The document provides guidance on developing a roadmap for implementing e-portfolios. It discusses assessing needs, planning, implementing, and evaluating e-portfolios as a complex change requiring a structured approach. It outlines 8 steps to lead change, including preparing for change, developing a strategy, conducting needs assessments, designing outcomes, implementing, evaluating, and celebrating success. Reflection, assessment, skills development, and interconnecting technical, business and human systems are important considerations for e-portfolio implementation.
3 Critical Steps to Project Management Office (PMO) DevelopmentGravesSE
Implementers know that before you make final decisions, you examine the current state and optimize it whenever possible before overlaying new process or new technology. Launching a PMO is no different. This presentation covers three important steps to position and balance your organization during PMO implementation.
These slides highlights the importance of positive leadership in project management. It covers the definition of leadership, impact of leadership on the organization, leaders vs. managers and the role of leadership during the project life cycle.
Challenges of Project Management “Communication & Collaboration-VSRVSR *
4th International Convention on Project ManagementOnTarget 2010
PMI Pune Chapter
“Collaboration and Communication” Critical Success Factors for Projects in the Flat World
Challenges of Project Management “Communication & Collaboration
3 Critical Steps to Project Management Office (PMO) DevelopmentGravesSE
Implementers know that before you make final decisions, you examine the current state and optimize it whenever possible before overlaying new process or new technology. Launching a PMO is no different. This presentation covers three important steps to position and balance your organization during PMO implementation.
These slides highlights the importance of positive leadership in project management. It covers the definition of leadership, impact of leadership on the organization, leaders vs. managers and the role of leadership during the project life cycle.
Challenges of Project Management “Communication & Collaboration-VSRVSR *
4th International Convention on Project ManagementOnTarget 2010
PMI Pune Chapter
“Collaboration and Communication” Critical Success Factors for Projects in the Flat World
Challenges of Project Management “Communication & Collaboration
Are you a leader of transformation?
The world is changing fast, long term planning blinds us for opportunities. Uncertainty is the new status quo. To embrace uncertainty, rather than to avoid it, requires new ways of how we work, collaborate and live our lives.
How to Solve Top Project Management ChallengesOrangescrum
Project Management and challenges go hand in hand. No matter what you do they are just inseparable. As a project manager, you need to understand the Project Management Challenges and do your planning and execution.http://blog.orangescrum.com/
Beyond Smiley Sheets: Measuring the ROI of Learning and DevelopmentKip Michael Kelly
The stock prices of companies rise more when employers invest more in employee training. Yet, learning and development professionals often struggle to obtain program funding because they lack metrics to confirm the programs’ impact. This UNC Executive Development white paper shows how HR and talent management professionals can demonstrate the bottom-line impact of L&D projects to senior executives. Specifically, it:• Reviews how to evaluate L&D programs on four key levels• Discusses the challenges in assessing value for new and existing L&D development initiatives• Offers suggestions for ensuring L&D evaluations reflect what executive leadership expects• Provides steps to consider when calculating the ROI of L&D development programs• Shares examples of companies that have effectively demonstrated the value of their L&D programsL&D programs make a bottom-line difference. This white paper helps HR and talent professionals show just how valuable that bottom-line difference is.
Measuring ROI of Leadership DevelopmentAndy Ramirez
Vistage presented research conducted by the Human Capital Institute to a group of HR executives at the Talent Management Alliance conference in Atlanta, GA on April 24, 2013.
Research shows that leadership development programs that leverage non-traditional methods such as peer advisory groups, executive coaching, and cross-functional team meetings are far more successful in gaining alignment, increasing collaboration, executing strategic initiatives, making decisions and course corrections, resolving conflict, and more.
Visit www.vistage.com/hci for more info.
Mind the Gap in Project Execution - Strong Teams Deliver Effective ProjectsEndeavor Management
Great leaders recognize that team integration is intrinsic to doing the work. This means that an interface manager is needed to focus on communications, conflict resolution, behaviors, and accountability. This person helps meet basic people needs of being, belonging, and becoming. Learn how to help your Project Leaders meet the challenge of complex projects with geographically dispersed team members by downloading our white paper: Mind the Gap in Project Execution.
