The document discusses the history and purpose of portfolios, both paper-based and electronic. It notes that portfolios have traditionally been used to collect artifacts that represent a learner's skills and accomplishments over time. Electronic portfolios now serve similar functions but also allow for greater interactivity, engagement, reflection on learning, and presentation of achievements for purposes like employment. The document emphasizes that eportfolios should support lifelong learning by giving learners autonomy, choice, and opportunities to develop mastery and find their purpose through deep reflection.

1. Lifelong Context for ePortfolios

2. Legacy from the Portfolio LiteratureMuch to learn fromthe literature onpaper-based portfolios

3. As adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”

4. The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com

5. The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture 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

10. What your parents saved for you

11. What you collect…

12. Why you collect…Some issues to considerWhat do your collections say about what you value?

13. Is there a difference between what you purposefully save and what you can’t throw away?

14. 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.

15. QUOTEThe 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-PortfoliosE-Portfolio ComponentsMultiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment

16. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience

17. Digital Repository(Becta, 2007; JISC, 2008)

18. Multiple Purposes from Hidden AssumptionsWhat are yours?• Showcase • Assessment • Learning •http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

19. Multiple Purposes of E-Portfolios in EducationLearning/ Process/ PlanningMarketing/ Showcase/ Employment Assessment/ Accountability"The Blind Men and the Elephant” by John Godfrey Saxe

20. What disciplines are best suited for employment portfolios ?Fields requiring demonstrations of competency (welders, cosmetology, carpentry) (Mostly visual)Professional Education: Teachers, Nurses, Doctors, Allied Health, ScientistsTechnology: web design, multimedia development, game developers, architectsPerformance/Art: artists, dancers, musicians, (mostly video/audio)Composition/Writers: advertising, journalism

21. Some Basic Concepts“ePortfoliois both process and product”

22. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)

23. Product: the outcome/results or “thinginess” of an activity/process- Destination

24. WiktionaryBalancing the 2 Faces of E-Portfolios

25. Types of E-Portfolio ImplementationWorking PortfolioThe CollectionThe Digital ArchiveRepository of Artifacts Reflective Journal(eDOL)Collaboration SpacePortfolio as Process-- Workspace (PLE)“shoebox”Presentation Portfolio(s)The “Story” or NarrativeMultiple Views (public/private)Varied Audiences(varied permissions)Varied Purposes Portfolio as Product-- Showcase

27. Creating an ePortfolio with GoogleApps or WordPressStorage = Google DocsReflective Journal = Blogger or WordPressPresentation =Google Sites

28. Level 1 – Collection in the Cloud

29. Level 2: Primary Purpose: Learning/Reflection

30. Level 3: Primary Purpose: Showcase/Accountability

31. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

32. Knowing the learner (Self-awareness)Understanding prior knowledgeMotivation for and attitudes toward learningHelp learners understand themselvesSee their growth over time

33. Planning for learning (Self management)Setting goalsDevelop a plan to achieve these goals

34. Understanding how to learn (Meta-learning)Awareness of learners to different approaches to learningDeep vs. Surface Learning, Rote vs. Meaningful LearningDifferent Learning StylesHelp learners recognize successAccommodate approaches that are not successful

35. Evaluating learning (Self monitoring)Systematic analysis of learners’ performanceResponsibility to construct meaningBe reflective & think criticallyLearners construct meaning, monitor learning, evaluate own outcomes

37. Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE! All you need is an <EMBED> Code

38. ePortfolio “Mash-up”Lifetime Personal Web SpaceePortfolio “Mash-up” Small pieces, loosely joined

39. Electronic Portfolios almost two decades (since 1991)used primarily in education to store documents reflect on learningfeedback for improvement showcase achievements for accountability or employment

40. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches

41. Think!Engagement Factors?Social networks?ePortfolios?

42. ProcessesSocial NetworkingConnect(“Friending”)Listen(Reading)Respond(Commenting)Share(linking/tagging)PortfolioCollectionSelectionReflectionDirection/GoalsPresentationFeedbackTechnology ArchivingLinking/ThinkingDigital Storytelling Collaborating Publishing34

43. Boundaries Blurring (between e-portfolios & social networks)Structured Accountability Systems? or…Lifelong interactive portfoliosPicasaMash-upsFacebookFlickrblogsYouTubeNingwikisTwitter

44. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice!

