![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.](https://image.slidesharecdn.com/googleappsiste2013workshop-150128180318-conversion-gate02/85/Google-appsiste2013workshop-12-320.jpg)
![73
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”](https://image.slidesharecdn.com/googleappsiste2013workshop-150128180318-conversion-gate02/85/Google-appsiste2013workshop-73-320.jpg)
![Developmental Plans
K-2– no individual student accounts & Class
Portfolios [Blogger]
Grades 3-5 – Individual student accounts & Level 1
portfolios with introduction to Reflection
[Blogger & Docs]
Grades 6-8 – Individual student accounts & Level 2
portfolios (Collection + Reflection) [All tools]
Grades 9-12 – Individual student accounts & Level 3
portfolios (Selection & Presentation) [All tools]](https://image.slidesharecdn.com/googleappsiste2013workshop-150128180318-conversion-gate02/85/Google-appsiste2013workshop-78-320.jpg)
![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](https://image.slidesharecdn.com/googleappsiste2013workshop-150128180318-conversion-gate02/85/Google-appsiste2013workshop-87-320.jpg)
Uploaded byHelen Barrett
Google appsiste2013workshop
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
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Google appsiste2013workshop
- 1.
- 2. Reflect #1 What doyou want to get out of this workshop? Open GoogleDocs/Drive document. Share with eportfolios@ gmail.com Tag: goalsLesson 1
- 4. Agenda Introductions &Overview What? Why? How? (of ePortfolios) Using GoogleApps for ePortfolios Level 1: Collection: GoogleDocs Level 2: Reflection/Feedback: Blogger Level 3: Google Sites Teacher Dashboard Digital Storytelling Professional Development
- 5. Legacy from thePortfolio Literature Much to learn from the literature on paper-based portfolios As adult learners, we have much to learn from how children approach portfolios “Everything I know about portfolios was confirmed working with a kindergartener”
- 6. The Power of Portfolios whatchildren can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of Amazon.com
- 7. The Power ofPortfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
- 8. From the Preface(1) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
- 9. From the Preface(2) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
- 10. From the Preface(3) “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.” Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
- 11. Let’s get personal… Thinkfor a minute about: Something about your COLLECTIONS: Suggested topics: If you are a parent, what you saved for your children What your parents saved for you What you collect… Why you collect…
- 12. 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.
- 13. Outline Definitions (What?) Reflection (Why?) Google Apps (How?) Blogger Docs & Sites Teacher Dashboard Using Mobile Apps Digital Storytelling
- 14.
- 15. Simon Sinek’s GoldenCircle 15 motivation process product
- 16.
- 17. National Educational Technology Plan (2010) Technologyalso gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
- 18. National Educational Technology Plan (2010) -Assessment Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
- 19. 2012 Horizon Report– K-12 Time-to-adoption: One Year or Less Mobiles and Apps Tablet Computing Two to Three Years Game-Based Learning Personal Learning Environments Four to Five Years Augmented Reality Natural User Interfaces New Media Consortium http://www.nmc.org/
- 21. Balanced? Student-Centered Focus onInterests, Passions, Goals Choice and Voice Reflection Lifelong Learning School-Centered Focus on Standards, Outcomes Accountability, Achievement Term, Graduation
- 22.
- 24. Student examples ASBGoogle Sites portfolios & Victoria example Explore: Hunter Park Kindergarten & Abigail's E- Profile (NZ) – Blogger Kim Cofino’s 6th graders (Japan) - Blogger Pt. England School (NZ) – Blogger See links on 1-AM Agenda page
- 26. Portfolio One Word, Many Meanings SpecialtyCase Responsibilities InvestmentsArt Work Collection of Artifacts Workspace Showcase
- 27. 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
- 29. Leonardo da Vinci’sFolio
- 30. E-Portfolio Components < MultiplePortfolios 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)
- 31. Reflect #2 What isyour prior experience with portfolios/ social networks? -Personal? -Professional? -Students? Tag: Experience Lesson 1
- 33. Purpose The overarchingpurpose 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
- 34. Begin Planning Process Online course website: https://sites.google.com/site/k12eportf olioapps/planning Open Google Doc, share with school team partners, begin developing plan.
- 36. Step 2: Benefitsof Portfolios Identify Incentives for participation in e-portfolio development (self- awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?) Lesson 2
- 37. 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.
- 38. 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.
- 39. Lifelong Context forePortfolios
- 40. Digital Identity Creatinga positive digital footprint
- 41. Passion and Self-Directed Learning LisaNielsen’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/
- 42. “Know Thyself” Temple atDelphi
- 43. Student Literacy Achievement throughBlogging The Project definitely provided a motivation for writing, an improvement in audience awareness and purpose and in presentation skills. Other school interventions also had an impact on literacy achievement; however the Project has provided a purpose and enthusiasm for literacy. The students of Manaiakalani were provided with a “hook” (e-learning outcomes published in on-line spaces) which gave these decile 1 students a voice to be heard globally. Subsequently, participating in the Manaiakalani Project enhanced their literacy, engagement, oral language and presentation. (p.70) Tamaki Schools, Auckland, NZ
- 44. Reflect #3 What isyour Vision and Purpose for implementing ePortfolios in yourschool? Tag: Vision Lesson 2
- 46. United #7 ePortfolioVision Statement (Draft) By implementing e-portfolios, United#7 will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.
- 47. From Mead SchoolDistrict’s Student Portfolio Handbook: Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!
- 48. 1 paragraph! What isyour “elevator Speech” describing your Vision for ePortfolios?
