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This document discusses electronic portfolios and their use for lifelong learning. It defines e-portfolios and outlines their key purposes, which include celebrating learning, personal and career planning, and assessment. E-portfolios allow students to collect work over time, reflect on their learning and growth, and develop skills like self-awareness, goal-setting, and self-evaluation, which are important for lifelong learning. When used for reflection, feedback, and presenting accomplishments, e-portfolios can boost students' engagement, motivation, and self-confidence as learners.

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Balancing the Two Faces of E-Portfolios Dr. Helen Barrett University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) REAL ePortfolio Academy (founding faculty) International Researcher & Consultant Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning
Key Concepts • Definitions, Portfolios for Lifelong Learning • Balancing the 2 Faces of E-Portfolios • Peter Ewell’s 2 paradigms of assessment • Identity Development & Online Professional Branding • Metacognition, Reflection, Motivation & Engagement • Digital Storytelling and Reflection • Change Process
Resources • http://slideshare.net/eportfolios/ (these slides) • https://sites.google.com/site/mportfolios/ (resources & links) • http://electronicportfolios.org/ (further information) • https://sites.google.com/site/reflection4learni ng/ • Twitter hashtag: #mportfolios
The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of Amazon.com
The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
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.”
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.”
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.”
Let’s get personal… Think for a minute about: Something about your COLLECTIONS: Suggested topics:  If you are a parent, what you saved for your children  What your parents saved for you  What you collect…  Why you collect…
Some issues to consider  What do your collections say about what you value?  Is there a difference between what you purposefully save and what you can’t throw away?  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.
Simon Sinek’s Golden Circle 11 product process motivation
WHAT?
Specialty Case Responsibilities Portfolio One Word, Many Meanings Art Work Investments Collection of Artifacts Workspace Showcase
Who was the first famous “folio” keeper? DEFINITIONS
Leonardo da Vinci’s Folio
What is a Portfolio? • 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
What is a Portfolio in Education? A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas [over time]. (Northwest Evaluation Association, 1990)
+Electronic • digital artifacts organized online combining various media (audio/video/text/images)
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)
WHY?
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
Hostos CC Vision To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.
Hostos CC Mission Encourage integrative learning by creating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.
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
E-Portfolios in Generational Contexts 1.Family – Birth & up 2.Formal Education – K-12 - Schools – Adult/Post Secondary Education 3.Workplace – Professions 4.Retirement – Legacy
Benefits…from the PROCESS: • They will discover a valuable exercise in self assessment through the reflection process • Learning will take on a new depth through the reflection process • Their self esteem and self-confidence will be enhanced as they take control of their learning. • They may develop their own goals for their learning. • Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated. • They will receive more recognition for individual learning abilities and preferences. • They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.
Benefits…from the PRODUCT: • They will have a tool for personal development. • They will have a personal learning record. • They may receive credit for informal and non-formal learning as well as formal learning. • They will have direction for career planning. • They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks. • They will have a concrete way of showcasing strengths to teachers or future employers. • They may have needed documentation for prior learning assessment or program credits. • They may receive credit towards a course completion or towards graduation • They will have an extremely portable tool to use no matter where they are in the world.
Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
Understanding how to learn (Meta-learning) • Awareness of learners to different approaches to learning • Deep vs. Surface Learning, Rote vs. Meaningful Learning • Different Learning Styles • Help learners recognize success • Accommodate approaches that are not successful
Evaluating learning (Self monitoring) • Systematic analysis of learners’ performance • Responsibility to construct meaning • Be reflective & think critically • Learners construct meaning, monitor learning, evaluate own outcomes
Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
QUOTE  The e-portfolio is the central and common point for the student learning 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
Portfolio Learning Experience Reviewing Feeling Understanding Reflecting Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
“metacognition lies at the 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
Handout Lifelong Context for E-Portfolios
http://www.businesswire.com/news/home/201 01006006722/en/Digital-Birth-Online-World Digital Birth: Welcome to the Online World • Mothers with children aged under two (N=2200) that have uploaded images of their child (2010) • Overall – 81% – USA – 92% – Canada - 84% – (EU5 - 73%) UK - 81% France - 74% Italy - 68% Germany - 71% Spain – 71% – Australia – 84% – New Zealand – 91% – Japan - 43% http://www.flickr.com/photos/sailbit/3329477282/ The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27 September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan were polled.
