Dr. Helen Barrett presented on balancing the purposes of e-portfolios between student-centered improvement and institution-centered accountability. She discussed how e-portfolios can support both formative assessment for learning and summative assessment of learning. Barrett also emphasized the importance of finding balance between structured requirements and allowing student choice/voice. She suggested using separate tools for assessment management versus student e-portfolios and leveraging social learning technologies to increase engagement. The goal, according to Barrett, is to implement e-portfolios in a way that facilitates reflection, feedback and lifelong learning skills while still collecting necessary accountability data.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
Es una presentación sobre las emisiones de Bioxido de Carbono y de la disminución sobre este, les propongo 10 soluciones practicas que se puden llevar en casa y que podemos realizar sin tener que invertir.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
Es una presentación sobre las emisiones de Bioxido de Carbono y de la disminución sobre este, les propongo 10 soluciones practicas que se puden llevar en casa y que podemos realizar sin tener que invertir.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. My contribution to the CIC website Electronic Portfolios Digital Storytelling 7 Webinars– 10+ hours Guided Tour Resources Faculty Stories Southern Wesleyan University Southern New Hampshire University Midway College 3 Webinars – 4+ hours Guided Tour Resources Assisted with development of all 5 Faculty Stories A brief look!
4. Audrey Rogers, SNHU Faculty Story http://www.cic.edu/teach21/T21_website/ep/stories/snhu.html
5. Key Themes of My Presentation Purpose Process Product
6. Raise your hands if you are… Implementing an ePortfolio System with your students Thinking about it Using e-portfolios to support student learning Using e-portfolio evaluation data for accreditation or institutional assessment
7. “Purpose” Drives the Process This presentation will balance Student-Centered Purposes (Learning, Reflection, Showcase) with Institution-Centered Purposes (Evaluation, Accountability)
8. Overlap of Assessment Types Positivist Constructivist Assessment Management Systems: that support Assessment OF Learning Electronic Portfolios: that support Assessment FOR Learning Institution-centered Learner-centered “Checklist of Competencies” • Balance • “Students’ Story of Learning”
9. Confusion of Terminology Electronic portfolios Student-centered Lifelong and Life Wide Assessment About individual learning and growth over time Focus on personalization, reflection, deep learning Formative or summative? Accountability systems Institution-centered Limited Time Frame Evaluation About comparability and sorting into normed groups Focus on standardization, validity, reliability In many ways, our technology-based tools have defined the process… and exacerbated the confusion.
10. What is a Portfolio? Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. Financial portfolio: document accumulation of fiscalcapital Educational portfolio: document development of humancapital
11. What is a Portfolio in Education? A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas[over time]. (Northwest Evaluation Association, 1990)
12. What is an Electronic Portfolio? Digital Documents Organized and presented with some type of "authoring" software Stored in an electronic container CD-Recordable disc DVD-Recordable disc WWW – Changing the genre!
13. Most of these documents began as digital documents!Today, we are moving from this container to the WWW
14.
15. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
17. Questions to Ponder What happens to electronic portfolios once learners leave an institution? Can learners continue to maintain their own “digital documentation of development” throughout their lifetime? (Do they even want to?) Has the process of reflective practice become a habit of mind that will support lifelong learning? Cognitive Dissonance
18. Multiple Purposes from Hidden Assumptions What are yours? http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
19. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
20. ePortfolio designs/strategies for different purposes Learning Portfolios(Formative assessment) Organized chronologically Focus of Reflection: LearningActivities & Artifacts Tools: Reflective Journal (blog) Faculty/peer role: Feedback on artifacts and reflection
21. ePortfolio designs/strategies for different purposes Assessment/Accountability Portfolios (Summative assessment) Organized thematically (outcomes, goals or standards) Focus of Reflection: Achievement ofStandards (rationale) Tools: Assessment system withdata from scoring rubrics Faculty role: Evaluation
22. ePortfolio designs/strategies for different purposes Showcase Portfolios(Employment, Self-marketing) Organized thematically(position requirements) Focus of Reflection:Suitability for position Tools: Choice of portfolio owner – personalized web pages – digital footprint Personal online branding
24. Limitations of Portfolios Shavelson, Klein & Benjamin, Inside Higher Ed, October 16, 2009http://www.insidehighered.com/views/2009/10/16/shavelson Main Points Lack of Standardization Not Feasible for Large Scale Learning Assessment Bias Enlightening responses to article– titles of some entries: Vision that is too narrow What's in it for the students? Why standardized tests still have not changed Maybe this approach to assessment is the real problem Accountability does not equal comparability and standardization The easy way out. . . Assessment for What? Viewpoint or ad?