- 49. Google Docs OpenGoogle Docs Documents using Google App/Safari Start a document exploring your vision for ePortfolio development (No collaboration in docs.google.com/m/)
- 50. Step 4: Stakeholders Step 4: Stakeholders - Who is involved and how will you introduce them to ePortfolios? Identify Stakeholders in Portfolio Implementation Process and Develop Initial Communication Plan for each stakeholder group Lesson 3
- 51. Your Team’s Task Brainstorm Vision using GoogleDoc 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?
- 53. Process/Product ePortfolio is bothprocess 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
- 54.
- 55.
- 56. blog Sites 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 blog pages Captions/Journals Now what? So what? What?
- 57. Balancing the TwoFaces of E-Portfolios Working Portfolio Digital Archive (Repository of Artifacts) Collaboration Space Reflective Journal Portfolio as Process Workspace Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences & Purposes Portfolio as Product Showcase Blog Sites Docs
- 58. Why? Integrated EcoSystem Single Sign-On WalledGarden Transferable
- 59.
- 60.
- 61. Creating an ePortfoliowith GoogleApps 1. Storage = Google Docs/Drive 2. Reflective Journal = Blogger or Google Sites Announcements page type 3. Presentation = Google Sites Google Drive
- 62. Level 1 -Collection Google Drive
- 64. Mobile Apps –Presentation & Handout
- 65. Reflect #5 What area few strategies to create digital artifacts with GoogleApps integrated into the curriculum? Audio, Video, Images, Text Google Drive
- 66. Step #5.1 What typeof evidence do you want to capture? How would you “capture the moment”? Where will you store these artifacts? Tag: Evidence Lesson 3
- 67. Level 2: PrimaryPurpose: Learning/Reflection
- 68. Step #5.2 How willyour students set goals, reflect on their learning and create a reflective journal as part of a personal learning record or working portfolio? Tag: Evidence Lesson 4
- 69. Step 5.2 Level2 Portfolio as Workspace Plan for scaffolding reflection http://sites.google.com/site/refle ction4learning/
- 70.
- 71. ePortfolios should be moreConversation than Presentation (or Checklist) Because Conversation transforms!
- 72. Post to fromMobile Send email to pre-arranged email address Use new Blogger app (free) or BlogPress iOS app ($2.99) or Blogsy for iPad ($4.99) Set up Blogger Mobile and send SMS
- 73. 73 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”
- 74. Level 3: PrimaryPurpose: Showcase/Accountability Level 3: Showcase Portfolio
- 75. Step 5.3 How yourstudents create a showcase portfolio, reflecting on growth over time and setting new learning goals? Tag: Evidence Lesson 5
- 76. Step 5.3 Develop planfor Level 3 - Portfolio as Showcase (optional for lower grades)
- 77. Timeline 77 Sept Oct NovDec 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 +
- 78. Developmental Plans K-2–no individual student accounts & Class Portfolios [Blogger] Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs] Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools] Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]
- 79. 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
- 80.
- 81.
- 82. Do Your e-Portfolioshave CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy Digital Story of Deep Learning
- 83. Voice 6+1 Trait® Definition Voiceis 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
- 84. Portfolio as Story "Aportfolio 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)
- 85. 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.
- 86. Successful ePortfolio Process: Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops/Mobiles Engage students in reflection to facilitate deep learning through… Digital storytelling Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase
- 87. 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
- 88. 88 Managing Complex Changegraphic
- 90. 1 paragraph! What isyour “elevator Speech” describing your Vision for ePortfolios?
- 91. A California SchoolDistrict 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.
- 92. One NYC school’sVision 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.
- 94. Dual Skill Development Students Collecting/ Digitizing Selecting/ Organizing Reflecting Goal-Setting Presenting Teacher/Faculty/Mentor Pedagogy – Facilitate portfolio processes Role of Reflection Assessment/ Feedback Model own Portfolio Learning + Technology Skills Portfolio Skills
- 95.
- 96. Step 6 What isyour professional development plan for helping teachers facilitate the portfolio development process? Tag: Evidence Lesson 4
- 97. Step 6 Brainstorm Skills/Training Needed. Developplan for building e- portfolio skills of various stakeholders.
- 98. Initial Online CoursesPlanned 1. Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW 2. Supplemental courses: 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)
- 101. Photos: Flickr byKim Cofino
- 102. “everyday-ness” How can wemake ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning
- 103. Step 7 What resources& assistance do you need? What are your challenges & barriers? What tools are you going to use? Tag: Evidence Lesson 5
- 104. Step 7 Identify Resources& Assistance needed, Challenges and Barriers
- 107. 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
- 108. 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?
- 109. Step 8 How willyou use these portfolios for formative and summative assessment? How will you evaluate your progress? What are your expectations, targets, timeline? Tag: Evidence Lesson 6
- 110. Step 8 Develop evaluationplan - Establish expectations/targets and timeline Develop Rubrics for formative & summative assessment https://sites.google.com/site/ass ess4learning/rubrics
- 111. Add-ons Managing IMAGESin Google Apps with PicasaWeb Albums, Aviary Tools Managing VIDEO in Google Apps with YouTube and Google Docs Add-ons to GoogleApps to support portfolio development: Teacher Dashboard, Aviary, others Lessons 7,8
- 112.
- 114. Reflect What are your“AHA” moments in this workshop? What do you want to explore further? What are your next steps? eportfolios@gmail.com Tag: Feedback or Goals
- 115. 115 Reflection & Relationships …the “Heart and Soul” of an ePortfolio… NOT the Technology! A Reminder…
- 117. 117 My Final Wish… dynamiccelebrations stories of deep learning across the lifespan