Digital Identity • Creating a positive digital footprint
No More Resumes
5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years 1. Social networking use is skyrocketing while email is plummeting 2. You can’t find jobs traditionally anymore 3. People are managing their careers as entrepreneurs 4. The traditional resume is now virtual and easy to build 5. Job seeker passion has become the deciding factor in employment http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence- will-replace-your-resume-in-10-years/
Dan Schawbel, Forbes “personal branding guru” • “Your online presence communicates, or should communicate, what you’re truly and genuinely passionate about… I firmly believe that you won’t be able to obtain and sustain a job without passion anymore.” • http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence- will-replace-your-resume-in-10-years/
“Know Thyself” Temple at Delphi
Managing Oneself • “Success in the Peter Drucker, (2005) Harvard Business Review knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” • Purpose: Use ePortfolios for managing knowledge workers' career development • What are my strengths? • How do I perform? • What are my values? • Where do I belong? • What should I contribute? • Responsibility for Relationships • The Second Half of your Life
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
Balancing the Two Faces of E-Portfolios Working Portfolio Digital Archive (Repository of Artifacts) Collaboration Space Reflective Journal Presentation Portfolio(s) Portfolio as Process Workspace The “Story” or Narrative Multiple Views (public/private) Varied Audiences & Purposes Portfolio as Product Showcase Docs Blog Sites
Handout
Structure of E-Portfolio Types • Portfolio as Process/ Workspace – Organization: Chronological – Documenting growth over time for both internal and external audiences – Primary Purpose: Learning or Reflection blog website – 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 or Showcase – Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
Brainstorm Advantages Teachers Disadvantages Teachers Advantages Students Disadvantages Students Open – Free Form Template- Driven – can be modified Fill in blanks on a Web-based form
Multiple Purposes of E-Portfolios in Education – Learning/ Process/ Planning – Marketing/ Showcase/ Employment – Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
ePortfolio designs/strategies for different purposes • Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection
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
ePortfolio designs/strategies for different purposes • Assessment/Accountability Portfolios (Summative assessment) – Organized thematically (outcomes, goals or standards) – Focus of Reflection: Achievement of Standards (rationale) – Tools: Assessment system with data from scoring rubrics – Faculty role: Evaluation
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
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
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 in portfolios over reflection, deep learning, and continuous improvement?
Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement Purpose (Student-Centered) (Or Course-Centered) Along a Continuum ?? ?? Opportunity Cost
Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Engagement Deep Learning Personalization Choice and Voice Opportunity Cost Lifelong Skills Ease of Use Ownership Time Purpose
Goal: Balance in Electronic Portfolios Accountability Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Opportunity Cost Engagement Story Purpose
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 Faculty Time Involvement Social Learning Complexity Opportunity Cost
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
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
Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr blogs YouTube wikis Twitter Picasa Facebook Ning
Social networks • last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
Processes 65 Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
HOW?
Expressive vs. Structured Models
Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
Mobile Web is becoming 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!
Think! Engagement Factors? Social networks? ePortfolios?
Is the Future of ePortfolio Development in your Pocket? • “Capture the Moment” – Reflection in the Present Tense • What am I learning at this moment? • Using the tools in our pockets!
Learning is a Conversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
What about Motivation? Why would a student want to put all that work into developing an ePortfolio? How do we make it relevant?
