digitizing • Pedagogy – Facilitate portfolio processes• Selecting/ Organizing • Role of Reflection• Reflecting • Assessment/ Feedback• Goal-Setting • Model own Portfolio• Presenting Learning + Technology Skills
  86. Online Course Available1. Intro to Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW2. Supplemental modules: – Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (Focus on “Electronic”) – Implement Electronic Portfolios with K-12 Students using Mobile Devices (iOS, Android) – Create Your Professional Portfolio (tool neutral)
  87. My Final Wish… Your e-portfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You! 89
  88. DR. HELEN BARRETTResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide LearningFounding FacultyREAL*ePortfolio Academy for K-12 Teachers*Reflection, Engagement, Assessment for Learningeportfolios@gmail.comhttp://electronicportfolios.org/Twitter: @eportfolioshttp://slideshare.net/eportfolios

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