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ULearn ePortfolio Pre-Conference Workshop


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Published in: Education, Business

ULearn ePortfolio Pre-Conference Workshop

  1. 1. 10 Steps: A framework for developing eportfolios in your school Pre-Conference Workshop ULearn11Nick Rate Integrating new technologies to empower learning and transform leadership
  2. 2. The plan... 10:00am Introductions 10 Steps Framework & discussion/activities 12:30pm Lunch 1:15pm ePortfolios in practice: •Jamin Leitze - Bethlehem College •Janette Hoggard & Sandy McFadyen - Magpie ICTPD Cluster •Karen Mills - iTeam Tauranga ICTPD Cluster •Jess Hall - Kimi Ora Special School 3:00pm Afternoon tea 3:15pm Focus group discussions Your questions 4:30pm? Finish
  3. 3. Introductions Pair up with somebody in the room you don’t know. Find out: •Where do they teach/lead? •What experience to date do they have with eportfolios? •What is one question regarding eportfolios they want answered today? You will quickly introduce your buddy and share their questions with the group. Please enter you questions here:
  4. 4. Step 1: Research • understand the pedagogy • read the literature • talk to the experts • view eportfolios • best practice visits • network with practitioners
  5. 5. parents and caregivers as...working withkey partners who have uniqueknowledge of their children and countlessopportunities to advance their children’slearning. The New Zealand Curriculum
  6. 6. learn as they engage inStudentsshared activities andconversations with other people... The New Zealand Curriculum
  7. 7. ...all students should develop strategiesfor self-monitoring andcollaborative evaluation oftheir performance in relation to suitablecriteria. The New Zealand Curriculum
  8. 8. Schools should explore not only howICT can supplement traditional ways ofteaching but also how it can open up newand different ways of learning. The New Zealand Curriculum
  9. 9. !"#$%&"()*+#*,))$))-$(&**"(*.$/*0$121(3*Developing students’ assessment capabilitiesMichael Absolum, Evaluation Associates Ltd, AucklandLester Flockton, University of OtagoJohn Hattie, University of AucklandRosemary Hipkins, New Zealand Council for Educational ResearchIan Reid, Learning Media Ltd
  10. 10. ...young people should be educated in waysthat support them to assume control oftheir own learningand that they canonly do this if they develop thecapability to assess their own learning. Directions for Assessment in New Zealand
  11. 11. ...assessment’s primary function is to supportlearning by generating feedbackthat students can act upon in terms ofwhere they are going, how they are going, andwhere they might go next. Directions for Assessment in New Zealand
  12. 12. Parents and the wider school community willalso need to get better atunderstanding assessmentinformation and interpreting it inways that support learning... Directions for Assessment in New Zealand
  13. 13.
  14. 14. Effective reporting systems will be ones wherestudent voice’ is an integral‘part of the reporting process. Student Led Conferences: How effective are they...?
  15. 15.
  16. 16. Confident schools have positiverelationships with, and are supportedby, specialist service providers andother agencies. Success for All – Every School, Every Child
  17. 17.
  18. 18. ...a mechanism for both collecting evidence ofthinking and action and as a meansof stimulating and supporting furtherprofessional developmentthrough group discussion andcritique. Digital Portfolios for Teachers
  19. 19.
  20. 20. Evidence of professional practice thatmeets the criteria will need to beprovided to the teachers’ professionalleaders... Registered Teacher Criteria
  21. 21.
  22. 22. Teachers also need to develop the self-regulatory skills that will enablethem to monitor and reflect on theeffectiveness of changes they maketo their practice. Teacher Professional Learning and Development
  23. 23. evidence from research and from...their own past practice and that ofcolleagues to plan teaching andlearning opportunities... The New Zealand Curriculum
  24. 24.
  25. 25. significant student...engagement with self-reflection can potentially be madethrough the use of onlinejournaling tools.
  26. 26. mobile devices in the...we can best useWorkspace portfolio, to capturelearning and reflectcontemporaneously (in the middle of thelearning process)... Helen Barrett, 2011
  27. 27.