Similarities in Process • Major differences: – extrinsic vs. – intrinsic motivation • Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose
Pink’s Motivation Behavior Type X - Extrinsic • fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic • Behavior is self-directed. X I
Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
Autonomy & ePortfolios –Choice –Voice –Sharing –Feedback –Immediacy http://www.flickr.com/photos/kenturamon/342946821/
Mastery & ePortfolios • Exhilaration in Learning • Sports? Games? • Compliance vs. Personal Mastery • Open Source movement (Wikipedia vs. Encarta) • Make a contribution
Mastery & ePortfolios  ePortfolio: Flow Showcasing Achievements  Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
FLOW • a feeling of energized focus (Csíkszentmihályi) • Creativity
Student Engagement!  CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence]  Find voice and passions through choice and personalization!  Portfolio as Story  Positive Digital Identity Development - Branding  “Academic MySpace”
USE E-PORTFOLIOS TO DOCUMENT MASTERY
Purpose & ePortfolios • Relevance • Big picture • Engagement
Good Question…
Because Purpose and Passion Co-Exist
Help students find their Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
Digital Tools for Reflection Reflective Journal (Blog) Digital Storytelling and Engagement
Do Your e-Portfolios have CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy • Digital Story of Deep Learning
Voice 6+1 Trait® Definition • Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. • http://educationnorthwest.org/resource/503#Voice
Portfolio as Story "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)
Roger Schank, Tell Me a Story “Telling stories and listening to other people's stories shape the memories we have of our experiences.” Stories help us organize our experience and define our sense of ourselves.
Digital Storytelling Process • Create a 2-to-4 minute digital video clip – First person narrative [begins with a written script ~ 400 words] – Told in their own voice [record script] – Illustrated (mostly) by still images – Music track to add emotional tone
Chevak
94 Managing Complex Change graphic
Vision Confusion ? Managing Complex Change
1 paragraph! What is your “elevator Speech” describing your Vision for ePortfolios?
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.
? Skills Anxiety Managing Complex Change
Dual Skill Development Portfolio Skills Students • Collecting/ Digitizing • Selecting/ Organizing • Reflecting • Goal-Setting • Presenting Teacher/Faculty/Mentor • Pedagogy – Facilitate portfolio processes • Role of Reflection • Assessment/ Feedback • Model Portfolio Learning – Faculty portfolios + Technology Skills
? Resources Frustration Managing Complex Change
Teachers’ biggest issue: TIME
? Incentives Gradual Change Managing Complex Change
Photos: Flickr by Kim Cofino INTEGRATE INTO EVERYDAY ACTIVITIES
? Action Plan False Starts Managing Complex Change
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
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?
A Reminder… Reflection & Relationships … the “Heart and Soul” of an e-portfolio… NOT the Technology! 107
PORTFOLIOS HELP LEARNERS FIND THEIR VOICE… and explore their Purpose and Passions through Choice!
My Final Wish… • dynamic celebrations • stories of deep learning • across the lifespan
My Story
DR. HELEN BARRETT @EPORTFOLIOS Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios https://sites.google.com/site/mportfolios/

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Epic2014 balancing

  • 1.
    Balancing the TwoFaces of E-Portfolios Dr. Helen Barrett University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) REAL ePortfolio Academy (founding faculty) International Researcher & Consultant Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning
  • 2.
    Key Concepts •Definitions, Portfolios for Lifelong Learning • Balancing the 2 Faces of E-Portfolios • Peter Ewell’s 2 paradigms of assessment • Identity Development & Online Professional Branding • Metacognition, Reflection, Motivation & Engagement • Digital Storytelling and Reflection • Change Process
  • 3.
    Resources • http://slideshare.net/eportfolios/ (these slides) • https://sites.google.com/site/mportfolios/ (resources & links) • http://electronicportfolios.org/ (further information) • https://sites.google.com/site/reflection4learni ng/ • Twitter hashtag: #mportfolios
  • 4.
    The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of Amazon.com
  • 5.
    The Power ofPortfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  • 6.
    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.”
  • 7.
    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.”
  • 8.
    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.”
  • 9.
    Let’s get personal… Think for a minute about: Something about your COLLECTIONS: Suggested topics:  If you are a parent, what you saved for your children  What your parents saved for you  What you collect…  Why you collect…
  • 10.
    Some issues toconsider  What do your collections say about what you value?  Is there a difference between what you purposefully save and what you can’t throw away?  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.
  • 11.
    Simon Sinek’s GoldenCircle 11 product process motivation
  • 12.
  • 13.
    Specialty Case Responsibilities Portfolio One Word, Many Meanings Art Work Investments Collection of Artifacts Workspace Showcase
  • 14.
    Who was the first famous “folio” keeper? DEFINITIONS
  • 15.
  • 16.
    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
  • 17.
    What is aPortfolio in Education? A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas [over time]. (Northwest Evaluation Association, 1990)
  • 18.
    +Electronic • digitalartifacts organized online combining various media (audio/video/text/images)
  • 19.
    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)
  • 20.
  • 21.
    Multiple Purposes fromHidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon- 346082.png
  • 22.
    Hostos CC Vision To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.
  • 23.
    Hostos CC Mission Encourage integrative learning by creating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.
  • 24.
    Purpose • Theoverarching 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
  • 25.
    E-Portfolios in GenerationalContexts 1.Family – Birth & up 2.Formal Education – K-12 - Schools – Adult/Post Secondary Education 3.Workplace – Professions 4.Retirement – Legacy
  • 26.
    Benefits…from the PROCESS: • They will discover a valuable exercise in self assessment through the reflection process • Learning will take on a new depth through the reflection process • Their self esteem and self-confidence will be enhanced as they take control of their learning. • They may develop their own goals for their learning. • Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated. • They will receive more recognition for individual learning abilities and preferences. • They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.
  • 27.
    Benefits…from the PRODUCT: • They will have a tool for personal development. • They will have a personal learning record. • They may receive credit for informal and non-formal learning as well as formal learning. • They will have direction for career planning. • They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks. • They will have a concrete way of showcasing strengths to teachers or future employers. • They may have needed documentation for prior learning assessment or program credits. • They may receive credit towards a course completion or towards graduation • They will have an extremely portable tool to use no matter where they are in the world.
  • 28.
    Four key pillarsof Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  • 29.
    Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
  • 30.
    Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
  • 31.
    Understanding how tolearn (Meta-learning) • Awareness of learners to different approaches to learning • Deep vs. Surface Learning, Rote vs. Meaningful Learning • Different Learning Styles • Help learners recognize success • Accommodate approaches that are not successful
  • 32.
    Evaluating learning (Selfmonitoring) • Systematic analysis of learners’ performance • Responsibility to construct meaning • Be reflective & think critically • Learners construct meaning, monitor learning, evaluate own outcomes
  • 33.
    Deep Learning •involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
  • 34.
    QUOTE  Thee-portfolio is the central and common point for the student learning 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
  • 35.
    Portfolio Learning Experience Reviewing Feeling Understanding Reflecting Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
  • 36.
    “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
  • 37.
    Handout Lifelong Contextfor E-Portfolios
  • 38.
    http://www.businesswire.com/news/home/201 01006006722/en/Digital-Birth-Online-World DigitalBirth: Welcome to the Online World • Mothers with children aged under two (N=2200) that have uploaded images of their child (2010) • Overall – 81% – USA – 92% – Canada - 84% – (EU5 - 73%) UK - 81% France - 74% Italy - 68% Germany - 71% Spain – 71% – Australia – 84% – New Zealand – 91% – Japan - 43% http://www.flickr.com/photos/sailbit/3329477282/ The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27 September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan were polled.
  • 39.
    Digital Identity •Creating a positive digital footprint
  • 40.
  • 41.
    5 Reasons WhyYour Online Presence Will Replace Your Resume in 10 years 1. Social networking use is skyrocketing while email is plummeting 2. You can’t find jobs traditionally anymore 3. People are managing their careers as entrepreneurs 4. The traditional resume is now virtual and easy to build 5. Job seeker passion has become the deciding factor in employment http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence- will-replace-your-resume-in-10-years/
  • 42.
    Dan Schawbel, Forbes “personal branding guru” • “Your online presence communicates, or should communicate, what you’re truly and genuinely passionate about… I firmly believe that you won’t be able to obtain and sustain a job without passion anymore.” • http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence- will-replace-your-resume-in-10-years/
  • 43.
  • 44.
    Managing Oneself •“Success in the Peter Drucker, (2005) Harvard Business Review knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.” • Purpose: Use ePortfolios for managing knowledge workers' career development • What are my strengths? • How do I perform? • What are my values? • Where do I belong? • What should I contribute? • Responsibility for Relationships • The Second Half of your Life
  • 45.
    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
  • 46.
    Balancing the TwoFaces of E-Portfolios Working Portfolio Digital Archive (Repository of Artifacts) Collaboration Space Reflective Journal Presentation Portfolio(s) Portfolio as Process Workspace The “Story” or Narrative Multiple Views (public/private) Varied Audiences & Purposes Portfolio as Product Showcase Docs Blog Sites
  • 47.
  • 48.
    Structure of E-PortfolioTypes • Portfolio as Process/ Workspace – Organization: Chronological – Documenting growth over time for both internal and external audiences – Primary Purpose: Learning or Reflection blog website – 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 or Showcase – Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
  • 49.
    Brainstorm Advantages Teachers Disadvantages Teachers Advantages Students Disadvantages Students Open – Free Form Template- Driven – can be modified Fill in blanks on a Web-based form
  • 50.
    Multiple Purposes of E-Portfolios in Education – Learning/ Process/ Planning – Marketing/ Showcase/ Employment – Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
  • 51.
    ePortfolio designs/strategies for different purposes • Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection
  • 52.
    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
  • 53.
    ePortfolio designs/strategies for different purposes • Assessment/Accountability Portfolios (Summative assessment) – Organized thematically (outcomes, goals or standards) – Focus of Reflection: Achievement of Standards (rationale) – Tools: Assessment system with data from scoring rubrics – Faculty role: Evaluation
  • 54.
    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
  • 55.
    Two “Paradigms” ofAssessment (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
  • 56.
    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 in portfolios over reflection, deep learning, and continuous improvement?
  • 57.
    Goal: Balance inElectronic Portfolios Accountability (Institution-Centered) Improvement Purpose (Student-Centered) (Or Course-Centered) Along a Continuum ?? ?? Opportunity Cost
  • 58.
    Goal: Balance inElectronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Engagement Deep Learning Personalization Choice and Voice Opportunity Cost Lifelong Skills Ease of Use Ownership Time Purpose
  • 59.
    Goal: Balance inElectronic Portfolios Accountability Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Opportunity Cost Engagement Story Purpose
  • 60.
    Goal: Balance inElectronic Portfolios Purpose Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Faculty Time Involvement Social Learning Complexity Opportunity Cost
  • 61.
    Finding Balance inE-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
  • 62.
    Finding Balance inE-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
  • 63.
    Boundaries Blurring (betweene-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr blogs YouTube wikis Twitter Picasa Facebook Ning
  • 64.
    Social networks •last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
  • 65.
    Processes 65 Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
  • 66.
  • 67.
  • 68.
    Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
  • 69.
    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!
  • 70.
    Think! Engagement Factors? Social networks? ePortfolios?
  • 71.
    Is the Future of ePortfolio Development in your Pocket? • “Capture the Moment” – Reflection in the Present Tense • What am I learning at this moment? • Using the tools in our pockets!
  • 72.
    Learning is aConversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
  • 73.
    What about Motivation? Why would a student want to put all that work into developing an ePortfolio? How do we make it relevant?
  • 74.
    Similarities in Process • Major differences: – extrinsic vs. – intrinsic motivation • Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose
  • 75.
    Pink’s Motivation Behavior Type X - Extrinsic • fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic • Behavior is self-directed. X I
  • 76.
    Successful websites =Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
  • 77.
    Autonomy & ePortfolios –Choice –Voice –Sharing –Feedback –Immediacy http://www.flickr.com/photos/kenturamon/342946821/
  • 78.
    Mastery & ePortfolios • Exhilaration in Learning • Sports? Games? • Compliance vs. Personal Mastery • Open Source movement (Wikipedia vs. Encarta) • Make a contribution
  • 79.
    Mastery & ePortfolios  ePortfolio: Flow Showcasing Achievements  Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
  • 80.
    FLOW • afeeling of energized focus (Csíkszentmihályi) • Creativity
  • 81.
    Student Engagement! CQ + PQ > IQ (Friedman, 2006) [Curiosity + Passion > Intelligence]  Find voice and passions through choice and personalization!  Portfolio as Story  Positive Digital Identity Development - Branding  “Academic MySpace”
  • 82.
    USE E-PORTFOLIOS TO DOCUMENT MASTERY
  • 83.
    Purpose & ePortfolios • Relevance • Big picture • Engagement
  • 84.
  • 85.
    Because Purpose andPassion Co-Exist
  • 86.
    Help students find their Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
  • 87.
    Digital Tools forReflection Reflective Journal (Blog) Digital Storytelling and Engagement
  • 88.
    Do Your e-Portfolioshave CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy • Digital Story of Deep Learning
  • 89.
    Voice 6+1 Trait®Definition • Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. • http://educationnorthwest.org/resource/503#Voice
  • 90.
    Portfolio as Story "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)
  • 91.
    Roger Schank, TellMe a Story “Telling stories and listening to other people's stories shape the memories we have of our experiences.” Stories help us organize our experience and define our sense of ourselves.
  • 92.
    Digital Storytelling Process • Create a 2-to-4 minute digital video clip – First person narrative [begins with a written script ~ 400 words] – Told in their own voice [record script] – Illustrated (mostly) by still images – Music track to add emotional tone
  • 93.
  • 94.
    94 Managing ComplexChange graphic
  • 95.
    Vision Confusion ? Managing Complex Change
  • 96.
    1 paragraph! Whatis your “elevator Speech” describing your Vision for ePortfolios?
  • 97.
    Vision statement fora 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.
  • 98.
    ? Skills Anxiety Managing Complex Change
  • 99.
    Dual Skill Development Portfolio Skills Students • Collecting/ Digitizing • Selecting/ Organizing • Reflecting • Goal-Setting • Presenting Teacher/Faculty/Mentor • Pedagogy – Facilitate portfolio processes • Role of Reflection • Assessment/ Feedback • Model Portfolio Learning – Faculty portfolios + Technology Skills
  • 100.
    ? Resources Frustration Managing Complex Change
  • 101.
  • 102.
    ? Incentives GradualChange Managing Complex Change
  • 103.
    Photos: Flickr byKim Cofino INTEGRATE INTO EVERYDAY ACTIVITIES
  • 104.
    ? Action Plan False Starts Managing Complex Change
  • 105.
    Components of ActionPlan • 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
  • 106.
    Some Questions toAsk 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?
  • 107.
    A Reminder… Reflection& Relationships … the “Heart and Soul” of an e-portfolio… NOT the Technology! 107
  • 108.
    PORTFOLIOS HELP LEARNERSFIND THEIR VOICE… and explore their Purpose and Passions through Choice!
  • 109.
    My Final Wish… • dynamic celebrations • stories of deep learning • across the lifespan
  • 110.
  • 111.
    DR. HELEN BARRETT @EPORTFOLIOS Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios https://sites.google.com/site/mportfolios/