![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.](https://image.slidesharecdn.com/calgary1-110218015826-phpapp01/85/Calgary1Students-19-320.jpg)
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Calgary1Students
This document discusses the use of e-portfolios to support student engagement and lifelong learning. It defines e-portfolios as purposeful collections of work and reflections that demonstrate a student's efforts, progress, goals and achievements over time. E-portfolios can serve multiple purposes including learning, showcase, and assessment. Key aspects of e-portfolios discussed are the use of reflection to support deep learning, collaboration, and developing students' understanding of themselves. Implementation should be developmental, starting with basic collections and capturing reflections as students progress through grades.
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- 1. Portfolio LearningE-portfolios forstudent engagement and life-long learning Dr. Helen Barrettelectronicportfolios.orgTwitter: @eportfolioshashtag: #eportfolioshttp://www.slideshare.net/eportfolios/
- 2. Outline ContextDefinitionsProcess -ReflectionProduct - TechnologyIntrinsic MotivationPortfolio as Story
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- 5. Enhancing students' computer& multimedia skills through ePortfolios
- 6. Draft National EducationalTechnology 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)
- 7. Legacy from thePortfolio LiteratureMuch to learn fromthe literature onpaper-based portfolios
- 8. As adult learners,we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”
- 9. The Power ofPortfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
- 10. The Power ofPortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001
- 11. 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.”
- 12. From the Preface(2)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “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.”
- 13. 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.”
- 14. Let’s get personal…Thinkfor a minute about:Something about your COLLECTIONS:Suggested topics:If you are a parent, what you saved for your children
- 15. What your parentssaved for you
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- 17. Why you collect…Someissues to considerWhat do your collections say about what you value?
- 18. Is there adifference between what you purposefully save and what you can’t throw away?
- 19. How can weuse our personal collections experiences to help learners as they develop their portfolios?The power of portfolios [to support deep learning] is personal.
- 20. Lifelong Context forePortfolios
- 21. School District’s ePortfolioVision Statement (Draft)By implementing e-portfolios, we 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.
- 22. Technology & ReflectionTwoThemes across the Lifespan with ePortfolio Development and Social Networking17
- 23. PortfolioOne Word, ManyMeanings
- 24. Who was thefirst famous “folio” keeper?Definitions
- 25. Leonardo da Vinci’sFolio
- 26. What is aPortfolio?Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.Financial portfolio: document accumulation of fiscalcapitalEducational portfolio: document development of humancapital
- 27. PortfolioA purposeful collectionof artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
- 28. Electronicdigital artifacts organizedonline combining various media (audio/video/text/images)
- 29. E-Portfolio ComponentsMultiple Portfoliosfor Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
- 30. Multiple Tools toSupport Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
- 31. Digital Repository(Becta, 2007;JISC, 2008)
- 32. Multiple Purposes fromHidden AssumptionsWhat are yours?• Showcase • Assessment • Learning •http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
- 33. Multiple Purposes ofE-Portfolios in EducationLearning/ Process/ PlanningMarketing/ Showcase Assessment/ Accountability"The Blind Men and the Elephant” by John Godfrey Saxe
- 34. Temple at Delphi“KnowThyself”
- 35. Managing OneselfPeter Drucker,(2005) Harvard Business Review“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
- 36. New Purpose: UseePortfolios for managing knowledge workers' career development
- 37. What are mystrengths?
- 38. How do Iperform?
- 39. What are myvalues?
- 40. Where do Ibelong?
- 41. What should Icontribute?
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- 43. The Second Halfof your Life (a suggested framework for organizing reflection in learning portfolio?)
- 44. Portfolio CareersUse e-portfoliosto help students: explore their life purpose and goalsexplore their personal & professional identitybuild their professional online brandprepare for portfolio career/life
- 45. Creating Digital Identity“YouTubeand 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.Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010
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- 51. Resource on Biologyof LearningEnriching the Practice of Teaching by Exploring the Biology of LearningJames E. ZullStylus Publishing Co.
- 52. The Learning CycleDavidKolb from Dewey, Piaget, Lewin, adapted by Zull
- 53. What is Reflection?Majortheoretical roots: DeweyHabermasKolbSchönDewey: “We do not learn from experience…we learn from reflecting on experience.”