  28. 28. If you don’t have an onlinepresence, you won’t appear to berelevant and you will be passed over formore savvy applicants that havevisibility.
  29. 29.
  30. 30. learning asInnovative, authentic, deeppart of an evidence-based cycle ofcritical reflection and reviewis facilitated by appropriatetechnologies.
  31. 31. What... • pedagogical beliefs • research • trends...have/will shaped your eportfolio pedagogy?
  32. 32. Step 2: Define Clearly define your: • purpose • vision and beliefs • audience • alignment with broader school vision and beliefs • benefits
  33. 33.
  34. 34. “An e-portfolio is an electronic formatfor learners to record their work,their achievements and theirgoals, to reflect on theirlearning, and to share and besupported in this.” Banks, 2004
  35. 35. “...ideas of what an e-portfolio is arecomplex and to an extent thedefinition and purpose will varydepending on the perspective fromwhich a particular person is approachingthe concept...” JISC ePortfolio Infokit
  36. 36.
  37. 37. The Accountability ePortfolio The The Process Showcase ePortfolio
  38. 38. Process ePortfolio: Supports students towards achievingtheir learning goals.
  39. 39. Showcase ePortfolio: Celebrates learning outcomes &shows the highest level of achievement.
  40. 40. Accountability ePortfolio: Documents learning forachievement of specific outcomes or standards.
  41. 41.
  42. 42. The benefits...The power of ‘student voice’ shouldnot be underestimated. To hear studentsreflecting on their own work, in theirown voice, with their own intonations andexpressions, conveys meaning in a manner thatis simply not possible in written form. Ian Fox 2008
  43. 43. ...thesocial networking potentialof the learning landscape and eportfolio-related tools are features that facilitateand enhance the making ofconnections and the linking togetherof people, ideas, resources andlearning... Tosh et al., 2006
  44. 44. “ is the quality, not just thequantity, of feedback that meritsour closest attention.” Sadler, 1998
  45. 45. “...supporting the general process ofreflection, self-evaluation and actionplanning for lifelong learning...” MOSEP 2007
  46. 46. carry their“...students can literallyeportfolio around with them and updateit at any time in any place.” MOSEP, 2007
  47. 47.
  48. 48. How do you define eportfolios?What is the purpose of your eportfolios?What type of eportfolios are yours?What are the key benefits you will aim toutilise?
  49. 49. Step 3: Consult Seek input from all stakeholders: • students • teachers • school leadership • curriculum leaders, HODs • parents • BoT • providers
  50. 50. Shaping your ePortfolio beliefs Students Staff Parents ePortfolios School BOT Management/ Leadership Expertise
  51. 51. What was/will be your consultationprocess?
  52. 52. Step 4: Framework • an ongoing process for eportfolio construction • reinforces purpose and beliefs • aligned to a pedagogical approach • relationship to formal processes e.g. reports, achievement, appraisal, registration...
  53. 53. “ define e-Portfolios as a process,rather than just a product or atechnological system. Attwell, 2007
  54. 54. Processes Collect Project purpose Select Collect & organise Reflect Project Select learning Interject personality Reflect metacognitively Inspect to self-assess Perfect & evaluate Connect & conference Inject/Eject personality Respect accomplishments Burke, Fogarty & Belgrade (1994)
  55. 55. ePortfolio Learning Cycle Exemplars, creating LI, SC, Students working towards Celebrating success matrices/rubrics new goals in their learning and achievement 1st draft “finished” teachers example of writingpeers Learning Learning Feed back, story Feed back, artifact artifact video feed forward & board feed forward & embedded in embedded inself reflection/self reflection/self portfolio portfolio assessment assessment brainstorm 2nd draft family Nick Rate: ePortfolios and Assessment for Learning (2008)
  56. 56. Exemplars,creating LI, SC, Students working towardsmatrices/rubrics new goals in their learning Learning Feed back, artifact feed forward & embedded in reflection/self portfolio assessment Nick Rate: ePortfolios and Assessment for Learning (2008)
  57. 57. ePortfolio Learning Cycle in Practice
  58. 58. ePortfolio Professional Learning Framework BES Teacher Professional Learning and Development
  59. 59. ePortfolio ePortfolioePortfolio ePortfolio ePortfolio
  60. 60. ePortfolio Appraisal Registered ePortfolio Teacher Criteria Appraisal Registered Teacher CriteriaePortfolioAppraisal ePortfolio Registered Teacher Criteria Appraisal Registered ePortfolio Teacher Registered Criteria Teacher Appraisal Criteria
  61. 61. ePortfolio Professional Learning Network Expertise Dialogue Moderation Networking Mentoring Evidence Sharing
  62. 62. What is/will be the framework or processbehind your eportfolio implementation?