45. ePortfolios should be more Conversationthan Presentation(or Checklist)Because Conversation transforms!

46. What about Motivation?Why would a student want to put all that work into developing an ePortfolio?

47. Do Your e-Portfolios have CHOICE and VOICE?Individual IdentityReflection Meaning Making21st Century Literacy

48. Digital Stories

49. How might an e-portfolio support development of personal knowledge, reflection, and metacognition?knowledge for acting/doingreflection in actionperformancecontextforethoughtself-reflectionknowledge for planning actionsand imaginationreflection for actionknowledge of self derived from doingreflection on actionNorman JacksonHigher Education Academy, U.K.

50. Reflective Questions that tie the Past to the Future

51. Self-Regulated LearningAbrami, 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 GoalsCaptions/JournalsChange over Time

52. What are Effective Self-Regulation Processes?Performance or Volitional ControlProcesses that occur in action and affect attention and actionDURINGForethoughtInfluential processes which precede efforts to act and set the stage for action.BEFORESelf-ReflectionProcesses which occur after performance efforts and influence a person’s response to that experienceAFTERWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

53. BeforeGoal setting increases self-efficacy and intrinsic interestTask AnalysisGoal settingStrategic PlanningSelf-motivation beliefs increase commitmentSelf-motivational beliefs:Self-efficacyOutcome expectationsIntrinsic interest/valueGoal Orientation ForethoughtInfluential processes which precede efforts to act and set the stage for action.GOALSWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

54. DuringSelf-control processes help learners to focus on tasks and optimize effortsSelf-instructionImageryAttention focusingTask StrategiesSelf-observation allows learners to vary aspects of their performanceSelf-recordingSelf-experimentationPerformance or Volitional ControlProcesses that occur action and affect attention and actionCaptionsJournalsWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

55. AfterSelf-ReflectionProcesses which occur after performance efforts and influence a person’s response to that experiencePlanning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low abilitySelf-judgmentSelf-evaluationCasual attributionSelf-reactionSelf-satisfaction/affectAdaptive-defensive responseChange over TimeWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

56. North Carolina Reflection CycleSelf-Assessment: The Reflective Practitioner

57. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htmSelect: What evidence/artifacts have you included?Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:Who was involved?What were the circumstances, concerns, or issues?When did the event occur?Where did the event occur?

58. Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htmAnalyze: "digging deeper." "Why" of the evidence or artifact

59. "How" of its relationship to teaching practiceAppraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

60. Strategies for Helping Students ReflectInteractive toolsJournals: Blogs & WikisePortfolio tools with built-in reflectionSurvey toolsStudent self-expression Digital Storytellinghttp://electronicportfolios.org/reflection.html

61. How do you motivate students to develop ePortfolios?Discussion

62. Similarities in ProcessMajor differences:extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation:AutonomyMasteryPurpose

63. Pink’s Motivation BehaviorType X - Extrinsicfueled more by extrinsic rewards or desires (Grades?)Type I – IntrinsicBehavior is self-directed.X I

64. Successful websites = Type I ApproachPeople feel good about participating.

65. Give users autonomy.

66. Keep system as open as possible.- Clay Shirky

67. Autonomy & ePortfoliosChoiceVoiceSharing FeedbackImmediacyhttp://www.flickr.com/photos/kenturamon/342946821/

68. Mastery & ePortfoliosExhilaration in LearningSports? Games?Compliance vs. Personal MasteryOpen Source movement (Wikipedia vs. Encarta) Make a contribution

69. Mastery & ePortfolios (2)ePortfolio:

70. Flow

71. Showcasing Achievements

72. Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)

73. FLOWa feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp”

74. Student Engagement!CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]

75. Find voice and passions through choice and personalization!

76. Portfolio as Story

77. Positive Digital Identity Development - Branding

78. “Academic MySpace”Use ePortfolios to documentMASTERY

79. Purpose & ePortfoliosRelevanceBig pictureEngagement

80. Good Question…

81. Because Purpose and Passion Co-Exist

82. My Final Wish…dynamic celebrations stories of deep learningacross the lifespan65

83. Dr. Helen BarrettResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learningeportfolios@gmail.comhttp://electronicportfolios.org/http://www.slideshare.net/eportfolios