- 54. Portfolio LearningExperienceFeelingReviewingRecording OrganizingPlanningPublishing &Receiving FeedbackSharing &CollaboratingSelecting SynthesizingDialogueReflectingUnderstandingConceptualizing& Constructing MeaningFigure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)JISC, 2008, Effective Practice with e-Portfolios, p. 9
- 55. Learning PortfoliosReflectionLearningPortfolioCollaborationDocumentation“know thyself”= a lifetime of investigationself-knowledge as outcome of learning The Learning Portfolio (Zubizaretta, 2004, p.20)
- 56. Experiential Learning ModelLewin/Kolbwith adaptations by Moon and ZullPracticeHave an experienceReflect on the experienceTry out what you have learnedMetacognitionLearn from the experience
- 57. 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 GoalsCaptions/JournalsChange over Time
- 58. Reflective Questions thattie the Past to the Future
- 59. Balancing the 2Faces of E-Portfolios
- 60. Some Basic Concepts“ePortfolioisboth process and product”
- 61. Process: A seriesof events (time and effort) to produce a result- From Old French proces(“‘journey’”)
- 62. Product: the outcome/resultsor “thinginess” of an activity/process- Destination
- 63. WiktionaryTypes of E-PortfolioImplementationWorking PortfolioThe CollectionThe Digital ArchiveRepository of Artifacts Reflective Journal(eDOL)Collaboration SpacePortfolio as Process-- Workspace (PLE)“shoebox”Presentation Portfolio(s)The “Story” or NarrativeMultiple Views (public/private)Varied Audiences(varied permissions)Varied Purposes Portfolio as Product-- Showcase
- 65. Level 1 Workspace:Collection in the Cloud
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- 69. Level 2 Workspace:Learning/Reflection
- 70. Reflection with MobileDeviceCapture the Thought
- 71. ShowcaseLevel 3: PrimaryPurpose: Showcase/Accountability
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- 74. Developmental PlansK-2– noindividual student accounts & Class Portfolios Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to ReflectionGrades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection)Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)
- 75. Timeline54Level 1: CollectionLevel2: Collection + ReflectionLevel 3: Selection + Presentation
- 76. What are InteractivePortfolios?Portfolios using Web 2.0 tools to: reflect on learning in multiple formats
- 77. showcase workonline to multiple audiences
- 78. dialogue aboutlearning artifacts/reflections
- 79. provide feedbackto improve learning Boundaries Blurring (between e-portfolios & social networks)Structured Accountability Systems? or…Lifelong interactive portfoliosPicasaMash-upsFacebookFlickrblogsYouTubeNingwikisTwitter56
- 80. Electronic Portfolios almosttwo decades (since 1991)used primarily in education to store documents reflect on learningfeedback for improvement showcase achievements for accountability or employment57
- 81. QUOTEThe e-portfolio isthe 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-PortfoliosPurposeThe 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)Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
- 82. Social networks lastfive years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches60
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- 84. ePortfolios should bemore Conversationthan Presentation(or Checklist)Because Conversation transforms!
- 85. ProcessesSocial NetworkingConnect(“Friending”)Listen(Reading)Respond(Commenting)Share(linking/tagging)PortfolioCollectionSelectionReflectionDirection/GoalsPresentationFeedbackTechnology ArchivingLinking/ThinkingDigital Storytelling Collaborating Publishing63
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- 87. The Future ofmPortfolios (m=mobile)My current research! More in my next session!
- 88. 66Similarities in ProcessMajordifferences:extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation:AutonomyMasteryPurpose
- 89. Pink’s Motivation BehaviorX Type X - Extrinsicfueled more by extrinsic rewards or desires (Grades?)Type I – IntrinsicBehavior is self-directed.I 67
- 90. Successful websites =Type I ApproachPeople feel good about participating.
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- 92. Keep system asopen as possible.- Clay Shirky68
- 93. Autonomy & ePortfoliosChoiceVoiceSharingFeedbackImmediacy69http://www.flickr.com/photos/kenturamon/342946821/
- 94. Mastery & ePortfoliosExhilarationin Learning
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- 96. Compliance vs. PersonalMastery
- 97. Open Source movement(Wikipedia vs. Encarta)
Editor's Notes
- #19 Adjectives to describe purpose
- #28 Who knows what this means?
- #29 Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
- #30 I also want to look at
- #31 Michael Wesch is a cultural anthropologist from Kansas State University, famous for his YouTube videos on the impact of the Internet on our lives and learning (The computer is us/using us
- #39 How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
- #41 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.
- #52 Common Tools vs. Proprietary systems
- #59 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)
- #62 “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
- #65 ISTE preconference workshop in Philadelphia
- #78 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.