  63. 63. Step 5: Criteria • clarifying the capability required in the eportfolio tool
  64. 64. What capability do you need to make this happen?
  65. 65. MOE: Digital Portfolios - Guidelines for Beginners
  66. 66. Jamin Lietz:
  67. 67.
  68. 68. If you were starting over again, whatwould your criteria be for choosing aneportfolio tool?What are you non-negotiables, the top 5must haves?
  69. 69. Step 6: Tool
  70. 70. The dimensions... The Dedicated The Managed The Blogged The Mashed The Saved The Integrated
  71. 71. What process did you or will you use toselect your tool?
  72. 72. Step 7: Educate Students, teachers, parents, mentors, coaches: • pedagogy • giving effective feedback • setting goals • reflecting and self-assessing • technical how to’s
  73. 73. What support have/will you give your: • teachers • students • reflecting, self-assessing, providingquality feedback, setting goals, being partof a critical friend relationship..?
  74. 74. Step 8: Implement • seamlessly integrated into teaching and learning • high access to hardware/internet tools • targeted teaching of reflecting/feedback • maintaining a balance between creating/ reflection/uploading • timelines: staggered vs. all at once
  75. 75. Step 9: Update • digital literacy, internet use policies and user agreements • reporting and assessment guidelines and procedures • appraisal and teacher registration process
  76. 76. Step 10: Review • what have you done? • what progress have you made? • what are your key lessons? • what are you next steps?
  77. 77. The 10 step plan of attack... Research read the literature, talk to experts, view eportfolios, best practice visits Define clarify and align your purpose, vision, beliefs, audience Consult with your students, teachers, leadership teams and parents Framework a process linking the pedagogy/andragogy to the eportfolio Criteria list the functionality required for your eportfolio tool Tool trial, observe, question, rate and select the best tool or tools Educate training in use of new technologies, giving feedback and change Implement roll out the system to intended group of students and/or teachers Update assessment & digital literacy policies, guidelines & agreements, appraisal Review identify progress, key lessons and next steps
  78. 78. Step 11: Infrastructure • access to tools & hardware • increased bandwidth • aligned to long term strategic purchasing
  79. 79. Should an eportfolio include all aspects of astudent’s life and learning?
  80. 80. What happens when a student leaves school?Transfers? Moves to a new class?
  81. 81. Who owns the eportfolio?
  82. 82. Are your eportfolios open to the world?
  83. 83. Are your parents and teachers ready? Is theprincipal?
  84. 84. Do your current policies cater for eportfoliosand use of Web 2.0 tools?
  85. 85. Will your eportfolios play a role in reportingachievement against the National Standards?
  86. 86. Is one eportfolio system enough or should youuse a mash-up of tools?
  87. 87. Is it important for eportfolios in your school tohave a consistent look and feel?
  88. 88. Should your school expect the teachers tohave a reflective eportfolio just as the studentsdo?
  89. 89. Should students and teachers use the sametool for their eportfolios?
  90. 90. Where to next? Follow the discussions in the MLE Reference Group: Read MOE ePortfolio Guidelines: Watch the videos: Ian Fox: Helen Barrett: Follow Jamin Lietze’s Journey: Join the ePortfolio group in the VLN: Twitter: #eportfolios