The document discusses balancing the student-centered and institution-centered purposes of e-portfolios. It addresses the confusion around terminology and purposes of e-portfolios, and how technology has exacerbated these issues. The presentation aims to balance student-centered purposes like learning and reflection with institution-centered purposes like evaluation and accountability. It provides examples of different e-portfolio designs and structures that can serve different purposes.

1. Balancing the 2 Faces of e-Portfolios Dr. Helen Barrett Slideshare: eportfolios

2. Key Themes of My Presentation Purpose Process Product

3. Confusion of Terminology Electronic portfolios Student-centered Lifelong and Life Wide Assessment About individual learning and growth over time Focus on personalization, reflection, deep learning Formative or summative? Accountability systems Institution-centered Limited Time Frame Evaluation About comparability and sorting into normed groups Focus on standardization, validity, reliability In many ways, our technology-based tools have defined the process… and exacerbated the confusion.

4. Are we experiencing the equivalent of Red States/Blue States in Assessment/Accountability?

5. Multiple Purposes from Hidden Assumptions What are yours? http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

6. “ Purpose” Drives the Process This presentation will balance Student-Centered Purposes (Learning, Reflection, Showcase) with Institution-Centered Purposes (Evaluation, Accountability)

7. Student-Centered 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

8. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe

9. ePortfolio designs/strategies for different purposes Learning Portfolios (Formative assessment) Organized chronologically Focus of Reflection: Learning Activities & Artifacts Tools: Reflective Journal (blog) Faculty/peer role: Feedback on artifacts and reflection 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 Showcase Portfolios (Employment, Self-marketing) Organized thematically (position requirements) Focus of Reflection: Suitability for position Tools: Choice of portfolio owner – personalized web pages

10. A few thoughts about Assessment -- What Type? Assessment OF Learning? or Assessment FOR Learning? or Assessment AS Learning

11. Purposes for Assessment Assessment OF Learning = Summative Assessment Institution-centered Past-to-Present Assessment FOR Learning = Formative (Classroom-based) Assessment Teacher/student-centered Present-to-Future Assessment AS Learning Student-centered Focus on the Present

12. www.qca.org.uk ages3-14

13. Principles of Assessment FOR Learning Definition: Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

14. What Type of Portfolio? Presentation Portfolio Gives student ownership Flexible structure Assessment Portfolio Provides rigid structure Provides school with evaluation data Presentation Portfolio submitted to an Assessment Portfolio Give the students the benefit of the presentation portfolio while the organization gets the benefits of the assessment portfolio.

15. Lee Shulman’s 5 dangers of portfolios "lamination" "heavy lifting" "trivialization" "perversion" "misrepresentation" Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

16. Lee Shulman’s 5 dangers of portfolios 1. "lamination" - a portfolio becomes a mere exhibition, a self-advertisement, to show off Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

17. Lee Shulman’s 5 dangers of portfolios 2. "heavy lifting" - a portfolio done well is hard work. Is it worth the extra effort? Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

18. Lee Shulman’s 5 dangers of portfolios 3. "trivialization" - documenting stuff that isn't worth reflecting upon Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

19. Lee Shulman’s 5 dangers of portfolios 4. "perversion" - when used as a form of high stakes assessment “why will portfolios be more resistant to perversion than all other forms of assessment have been?” Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

20. Lee Shulman’s 5 dangers of portfolios “… And if one of the requirements … is that you develop a sufficiently objective scoring system [for portfolios] so you can fairly compare people with one another, will your scoring system end up objectifying what's in the portfolio to the point where the portfolio will be nothing but a very, very cumbersome multiple choice test?" (p. 35) Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

21. Lee Shulman’s 5 dangers of portfolios 5. "misrepresentation" - does "best work" misrepresent "typical work" -- not a true picture of competency Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

22. Lee Shulman’s 5 benefits of portfolios document longer episodes of teaching and learning encourage the reconnection between process and product. - very best teaching portfolios contain excerpts of student portfolios & highlight the results of teaching that lead to student learning. institutionalize norms of collaboration, reflection, and discussion a portable residency... introduces structure to the field experience (most important) shifts the agency from an observer back to the teacher interns... Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand . (pp. 23-37) New York: Teachers College Press.

23. Limitations of Portfolios Shavelson, Klein & Benjamin, Inside Higher Ed, October 16, 2009 http://www.insidehighered.com/views/2009/10/16/shavelson Main Points Lack of Standardization Not Feasible for Large Scale Learning Assessment Bias Enlightening responses to article– titles of some entries: Vision that is too narrow What's in it for the students? Why standardized tests still have not changed Maybe this approach to assessment is the real problem Accountability does not equal comparability and standardization The easy way out. . . Assessment for What? Viewpoint or ad?

24. Portfolio Processes Traditional Collecting Selecting Reflecting Directing Presenting + Technology Archiving Linking/Thinking Storytelling Collaborating Publishing

25. Types of ePortfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal (eDOL) Collaboration Space Portfolio as Process -- Workspace (PLE) “shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences (varied permissions) Varied Purposes Portfolio as Product -- Showcase

27. Structure of E-Portfolio Types Portfolio as Process / Workspace Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience Portfolio as Product / Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

28. QUOTE The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. -Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios

29. Student-Centered Philosophy " A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)

30. Constructed Meaning "The portfolio is a laboratory where students construct meaning from their accumulated experience." (Paulson & Paulson, 1991, p.5)

31. 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

32. Insights from 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

33. To assess = To sit beside the learner “ The word assess comes from the Latin word assidere, which means to sit beside . Literally then, to assess means to sit beside the learner .” Stefanakis, E. (2002) Multiple Intelligences and Portfolios . Heinemann, p.9

34. Overlap of Assessment Types Electronic Portfolios: that support Assessment FOR Learning Assessment Management Systems: that support Assessment OF Learning Institution-centered Learner-centered “ Checklist of Competencies” • Balance • “Students’ Story of Learning” Positivist Constructivist

35. What is the best tool? Do you need an all-in-one system or multiple tools?

36. Categories of E-Portfolio Software Created as part of my study of different online tools: http://electronicportfolios.org/categories. html Not tools for telling but tools for talking! - Julie Hughes, University of Wolverhampton

37. Recent changes in technology

38. Architecture of Interaction Architecture of Participation (Web 2.0) allows a Pedagogy of Interaction (ePortfolio 2.0)

39. Web 2.0 tag cloud

40. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation” Learning that is… Social and Participatory Lifelong and Life Wide Increasingly Self-Directed Motivating and Engaging … and Online!

41. http://electronicportfolios.org/categories.html Web 2.0

42. Major Categories of ePortfolio Tools Individual & Institutional Authoring Tools Static Web Services Interactive Web Services Institutional Software - Server required Hosted Services Assessment Systems - Hosted Services Higher Lower Level of personalization & creativity Higher Lower Level of interactivity

43. Institutional Portfolios What happens when a learner leaves or transfers? Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfolios Employment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks

44. Separate Systems - Learner-Centered Learners maintain collection across the lifespan, institutions maintain evaluation data & links All you need is an <EMBED> Code! (Hall Davidson) Learners’ Digital Archive & Blog Learner-owned Lifelong Web Space Class portfolio Guidance portfolio Employment portfolio Institution’s Server or Service & Purposes Limited Time Frame hyperlinks Institutional data Meta-tags Faculty-generated evaluation data Life-wide focus Social networks

45. Using a Blog Handout

46. Questions to Ponder What happens to electronic portfolios once learners leave an institution? Can learners continue to maintain their own “digital documentation of development” throughout their lifetime? (Do they even want to?) Has the process of reflective practice become a habit of mind that will support lifelong learning? Cognitive Dissonance

47. Social Learning How can we integrate ePortfolios with what we know about social learning and interactivity?

48. Premises of Deep Learning Motivation Active Learning Interaction with others A deep foundational knowledge “ Because portfolios get students into a rich and deep knowledge base focused on their own learning experiences, portfolios are highly motivating. Collaboration with others deepens these individual experiences by allowing probing questions, socially constructed knowledge, and alternative viewpoints. Zubizarreta, J. (2009) Learning Portfolios. Jossey-Bass , p. xx

49. How can you leverage the technologies learners own? Accessibility from “net books” and home computers Connectivity with cell phones Audio (podcasts) and Video (digital stories)

50. “ every day-ness” How can we make ePortfolio development a natural process integrated into everyday life? Lifelong and Life Wide Learning

51. Making ePortfolios Stick Will your students want to use the ePortfolio process after they graduate? Will ePortfolio tools be available to them after graduation?

52. Key Qualities of an idea that is made to stick: Simplicity Unexpectedness Concreteness Credibility Emotional Stories

53. Simplicity : &quot;How do you strip an idea to its core without turning it into a silly sound bite?&quot; Unexpectedness : &quot;How do you capture people's attention... and hold it?&quot; Concreteness : &quot;How do you help people understand your idea and remember it much later?&quot; Credibility : &quot;How do you get people to believe your idea?&quot; Emotional : &quot;How do you get people to care about your idea?&quot; Stories : &quot;How do you get people to act on your idea?&quot; Qualities

54. Think! What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?

55. Interview with Founders of My Space on Charlie Rose Show, Feb 3, 2009 CR: why is it [MySpace] so compelling for so many people? Chris DeWolfe: A lot of it is about the ability to express yourself. So if you look at your MySpace Profile, you have your music that you're listening to, you have the colors, you have the background, you have the videos. So, I look at your Profile, if you have one, and I can get to know you pretty quickly … So, I think it's an online representation of who you are, which is really fascinating, and it's a great way to stay in touch with people, and it's a great discovery mechanism. (Me): Engagement just won't be a factor until we can incorporate those elements of personal expression in ePortfolios . (http://electronicportfolios.org/blog/2009/02/myspace-founders-on-charlie-rose.html)

56. Reflection … is the “Heart and Soul” of a Portfolio… A Reminder…

57. Move beyond text-only artifacts Encourage development of multimedia artifacts Introduce alternative strategies for reflection Digital storytelling Blogging

58. Reflective Learning for the Net Generation &quot;Why don't students spend time to reflect on the things they are learning? Our initial research suggests that Net Generation students dislike using written text, but their engagement increases when they use digital storytelling. Digital storytelling is an innovative approach to reflective learning in which pictures and sound are collected and assembled to form a multimedia story. “ “ The combination of multimedia and technology motivates students to creatively produce digital stories that stimulate reflective learning. Digital stories present a personal and reflective narrative using a range of media, especially photographs and video. In addition, students can feel empowered and develop multiple literacies that are essential for lifelong learning.” Christopher Murray and Dr. John Sandars, Medical Education Unit, University of Leeds- http://www.medev.ac.uk/newsletter/01.18.html

59. Why Digital Stories in ePortfolios? Reflection is the “heart and soul” of portfolios Digital Stories can humanize any model of ePortfolio Digital Stories add VOICE

60. A Whole New Mind Daniel Pink Balancing Right-Brain skills for the “Conceptual Age” with Left-Brain skills from the “Information Age”

61. 6 Essential High-Concept, High Touch Aptitudes Dan Pink, A Whole New Mind Design (not just function) - create objects beautiful, whimsical, emotionally engaging Story (not just argument) - the ability to fashion a compelling narrative Symphony (not just focus) - synthesis--seeing the big picture Empathy (not just logic) - forge relationships - care for others Play (not just seriousness) - laughter, lightheartedness, games, humor Meaning (not just accumulation) - purpose, transcendence, and spiritual fulfillment.

62. Storytelling as a Theory of Learning Two educators from New Zealand - staff developer and health educator Relates storytelling to literature on learning and reflection Provides stages of storytelling related to reflection

63. The Learning Cycle David Kolb from Dewey, Piaget, Lewin, adapted by Zull

64. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Try out what you have learned Learn from the experience Reflect on the experience Have an experience Practice Metacognition

65. A Dozen Purposes for Digital Storytelling Introduction of Self Voice & Personality Legacy Biography Memoir Reflection Transition Decision & Direction Benchmarking Development Change over Time Rich Multimedia Artifacts Evidence of Collaboration Documentary Record of Experience Oral Language Development

66. Voice & Personality Voice is often missing from electronic portfolios, both literally and rhetorically. A digital story provides that voice: listening to the author, we hear a real person, getting a sense of their unique personality.

67. Do Your e-Portfolios have VOICE? Individual Identity Reflection Meaning Making New Literacy “ When words are infused by the human voice, they come alive.” - Maya Angelou

68. Voice = Authenticity multimedia expands the &quot;voice&quot; in an electronic portfolio (both literally and rhetorically) personality of the author is evident gives the reflections a uniqueness

69. Helping Students Tell Their Stories COLLECT more than text documents Pictures Audio Video Focus on REFLECTION over time Help students make CONNECTIONS Support multimedia presentation formats

70. Convergence

71. What’s Your Story? Richness not possible in print

72. Wordle.com This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors. http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/

73. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 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

74. 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 and deep learning?

75. Opportunity Cost – a conversation with a high school teacher: &quot;It took all the thinking out of it. They gave me the standards and told me which artifacts to put into each one! It wasn't as effective as what my students did!” http://electronicportfolios.org/blog/2008/07/necc-2008-update.html What learning opportunities are we missing when we completely structure the learner’s portfolio?

76. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum

77. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose

78. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose

79. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social Learning Faculty Time Involvement Complexity Purpose

80. 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

81. 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

82. My Final Wish… May all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan.

83. Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning Center for Advanced Technology in Education University of Oregon College of Education [email_address] http://electronicportfolios.org/ Slideshare: eportfolios