A presentation from Drake Resource Group, originally presented for Corporate University PDN (Professional Development Network), a special interest group that belongs to the Chicagoland Chapter of ASTD (CCASTD). The purpose of the presentation was to share our experience and case studies in the areas of clarifying the difference between roles and competencies and then articulate the process involved in curriculum design.
For more information on organizational development and curriculum design, visit us @ www.DrakeRG.com.
PDC 2008 Toward participatory organizations.Peter Jones
Presentation for paper: Socialization of practice in a process world: Toward participatory organizations. In Proceedings of Participatory Design Conference 2008, Indiana University, Oct 1-4 2008.
Are you a leader of transformation?
The world is changing fast, long term planning blinds us for opportunities. Uncertainty is the new status quo. To embrace uncertainty, rather than to avoid it, requires new ways of how we work, collaborate and live our lives.
How to Solve Top Project Management ChallengesOrangescrum
Project Management and challenges go hand in hand. No matter what you do they are just inseparable. As a project manager, you need to understand the Project Management Challenges and do your planning and execution.http://blog.orangescrum.com/
Beyond Smiley Sheets: Measuring the ROI of Learning and DevelopmentKip Michael Kelly
The stock prices of companies rise more when employers invest more in employee training. Yet, learning and development professionals often struggle to obtain program funding because they lack metrics to confirm the programs’ impact. This UNC Executive Development white paper shows how HR and talent management professionals can demonstrate the bottom-line impact of L&D projects to senior executives. Specifically, it:• Reviews how to evaluate L&D programs on four key levels• Discusses the challenges in assessing value for new and existing L&D development initiatives• Offers suggestions for ensuring L&D evaluations reflect what executive leadership expects• Provides steps to consider when calculating the ROI of L&D development programs• Shares examples of companies that have effectively demonstrated the value of their L&D programsL&D programs make a bottom-line difference. This white paper helps HR and talent professionals show just how valuable that bottom-line difference is.
Measuring ROI of Leadership DevelopmentAndy Ramirez
Vistage presented research conducted by the Human Capital Institute to a group of HR executives at the Talent Management Alliance conference in Atlanta, GA on April 24, 2013.
Research shows that leadership development programs that leverage non-traditional methods such as peer advisory groups, executive coaching, and cross-functional team meetings are far more successful in gaining alignment, increasing collaboration, executing strategic initiatives, making decisions and course corrections, resolving conflict, and more.
Visit www.vistage.com/hci for more info.
Mind the Gap in Project Execution - Strong Teams Deliver Effective ProjectsEndeavor Management
Great leaders recognize that team integration is intrinsic to doing the work. This means that an interface manager is needed to focus on communications, conflict resolution, behaviors, and accountability. This person helps meet basic people needs of being, belonging, and becoming. Learn how to help your Project Leaders meet the challenge of complex projects with geographically dispersed team members by downloading our white paper: Mind the Gap in Project Execution.
A presentation from Drake Resource Group, originally presented for Corporate University PDN (Professional Development Network), a special interest group that belongs to the Chicagoland Chapter of ASTD (CCASTD). The purpose of the presentation was to share our experience and case studies in the areas of clarifying the difference between roles and competencies and then articulate the process involved in curriculum design.
For more information on organizational development and curriculum design, visit us @ www.DrakeRG.com.
PDC 2008 Toward participatory organizations.Peter Jones
Presentation for paper: Socialization of practice in a process world: Toward participatory organizations. In Proceedings of Participatory Design Conference 2008, Indiana University, Oct 1-4 2008.
Change problem ; Features of organizational change; Importance of change ; Reasons / factors leading to organizational change ; Change process ; Kurt Lewin's Model of change process ; Bringing organizational change; Rolf Smith's seven levels of change model
The 5 Critical Elements to Creating a Project Management Center of ExcellenceFlevy.com Best Practices
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/the-5-critical-elements-to-creating-a-project-management-centre-of-excellence/
Creating a Project Management Centre of Excellence is the driving force that takes an organization forward to realize their project management mandate. It encompasses the process of creating a strategy for project management, re-shaping the culture to be more focused on the consistency in the management of projects and implementing a project management process.
Creating a Project Management Centre of Excellence
project_management_COEA Centre of Excellence is a business unit that has organization-wide authority. The key elements of a successful Project Management Centre of Excellence include:
Vision and Strategies
A clear vision of what it represents and the strategies to identify how it will reach this vision in the short and long term.
Competencies
The selection of resources based on project competency requirements compared to actual project resource competencies. The identification of coaching, training and other developmental activities to close any competency gap.
Culture
How to re-shape the organizational culture to be more supportive of the consistency in the management of projects.
Processes
The right processes, tools and templates that are helpful and meaningful to project managers and their teams.
Quality
The quality criteria for the project management framework, processes and documents.
1. Create the Vision and Strategies
One approach to creating a vision for the Centre of Excellence is to brainstorm ideas that focus on what the future will look like. Start by creating scenarios that describe what the Centre will be doing 5 years into the future. What are some of the things that they will be doing that reflect a successful Centre of Excellence? What will employees and customers be saying about them? How did they get there?
The outcome of this process is the creation of a vision statement for the Project Management Centre of Excellence. Determine how this vision aligns and supports the organization’s strategic direction.
The alignment of the Centre of Excellence to the goals of the organization is key to driving strategy implementation. Strategies translate this vision into reality. They close the gap between the present and the “ideal” future described in the vision scenarios. These strategies must be described clearly so that the organization understands and accepts them.
We at Think Talent believe that strong organization culture help build an environment with meaning, and offer ways to interpret and shape events and situations.
Provides an overall project summary which includes prepare their people leader’s role in the company’s learning culture, strengthening the leader’s abilities to support the Future of Work skill development of their team members. It also includes a project overview (objectives, planning assumptions, design concept, project outline, basic evaluation plan, and change management plan
Leading Transformation Programs in Large / Global OrganizationsKaali Dass PMP, PhD.
Research shows average about 70% of the transformation programs fail.
This presentation focuses on need for transformation in organizations and propose a model to implement transformation programs successfully in large / global organizations.
Do you know if your business is truly ready for a change implementation? Provoking questions and suggested interventions to develop a mature change environment ready to drive success, focused on attaining strategic goals, and executing best practice.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. •What’s the
purpose or goal for
the use of the
technologies?
•What contractual
or business
agreements will be
needed with
vendors, providers,
and partners?
•What technology is
needed? Is it likely
to become industry
standard?
•What is the
compatibility with
existing and
anticipated
technologies?
•What is the
readiness level of
the key
stakeholders—both
attitude and skill?
•What change
management and
project
management
processes do we
need to put in
place?Human
Systems
Business
Systems
Technical
Systems
INTERCONNECTED SYSTEMS
4. WHAT TYPE OF CHANGE?
Developmental Change
Increasing skills of staff and leadership. Improving
the performance of a team or group. Improving the
quality of services.
Transitional Change
Doing something differently. Dismantling the old way
of doing things and putting into place the new,
desired state.
Transformational Change
A fundamental shift in the way stakeholders views
themselves and their world that results in changes in
how they operate and interact with others.
5. ROADMAP FOR LEADERS
#1: Prepare
for Change #2:
Develop a
Change
Strategy
#3:
Conduct a
Needs
Assessmen
t
#4: Design
Desired
State/Outcom
e
#5: Develop an
Implementation
Plan
#6: Implement
the Change
#7: Evaluate
and Course
Correct
#8: Celebrate
and Integrate the
New State
6. ROADMAP – PT. 1-2
Step 1: Prepare for Change
Build a case for change
Assess organization readiness for change
Step 2: Develop a Change Strategy
Consider different strategies for different
types of change
Develop a Communications Strategy
7. CHANGE STRATEGIES, TARGET, TOOLS
Types Developmental Transitional Transformational
Strategies Provide individual
and group
feedback.
Analyze the current
state and design
and implement the
desired state.
Develop a
comprehensive
change strategy to
include content,
people and
process.
Targets/Goals/Visio
n
Set performance
targets
Establish a clear
goal and objectives
Create a shared
vision
Tools: • Skills training
• Coaching
• Personal
training and
development
• Project
management
tools
• Process
mapping
• Action plans
• Roadmap
• Action research
• Personal and
organizational
core values
8. ROADMAP PT. 3-4
Step 3: Conduct a Needs Assessment
Assess Current State
Determine technical requirements
Assess staff and other stakeholders’ skills and attitudes
Conduct a risk analysis
Step 4: Design Desired State/Outcome
Confirm the old way is going away
Assess the impact of the desired change on all aspects of the
organization
Gather and respond to feedback from key stakeholders
Ensure managerial alignment and commitment to support the
new state
9. ROADMAP PT. 5-6
Step 5: Develop an Implementation Plan
Build a Project Plan
Develop a Human Resource Plan
Develop a Process for Monitoring and Evaluating
Develop a Communications Plan
Step 6: Implement the Change
Implement the project action plan(s)
Monitor and acknowledge progress toward
milestones
Monitor and manage risks
Communicate with key stakeholders
10. ROADMAP PT. 7-8
Step 7: Evaluate and Course Correct
Monitor desired outcomes
Make course corrections
Evaluate impact to business, technology and human systems
Capture “lessons learned” for future efforts
Establish a process for continuous improvement
Step 8: Celebrate and Integrate the New State
Declare and celebrate completion of the implementation phase
Acknowledge and reward extra effort and achievements
Share “lessons learned” with key stakeholders
Reinforce desired state in performance reviews, policies and
procedures
17. “A Vision Statement can paint a picture which
creates a sense of desire and builds
commitment to reaching the vision.”
http://www.teal.org.uk/vl/vl3vlead.htm
“A Vision statement: … concentrates on the
future; it is a source of inspiration; it provides
clear decision-making criteria.
http://en.wikipedia.org/wiki/Strategic_planning
“A vision statement is a vivid idealized
description of a desired outcome that
inspires, energizes and helps you create a
mental picture of your target. It could be
a vision of a part of your life, or the
outcome of a project or goal.”
http://www.timethoughts.com/goalsetting/vision-statements.htm
18. VISION STATEMENTS…
“The purpose is to create a mental picture
charged with emotion that can serve to
energize and inspire you and your team.
Take as much space as you need to
accomplish this goal.”
http://www.timethoughts.com/goalsetting/vision-statements.htm
A Vision is defined as 'An Image of the future we
seek to create'. It should be short, clear, vivid,
inspiring and concise without using jargon,
complicated words or concepts.
http://www.samples-help.org.uk/mission-statements/vision-statements.htm
19. FEATURES OF AN EFFECTIVE VISION
STATEMENT MAY INCLUDE:
Clarity and lack of ambiguity
Paint a vivid and clear picture, not ambiguous
Describing a bright future (hope)
Memorable and engaging expression
Realistic aspirations, achievable
Alignment with organizational values
and culture, Rational
Time bound if it talks of achieving
any goal or objective http://en.wikipedia.org/wiki/Strategic_planning
21. 1 PARAGRAPH!
What is your
“elevator
speech”
describing
your Vision
for
ePortfolios?
22. A CALIFORNIA SCHOOL DISTRICT K-12 VISION
Electronic portfolios foster
meaningful learning by allowing
all students to evaluate their
growth over time, to share their
achievements and strengths with
others, and to improve their own
skills through reflection and goal
setting.
23. ONE NYC SCHOOL’S VISION
An electronic portfolio will allow students
to create a collaborative, portable,
personal space that fosters self-reflection,
promotes academic accomplishments,
and highlights individual growth. Through
the integration of technology and the
collection of digital artifacts, students will
be able to showcase their achievements
to peers and educators, while helping
envision their future goals.
24. VISION STATEMENT FOR A UNIVERSITY IN THE
SOUTH
We envision students using an electronic
portfolio as an integral part of their
education to reflect on learning, to
integrate their knowledge, to learn more
deeply, to shape curricular choices and
goals, and to showcase skills and
accomplishments.
25. YOUR TEAM’S TASK
Brainstorm Vision
What is your vision for e-portfolios?
(“your elevator speech”)
Brainstorm Action Plan Steps
What is on your “to do” list?
What changes need to happen?
What support do you need?
31. DUAL SKILL DEVELOPMENT
Students
Collection/
Digitizing
Selection/
Organizing
Reflecting
Goal-Setting
Presentation
Teacher/Faculty/Ment
or
Pedagogy –
Facilitate portfolio
processes
Role of Reflection
Assessment
Model own Portfolio
Learning
+ Technology Skills
32. WHAT IS REFLECTION?
Major theoretical roots:
Dewey
Habermas
Kolb
Schön
Dewey: “We do not learn from
experience…we learn from
reflecting on experience.”
Discuss…
33. MOON ON REFLECTION
One of the defining
characteristics of surface
learning is that it does not
involve reflection (p.123)
34. performance
self-reflectionforethought
knowledge for planning actions
and imagination
reflection for action
knowledge for acting/doing
reflection in action
context
knowledge of self derived from doing
reflection on action
HOW MIGHT AN E-PORTFOLIO SUPPORT
DEVELOPMENT OF PERSONAL KNOWLEDGE,
REFLECTION, AND METACOGNITION?
Norman Jackson
Higher Education Academy, U.K.
35. 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
Goals Captions/Journals
Change over Time
36. WHAT ARE EFFECTIVE SELF-REGULATION
PROCESSES?
Performance or
Volitional
Control
Processes that occur in
action and affect
attention and action
DURING
Forethought
Influential processes which
precede efforts to act and
set the stage for action.
BEFORE
Self-Reflection
Processes which occur
after performance efforts
and influence a person’s
response to that
experience
AFTERWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
37. BEFORE
Goal setting increases self-
efficacy and intrinsic interest
Task Analysis
Goal setting
Strategic Planning
Self-motivation beliefs increase
commitment
Self-motivational beliefs:
Self-efficacy
Outcome expectations
Intrinsic interest/value
Goal Orientation
Forethought
Influential processes which
precede efforts to act and
set the stage for action.
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
GOALS
38. DURING
Self-control processes help
learners to focus on tasks and
optimize efforts
Self-instruction
Imagery
Attention focusing
Task Strategies
Self-observation allows learners
to vary aspects of their
performance
Self-recording
Self-experimentation
Performance
or Volitional
Control
Processes that occur
action and affect attention
and action
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Captions
Journals
39. AFTER
Planning and implementing a
strategy provides an
evaluation metric for learners
to attribute successes or
failures (to effort), rather than
low ability
Self-judgment
Self-evaluation
Casual attribution
Self-reaction
Self-satisfaction/affect
Adaptive-defensive response
Self-
Reflection
Processes which occur
after performance efforts
and influence a person’s
response to that
experience
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Change
over
Time
42. WRITING A REFLECTION - 1
HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT
M
1. Select: What evidence/artifacts have you
included?
2. Describe: This step involves a description
of the circumstances, situation or issues
related to the evidence or artifact. Four "W"
questions are usually addressed:
Who was involved?
What were the circumstances, concerns,
or issues?
When did the event occur?
Where did the event occur?
43. WRITING A REFLECTION - 2
HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT
M
3. Analyze: "digging deeper."
• "Why" of the evidence or artifact
• "How" of its relationship to teaching practice
4. Appraise: In the previous three steps, you have described and
analyzed an experience, a piece of evidence, or an activity. The
actual self-assessment occurs at this stage
as you interpret the activity or evidence
and evaluate its appropriateness and
impact.
5. Transform:This step holds the greatest
opportunity for growth as you use the
insights gained from reflection in
improving and transforming your
practice.
45. MY WEBSITES SUPPORTING REFLECTION
https://sites.google.com/site/reflection4learni
ng/
http://electronicportfolios.org/reflection/index.
html
46. PRIORITIZING ACTIVITIES
Most important features in ePortfolio system
selection (more input from academic
departments?)
Assessment Management: one or two
systems?
Host on in-house server or hosted system?
Student cost? Fee or Free?
Longevity of student data stored?
Graduation? Lifelong?
47. ASSESSMENT
What are you assessing in a portfolio?
What is your purpose for assessing
portfolios?
How are you assessing student portfolios?
Rubrics?
Inter-rater consistency/reliability
48. FORMS OF ASSESSMENT
Formative
Assessments
Provides
insights for the
teacher
Assessment FOR
Learning
Provides
insights for the
learner
Summative
Assessments
(Assessment OF
Learning or
Evaluation)
Provides
insights (and
data) for the
institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
49. TWO “PARADIGMS” OF ASSESSMENT (EWELL, 2008)
Assessment for
Continuous
Improvement
Assessment for
Accountability
Strategic Dimensions:
Purpose
Stance
Predominant Ethos
Application Choices:
Instrumentation
Nature of Evidence
Reference Points
Communication of
Results
Uses of Results
Formative
(Improvement)
Internal
Engagement
Multiple/Triangulation
Quantitative and
Qualitative
Over Time, Comparative,
Established Goal
Multiple Internal
Channels and Media
Multiple Feedback Loops
Summative (Judgment)
External
Compliance
Standardized
Quantitative
Comparative or Fixed
Standard
Public Communication
Reporting
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
50.
51.
52.
53.
54. SPU SCORING PROCESS
First of all, our candidates pay an assessment fee of $60
when they enter the program. For that, the bPortfolio gets
scored three times.
The first is a simple format check and we hire student
help to do that.
The second is scored using a rubric and we use trained
scorers for that and pay them $25/bPortfolio.
The third is using the rubric and again, the scorer gets
$25/bPortfolio scored.
We have one faculty person who handles the logistics
and we pay him an extra fee for a) assembling and
training the scorers, b) making the scoring assignments,
c) putting all of the scoring results together for the
assessment coordinator.
Frank Kline, Seattle Pacific University
55. SPU SCORING PROCESS (PT. 2)
When our scoring assignment is made, the name of the student
along with the URL for the bPortfolio are sent out. The folios are
divided up more or less arbitrarily across all of the scorers. The
scorer opens the spreadsheet with the name, the URL, the cells
to enter the scores, and the rubrics for each standard right
there. They click on the URL which takes them directly to the
bPortfolio they score. They determine the score and enter it on
the spreadsheet. They determine what comments they want to
make and leave them on the blog. They move on to the next
scoring task.
When they are done, they save the spreadsheet with the scores
entered, and send it back to the faculty who does the
logistics. He connects them and sends them on to the
Assessment Coordinator. That's the basic process in outline
form.
We have about 250 bPortfolios to score per year and it's
growing! We have about 10-15 people who are doing the scoring,
so each does between 15 and 25 bPortfolios.
Frank Kline, Seattle Pacific University
56. 56
HOW WILL YOU DEVELOP SKILLS?
Brainstorm strategies (or questions) you can
use to develop the skills necessary for
implementing electronic portfolios in your
organization.
OR
Brainstorm strategies (or questions)
for building skills in assessing student
portfolios.
59. 59
DON’T DOUBLE YOUR LEARNING!
CONSIDER COGNITIVE OVERLOAD!
When learning new tools,
use familiar tasks;
When learning new tasks,
use familiar tools.
Barrett, 1991
60. INSTITUTIONAL PORTFOLIOS
What happens when a learner
leaves or transfers?
Learners’
Digital Archives
and presentation
portfolios
Class
portfolios
Guidance
portfoliosEmployment
portfolios
Institution’s
server or
online
service
Limited
Time
Frame
Institutional
data
Blogs
Faculty-generated
evaluation data
Academic
focus
Social
networks
61. SEPARATE SYSTEMS LEARNER-CENTERED
Learners maintain collection across the
lifespan, institutions maintain evaluation
data & links
Learners’
Digital Archive & Blog
Learner-owned
Lifelong Web Space
Class
portfolio
Guidance
portfolio
Employment
portfolio
Institution’s
Server or
Service &
Purposes
Limited
Time
Frame
hyperlinks
Institutional
data
Meta-tags
Faculty-generated
evaluation data
Life-wide
focus Social
networks
62. WHY WEB 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED>
63. WEB 2.0 IS BECOMING THE
PERSONAL LEARNING ENVIRONMENT
OF THE “NET GENERATION”
Learning that is…
Social and Participatory
Lifelong and Life Wide
Increasingly Self-Directed
Motivating and Engaging
… and Online!
64. TOOLS, TOOLS, TOOLS!
Recommendations
Commercial Vendors: keep up with current
technology trends – interactivity & mobile!
Institutions: Value student learning as much
as data collection or accountability
Schools: Recognize/incorporate students’
out-of-school technology experiences – Don’t
block! Educate about Digital Citizenship!
Web 2.0 Tool Providers: Don’t pull a “Ning”
66. ADD-ONS TO GOOGLE APPS BY YEAR END
Additional Google Applications soon to
be included inside GoogleApps
Education domains:
67. CREATING AN E-PORTFOLIO WITH
GOOGLE APPS OR WORDPRESS
1. Storage = Google Docs
2. Reflective Journal = Blogger or
WordPress
3. Presentation =
Google Sites
69. STAGES OF PORTFOLIO DEVELOPMENT
Level 1
• Collection -- Creating the Digital Archive
(regularly – weekly/monthly)
– Digital Conversion (Collection)
– Artifacts represent integration of technology in
one curriculum area (i.e., Language Arts)
70. BRAINSTORM - LEVEL 1
What are some strategies you currently use
to integrate technology across the
curriculum?
What types of digital documents do students
create?
Where are these digital
documents stored?
72. STAGES OF PORTFOLIO DEVELOPMENT
Level 2
• Collection/Reflection (Immediate
Reflection on Learning & Artifacts in
Collection) (regularly)
– organized chronologically (in a blog?)
– Captions (Background Information on
assignment, Response)
– Artifacts represent integration of technology
in most curriculum areas (i.e., Language
Arts, Social Studies, Science, Math)
73. BRAINSTORM - LEVEL 2
How are you supporting student reflection on
their learning?
How are you providing feedback on student
learning?
Who is currently blogging
with students? Give a
brief description.
74. TIMELINE
74
Sept Oct Nov Dec Jan Feb Mar Apr May
Level 1 X X X X X X X X X
Level 2 X X X X X X X X
Level 3 ? XXX
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection +
Presentation
76. STAGES OF PORTFOLIO DEVELOPMENT
Level 3
• Selection/Reflection and Direction
(each semester? End of year?)
– organized thematically (in web pages or
wiki)
– Why did I choose these pieces? What am I
most proud to highlight about my work?
– What do they show about my learning?
– What more can I learn
(Goals for the Future)?
• Presentation (annually)
77. BRAINSTORM - LEVEL 3
How might you support student presentation
of their achievement?
What are strategies you could use to engage
students in showcasing their work?
81. “EVERYDAY-NESS”
How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning
90. SIMILARITIES IN PROCESS
Major differences:
extrinsic vs.
intrinsic motivation
Elements of True
(Intrinsic) Motivation:
Autonomy
Mastery
Purpose
91. PINK’S MOTIVATION BEHAVIOR
Type X - Extrinsic
fueled more by extrinsic
rewards or desires
Type I – Intrinsic
Behavior is self-directed.
X
I
92. SUCCESSFUL WEBSITES = TYPE I APPROACH
People
feel good
about
participating.
Give users
autonomy.
Keep system as open as
possible. - Clay Shirky
94. MASTERY & EPORTFOLIOS
Exhilaration in Learning
Sports? Games?
Compliance vs.
Personal Mastery
Open Source movement
(Wikipedia vs. Encarta)
Make a contribution
95. MASTERY & EPORTFOLIOS (2)
ePortfolio:
Flow
Showcasing
Achievements
Increased self-awareness and self-
understanding
“Only engagement can produce Mastery.”
(Pink, 2009, p.111)
102. COMPONENTS OF ACTION PLAN
Vision
Skills needed
Students
Teachers/Faculty
Resources needed
Human Systems
Technological Systems
Incentives
Leadership
1. Prepare for Change
2. Develop Change Strategy
3. Needs Assessment
4. Design Desired Outcome
5. Implementation Plan
6. Implement
7. Evaluate and Course
Correct
8. Celebrate New Outcome
103. COMMUNICATION PLAN
Identify Stakeholders in Portfolio
Implementation Process
“Who do you need to talk to when you get
back to your school?”
Develop Initial Communication Plan for each
stakeholder group
Brainstorm strategies you can use to
communicate your vision for implementing
electronic portfolios in your organization.
103
104. SOME QUESTIONS TO ASK AT BEGINNING:
What is the context for ePortfolio
development?
What is the organization’s readiness for
change?
Who are the various stakeholders?
What is the leadership’s commitment to the
process?
What is the vision for
ePortfolios in the
organization?
106. 106
LIFE PORTFOLIO – PLANNING FOR AN
EXTENDED MIDLIFE TRANSITION (50-90)
Passions and
pursuits
New possibilities
Visualize a new
life
Not “retirement”
but “rewirement”
108. 108
PORTFOLIO WAY OF THINKING
Portfolios can be timeless
What really matters in life?
Discover or rediscover passion…
Create a legacy…
Turn careers into callings,
success into significance…
To make a difference…
An ongoing, ageless framework for self-
renewal
109. 109
STRATEGIES FOR A PORTFOLIO LIFE
Tell the Story of Your Life
Accomplishments Leave Clues
… + self-esteem
Connect with Others
Network
Develop Your Goals… Change…
Goals -- Purpose
Revise, Reflect, Rebalance
Story
Goals
Share
110. BEGIN WITH A WORKING PORTFOLIO
Adopt social networking strategies:
Maintain a blog/reflective journal
(Blogger or WordPress) Comments =
Conversation
Create a PLN on Twitter
Follow and Invite Followers
Sharing ideas/links/current events – Post
Collect digital copies of your work
Set up GoogleDocs account and upload Office
Docs into one place
113. ORGANIZE A PRESENTATION PORTFOLIO BASED
ON THEMES
Use Pages in Blogger or
WordPress
http://blog.helenbarrett.org/
Use Google Sites
http://sites.helenbarrett.net/portfolio/
Use a Wiki
114. DR. HELEN BARRETT
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong
and Life Wide Learning
eportfolios@gmail.com
http://electronicportfolios.org/
Twitter: @eportfolios
http://slideshare.net/eportfolios
Editor's Notes
Process of Change
Drawn from the literature on Organizational Development
E-portfolios are disruptive technologies!
Most technology projects include two or more types of change. To support this change, different strategies, targets and tools may be needed, e.g.
Essentially, industries, companies and people go through the 5 stages of: 1) heh, this is cool, 2) yeah, we all think this cool, 3) woah, we were sold down the river, 4) no, come to think of it, used in the right way, this can be good and finally 5) this has become part of what we do."
The ePortfolio Community needs to pay attention to the OD Community: those professional who understand and facilitate Change.
There are two skills that are needed across the lifespan with both ePortfolio Development and social networking: Technology and Reflection.
The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter,Facebook or Ning,Flickr or Picasa or YouTube, etc.?
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)
iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
Just like Social NetworksRefer to my TEDxASB talk on YouTube
There are many similarities between these two processes; the major differences are often in extrinsic vs. intrinsic motivation Dan Pink describes the essential elements of true (intrinsic) motivation in his new book, Drive, the concepts of autonomy, mastery, and purpose.
Pink says, “It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.” (p. 80-81) Pink identifies two types of Motivation Behavior: Type X Extrinsic, fueled by extrinsic rewards or desires. And Type I Intrinsic, where behavior is self-directed. I am on a campaign to make electronic portfolios a more intrinsically-motivated process.
Pink quotes Internet scholar Clay Shirky ...the most successful websites and electronic forums have a certain Type I approach [to motivation] in their DNA. They're designed-often explicitly--to tap into intrinsic motivation. You can do the same with your online presences if you listen to Shirky and: Create an environment that makes people feel good about participating.Give users autonomy.Keep the system as open as possible. That’s also good advice for developing ePortfolios.
The urge for Self-Direction is basic human need.It is a Natural state to be Active and EngagedePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networksChoiceVoiceSharing and FeedbackImmediacy
According to a tweet I read from ChadHamady, True Mastery NOT possible without FUN! (Chad Hamady@chamady Twitter, January 16, 2010)There is an inherent exhilaration in Learning“It’s fun to get better at something!” – Why do we play Sports and Games?Is it for Compliance or Personal MasteryLook to the Open Source movement (popularity of Wikipedia vs. the demise of Microsoft’s Encarta) – Authors and programmers look for Challenge and Improvement – To make a contribution to the greater good
In their spare time, people gravitate toward activities where they gain masteryePortfolio Implementation should adopt the motivating characteristics of mastery found in social networksFlow,Showcasing Achievements,Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)
Csíkszentmihályi popularized the concept of Flow as a feeling of energized focus. According to Wikipedia, it is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
We should use ePortfolios to document our MASTERY of skills and content. Showcase our Achievements! Share our Expertise!Support Personal & Professional Development!
Pink’s third concept is Purpose. All of us want to be part of something larger than ourselvesWhen people learn, they want to know the relevance of what they are learningThe more people understand the big picture, the more they will be engaged