25. A few thoughts about Assessment -- What Type? Assessment OF Learning? or Assessment FOR Learning? or Assessment AS Learning
30. Types ofE-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase
31.
32. Structure of E-Portfolio Types Portfolio as Process/ Workspace Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
33. QUOTE 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
34. Student-Centered Philosophy "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)
35. Constructed Meaning "The portfolio is a laboratorywhere students construct meaningfrom theiraccumulated experience."(Paulson & Paulson, 1991, p.5)
36. Some Basic Concepts “ePortfolio is both process and product” Process: A series of events (time and effort) to produce a result- From Old French proces (“‘journey’”) Product: the outcome/results or “thinginess” of an activity/process- Destination Wiktionary
37. What is the best tool? Do you need an all-in-one system or multiple tools?
38. Categories of E-Portfolio Software Created as part of my study of different online tools: http://electronicportfolios.org/categories.html “Not just tools for telling [presentation] but more tools for talking![conversation]” - Julie Hughes, University of Wolverhampton Conversation transforms!
50. Think! What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
51. Premises of Deep Learning Motivation Active Learning Interaction with others A deep foundational knowledge “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. Zubizarreta, J. (2009) Learning Portfolios. Jossey-Bass , p. xx
52. How can you leverage the technologies learners own? Accessibility from “net books” and home computers Connectivity with cell phones Audio (podcasts) and Video (digital stories)
53. “every day-ness” How can we make ePortfolio development a natural process integrated into everyday life? Lifelongand Life Wide Learning
54. Making ePortfolios Stick Will your students want to use thee-portfolio process after they graduate? Will ePortfoliotools be available to them after graduation? Gartner Group “Hype Cycle for Education” has ePortfolios"Sliding Into the Trough"
55.
56. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
57. Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability/compliance ine-portfolios over improvement/reflection and deep learning?
58. Opportunity Cost – a conversation with a high school teacher: "It took all the thinking out of it. They gave me the standards and told me which artifacts to put into each one! It wasn't as effective as what my students did!” http://electronicportfolios.org/blog/2008/07/necc-2008-update.html What learning opportunities are we missing when we completely structure the learner’s portfolio?
59. Goal: Balance in Electronic Portfolios Purpose Accountability/ Compliance (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Along a Continuum ?? ?? Opportunity Cost
60. Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost
61. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Faculty Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost
62. Goal: Balance in Electronic Portfolios Purpose Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Social Learning Faculty Time Involvement Complexity Opportunity Cost
63. Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management and student e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools for interactivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video, into their e-portfolios Enable exporting e-portfolio to students’ lifetime personal webspace
64. Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio as workspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios for visual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity
65. Move beyond text-only artifacts Encourage development of multimedia artifacts Introduce alternative strategies for reflection Blogging Digital storytelling
66. Why Digital Stories in ePortfolios? Reflection is the “heart and soul” of portfolios Digital Stories can humanize any model of ePortfolio Digital Stories add VOICE
67. Do Your e-Portfolios have VOICE? Individual Identity Reflection Meaning Making New Literacy “When words are infused by the human voice, they come alive.” - Maya Angelou
69. Midway College Faculty Story Lori Henderson http://www.cic.edu/teach21/T21_website/ep/stories/midway.html
70. Ongoing dialogue about e-portfolios My Google Group: Researching Web 2.0 Portfolioshttp://groups.google.com/group/web2eportfolios EPAC: http://epac.pbworks.com/ Electronic Portfolio Action Committee Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) – a professional organization for e-portfolios in education http://www.aaeebl.org AAEEBL’s first National E-Portfolio Conference planned:Boston (co-located with Campus Technology Conference) July 19-22, 2010 AAC&U E-Portfolio Day planned:Washington, D.C., January 20, 2010 IUPUI Assessment Conference in October – e-portfolio track
71. My Final Wish… May all yourelectronic portfolios become dynamic celebrationsandstories of deep learningacross the lifespan.
72. Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling forLifelong and Life Wide Learning Center for Advanced Technology in EducationUniversity of Oregon College of Education eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios