![Posted on ePortfolio Conversations
Google Group:
• Question: How to collect evidence of
informal learning rather than formal
education.
• Response: "Start with SMS [on mobile
phones] - it’s the morse code
of the present
generation...
and it works.”](https://image.slidesharecdn.com/eifel2012freeweb2-120709111017-phpapp02/75/Eifel2012-freeweb2-48-2048.jpg)
Uploaded byHelen Barrett
Eifel2012 freeweb2
Helen Barrett presented on using free online tools for ePortfolio development. She began by defining ePortfolios as digital collections that allow students to reflect on their learning through various media formats. Barrett discussed key concepts like the purposes of ePortfolios for reflection, identity development, and online branding. She outlined various free web 2.0 tools and mobile devices that can be used to create ePortfolios, focusing on tools like blogs, wikis, and social networks. Barrett emphasized that ePortfolios should balance being a working portfolio for reflection and a presentation portfolio to showcase work. She provided examples of student ePortfolios and discussed how purpose drives the choice of ePortfolio structure and tools.
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- 1. Using "Free" OnlineTools for ePortfolio Development: Web 2.0 and social networking tools (plus mobiles) Dr. Helen Barrett EIFEL Conference July9, 2012 electronicportfolios.org/ slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
- 2. Key Concepts inWorkshop • What? Context & Definitions • Why? Purpose – Reflection – Identity Development – Online Branding • How? Tools – Web 2.0 Tools – Mobile Devices • Q&A
- 3. WHAT ARE INTERACTIVEPORTFOLIOS? Portfolios using Web 2.0 tools to: • reflect on learning in multiple formats • showcase work online to multiple audiences • dialogue about learning artifacts/reflections • provide feedback to improve learning
- 4. Simon Sinek’sGolden Circle product process motivation 4
- 5.
- 6. Specialty Case Responsibilities Portfolio Showcase Workspace One Word, Many Meanings Art Work Investments Collection of Artifacts
- 7. Who was the first famous “folio” keeper? DEFINITIONS
- 8. Leonardo da Vinci’sFolio
- 9. What is aPortfolio? • Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. • Financial portfolio: document accumulation of fiscal capital • Educational portfolio: document development of human capital
- 10. +Electronic • digital artifactsorganized online combining various media (audio/video/text/images) • interactivity/conversation/feedba ck
- 11. Electronic Portfolios • almosttwo decades (since 1991) • used primarily in education to – store documents – reflect on learning – feedback for improvement – showcase achievements for accountability or employment
- 12. Social networks • lastfive years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
- 13. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Picasa Facebook blogs Mash-ups Flickr YouTube wikis Ning Twitter
- 14. Process/Product ePortfoliois bothprocess and product” Process: A series of events (time and effort) to produce a result - From Old French proces Portfolio as Journey Workspace Product: the outcome/results or “thinginess” of an activity/process Destination Portfolio as Wiktionary Showcase
- 15. Processes Social Portfolio Networking Technology Collection Connect Archiving (“Friending”) Selection Linking/Thinking Listen Reflection (Reading) Digital Storytelling Direction/Goals Respond Collaborating (Commenting) Presentation Share Publishing Feedback (linking/tagging) 15
- 16.
- 17. Discuss! What are the Engagement Factorsin Social networks? How can we build those factors into e-portfolios?
- 18. E-Portfolio Components < Multiple Portfolios for Multiple Purposes -Celebrating Learning -Personal Planning -Transition/entry to courses -Employment applications -Accountability/Assessment < Multiple Tools to Support Processes -Capturing & storing evidence -Reflecting -Giving & receiving feedback -Planning & setting goals -Collaborating -Presenting to an audience < Digital Repository (Becta, 2007; JISC, 2008)
- 19.
- 20. Lifelong Context forePortfolios
- 21. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon- 346082.png
- 22. Digital Identity • Creatinga positive digital footprint
- 23. Purpose •The 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
- 24. Passion and Self-DirectedLearning Lisa Nielsen’s “The Innovative Educator” blog entries: • Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio) • 10 Ways Technology Supports 21st Century Learners in Being Self Directed http://theinnovativeeducator.blogspot.com/
- 25. “Know Thyself” Temple at Delphi
- 26. Managing Oneself Peter Drucker, (2005) Harvard Business Review • “Success in the • What are my strengths? knowledge economy • How do I perform? comes to those who • What are my values? know themselves – their strengths, their • Where do I belong? values, and how best • What should I contribute? they perform.” • Responsibility for • Purpose: Use Relationships ePortfolios for • The Second Half of your managing knowledge Life workers' career development
- 27. Reflection • Source: http://peterpappas.blogs.co m/copy_paste/2010/01/tax onomy-reflection-critical- thinking-students-teachers- principals-.html • Based on Bloom’s Taxonomy (Revised)
- 28. Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Captions/Journals Blog Mobiles Blog Pages Web Sites
- 29. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
- 30. The Learning Cycle DavidKolb from Dewey, Piaget, Lewin, adapted by Zull
- 31. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Practice Have an experience Reflect on the experience Try out what you have learned Metacognition Learn from the experience
- 32. “metacognition lies atthe root of all learning” “…self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals…” James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education (Stylus Publishers)
- 33. Action -> Discovery-> Joy • Action and Exploration lead to Discovery • Discovery leads to Joy “The ultimate outcome of the journey is to understand our own understanding.” (p.15) (metacognition) “Emotional links generate motivation… Zull (2011) From Brain to Mind: The brain rewards itself with joy.” Using Neuroscience to Guide Change in Education. Stylus (p.17) Publishing
- 34.
- 35. Balancing the TwoFaces of E-Portfolios Working Portfolio Presentation Portfolio(s) Digital Archive Docs The “Story” or Narrative (Repository of Artifacts) Collaboration Space Sites Multiple Views (public/private) Reflective Journal Blog Varied Audiences & Purposes Portfolio as Process Portfolio as Product Workspace Showcase
- 37.
- 38. Structure of E-PortfolioTypes • Portfolio as Process/ • Portfolio as Product/ Workspace Showcase – Organization: Chronological – blog – Organization: Thematic – Documenting Documenting growth over achievement of Standards, Goals time for both internal and or Learning Outcomes for external audiences primarily external audiences website – Primary Purpose: – Primary Purpose: Learning or Reflection Accountability or Employment or Showcase – Reflection: immediate – Reflection: retrospective focus on artifact or learning focus on Standards, Goals or experience Learning Outcomes (Themes) mobiles
- 39.
- 40. Expressive vs. StructuredModels Purpose Drives Choice
- 41. IS THE FUTURE OFE-PORTFOLIO DEVELOPMENT IN YOUR POCKET? “Capture the Moment” with iOS, Android devices
- 42.
- 43. Matching Portfolio Purposeto Portfolio Tools Purposes Strategies Tools Processes Learning/Process Collection Journal/Blog Projects Reflection Productivity Tools Capture Experience Mobile tools? Showcase/ Selection Website/Wiki/Soc Employment/ Presentation ial Network College Assessment/ Evaluation (Self & Database Accountability Teacher) Evidence Excel w/Rubrics
- 44. Mobile Touch: A Guideto Implementing Mobile E-learning in Your Organisation
- 46. Capture the Momentwith Mobile Phones • SMS messages • Camera – Twitter posts – Still – Facebook updates – video
- 47. Why Mobile isa Must • Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks. • The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry. • -- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx
- 48. Posted on ePortfolioConversations Google Group: • Question: How to collect evidence of informal learning rather than formal education. • Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.”
- 49. What functions canbe achieved with mobile phones for each of these processes? • Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video • Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories • Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement • Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement • Collaborating - learning is a social activity - technology provides new forms of collaboration • Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
- 50. Mobile Web isbecoming the Personal Learning Environment of the “Net Generation” Learning that is… oSocial and Participatory oLifelong and Life Wide oIncreasingly Self-Directed oMotivating and Engaging o… and Online all the time!
- 52. Speak-to-Tweet • SayNow.com bought by Google, January 25, 2011
- 53. Twitter micro-blogging “tinybursts of learning”
- 54. Level 1 Workspace: Collectionin the Cloud
- 55. With iOS (iPod Touch, iPhone,iPad) Text Images Audio CAPTURE THE Video MOMENT
- 56. Integrate file storage withcomputer and website Hyperlink to files in Public folder! Try it!
- 57. Dropbox Apps PlainText DropVox • Creates plain text file (.txt) • Records audio (.m4a) and and saves directly to sends it directly to your Dropbox account. Can Dropbox account create folders.
- 58. Dragon Dictation • Voicerecognition • Share in many ways
- 59. Level 2 Workspace:Learning/Reflection
- 60. Blogging* by eMail *the act of sharing yourself Tumblr Posterous • Set up account on website • Just email to • Send email to: post@posterous.com myaccount.tumblr.com • iPhone App • iPhone App • Cross-post to Facebook& • Call in your posts for audio Twitter post to blog • Cross-post to Facebook& Twitter
- 61.
- 62. Post to from Mobile Phones • Send email to pre-arranged email address • Use BlogPressiOS app ($2.99) • Set up Blogger Mobile and send SMS
- 63. Evernote One Account, Many Devices • Capture Anything • Access Anywhere • Find Things Fast • Capture something in one place -- access it from another • Web page access Emailing your memories Email notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.
- 64. Evernote • All inone recording/saving to Evernote Account (email address) • Grades 3-5, Trillium Charter School, Portland (see my blog) iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
- 65. Case Study: Grades3-5 Trillium Charter School, Portland, OR http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html iPod Touch 4
- 66. Showcase Level 3: PrimaryPurpose: Showcase/Accountability
- 67. Web Authoring Toolsthat can be “branded” with your own domain (annually) • Weebly.com ($40) • Webs.com ($100) • Yola.com ($100) • Apps.google.com ($10+) • Squarespace.com ($144+) • WordPress.com ($12-$17)
- 68. Why? • Integrated EcoSystem •Single Sign-On • Walled Garden • Transferable
- 69. Creating an ePortfoliowith GoogleApps 1. Storage = Google Docs 2. Reflective Journal = Blogger or Google Sites Announcements page type 3. Presentation = Google Sites
- 70. Mobile Phone Apps forE-Portfolios U.K. Metacognitives Mahara PortfolioUP(m ore tools under development in U Minnesota Duluth OSPI N.Z)
- 71. iPhone App forPebblePad (U.K.)
- 72.
- 73. Learning is aConversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
- 74. Help students find theirPurpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
- 75.
- 76. EXAMPLES Online Portfolios & Blogs
- 77. Student examples • HunterPark Kindergarten & Abigail's E- Profile (NZ) – Blogger • Kim Cofino’s 6th graders (Japan) - Blogger • Pt. England School (NZ) - Blogger • Ryan’s Senior Project (US) – Google Sites • My Google Sites Presentation Portfolio
- 78. *Reflection REAL* Engagement ePortfolio Assessment for Academy for K-12 Learning Teachers
- 79. Online Course Available 1.Intro to Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW 2. Supplemental modules: – Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (Focus on “Electronic”) – Implement Electronic Portfolios with K-12 Students using Mobile Devices (iOS, Android) – Create Your Professional Portfolio (tool neutral)
- 80. My Final Wish… Your e-portfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You! 80
- 81. DR. HELEN BARRETT Researcher& Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning Founding Faculty REAL*ePortfolio Academy for K-12 Teachers *Reflection, Engagement, Assessment for Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios http://slideshare.net/eportfolios
Editor's Notes
- #7 Adjectives to describe purpose
- #12 Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.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)
- #13 How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.[Erin’s story – Messiah – feedback immediate.]
- #14 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.?
- #18 So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
- #21 Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
- #26 Who knows what this means?
- #27 Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
- #28 Reflection = higher retention (SPU’s iTunesU videos)
- #33 In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
- #35 How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
- #37 Japanese!
- #40 We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
- #41 Common Tools vs. Proprietary systems
- #54 I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
- #55 Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
- #60 Level 2Collection/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) (in GoogleDocs?)
- #64 Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
- #67 Level 3Selection/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)
- #68 BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)