The document discusses how ePortfolios can support deep learning through reflection and multimedia. It explains that ePortfolios have two main purposes: reflection and presentation. Reflection is key as it involves thinking about one's experiences and learning, which is important for self-regulated learning. The document also discusses how digital tools like blogs and stories can support reflection and deep learning.
A lunch and learn sessions were hosted by the library. Session 1: An introduction to copyright and use issues related to teaching and learning; Copying Guidelines and Fair Dealing Guidelines used at Canadian universities, distribution of course materials, and use of OERs in classroom.
Session 2: A focus on faculty needs related to the creation of OERs, CC licenses, publishing and research followed by a Question and Answer session.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
A importância da rede pessoal de aprendizagem, da aprendizagem informal, dos portefólios e da gestão de carreira na era da Aprendizagem ao Longo da Vida
ePortfolios:Digital Stories of Deep Learning
Dr. Helen Barrett
Research Project Director
The REFLECT Initiative
University of Alaska Anchorage (retired)
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. What can an ePortfolio
do for your students?
Digital Stories of Deep Learning
Dr. Helen Barrett
REAL ePortfolio Academy
University of Alaska Anchorage (retired)
Seattle Pacific University (adjunct)
New England College (adjunct)
http://electronicportfolios.org
eportfolios@gmail.com
Twitter: @eportfolios
2. Focus of Presentation
Hashtag: #eportfolios
• Reflection and multimedia strategies to
support metacognitionand deep learning
• What, Why, and How of ePortfolios
• Balancing the 2 Faces of
ePortfolios
• Digital &MobileTools
• Digital Storytelling
3. Legacy from the Portfolio
Literature
Much to learn from
the literature on
paper-basedportfolios
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
assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
5. The Power of Portfolios
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 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.
13. specialty case responsibilities
Portfolio
One Word,
Many Meanings
art work collection of artifacts investments
14. What is a Portfolio?
• Dictionary definition:
a flat, portable case
for carrying loose
papers, drawings, etc.
• Financial portfolio: document
accumulation of fiscalcapital
• Educational portfolio: document
development of humancapital
15. Who was the
first famous
“folio” keeper?
Definitions
20. Reflection:
The “Heart and Soul”
of a Portfolio
Metacognition = “thinking about thinking"
21. What is Reflection?
• Major theoretical roots:
• Dewey
• Habermas
• Kolb
• Schön
• Dewey: “We do not learn
from experience… we learn
from reflecting on
experience.”
22. Self-Regulated Learning
Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian
Journal of Learning and Technology, V34(3) Fall 2008.
http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
Captions/Journals
Blog
Mobiles
Blog Pages Web Sites
23. Resource on Biology of
Learning
• Enriching the Practice of
Teaching by Exploring
the Biology of Learning
• James E. Zull
• Stylus Publishing Co.
25. Experiential Learning Model
Lewin/Kolb with adaptations by Moon and Zull
Practice
Have an experience
Try out what
Reflect on the
you have experience
learned
Metacognition
Learn from the experience
26. Portfolio Learning
Experience
Reviewing Feeling
Publishing & Selecting Recording
Sharing &
Receiving Synthesizing Dialogue Organizing
Planning Collaborating
Feedback
Understanding Conceptualizin
Reflecting
g
& Constructing
Meaning
Figure 2 A model of e-portfolio-based learning, adapted from
Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p.
9
27. Deep Learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong
Cambridge (2004)
28. “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
30. Managing Oneself
Peter Drucker, (2005) Harvard Business Review
• What are my strengths?
• “Success in the
knowledge economy • How do I perform?
comes to those who
know themselves – • What are my values?
their strengths, their
• Where do I belong?
values, and how best
they perform.” • What should I contribute?
• Purpose: Use e- • Responsibility for
portfolios for Relationships
managing knowledge • The Second Half of your Life
workers' career
31. 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
32. Student Literacy Achievement
through Blogging
• 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
33. What is Your Online
Personal Brand?
ePortfolioscan help build
a positive online identity.
36. http://www.businesswire.com/news/home/2010100
Digital Birth: 006722/en/Digital-Birth-Online-World
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.
37. 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/
38. 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/
39. Students Explore &
Find
Purpose& Passion
Through Reflection
&Goal-Settingin their
ePortfolios
41. Some Basic Concepts
“ePortfoliois 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
45. Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED>
Code
46.
47. Balancing the Two Faces of
ePortfolios
Presentation
Working Portfolio
Portfolio(s)
Digital Archive The “Story” or Narrative
(Repository of
Artifacts)
Docs Multiple Views
Sites (public/private)
Collaboration Space
Varied Audiences &
Reflective Journal Blog Purposes
Portfolio as Portfolio as
Process Product
Workspace Showcase
51. Timeline
Sept Oct Nov Dec 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 ? XX
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection + Presentation
51
53. Is the Future
ofePortfolioDevelop
ment
in your Pocket?
• “Capture the Moment” – Reflection in the Present Tense
• What am I learning at this moment?
• Using the tools in our pockets!
54. 2011 Horizon Report – K-12
Time-to-adoption:
• One Year or Less
• Cloud Computing
• Mobiles
• Two to Three Years
• Game-Based Learning
• Open Content
• Four to Five Years
• Learning Analytics
• Personal Learning
Environments
New Media Consortium http://www.nmc.org/
55. Mobile Web is becoming the
Personal Learning
Environment
Learning the is… Generation”
of that “Net
o Social and Participatory
o Lifelong and Life Wide
o Increasingly Self-Directed
o Motivating and Engaging
o … and Online all the time!
57. With iOS
(iPod
Touch, iPhon
e, iPad)
Text
Image
Capture the
s
Moment
Audio
58. Evernote
One Account, Many Devices
• Capture Anything
• Access Anywhere
• Find Things Fast
• Capture something in one place
-- access it from another
• Web page access
Emailing your memories
Email notes, snapshots, and audio directly into your account.
Emailed notes will go directly into your default notebook.
59. Evernote
• All in one recording/saving to Evernote
Account (email address)
• Grades 3-5, Trillium Charter School,
Portland (see my blog)
iPod Touch4 $239 &
Lexmark Pinnacle Pro901 $199
60. Learning is a Conversation
ePortfoliosshould be
more
Conversation
than Presentation
Because Conversation
transforms!
61. Blogging* by eMail
*the act of sharing yourself
Tumblr Posterous
• Set up account on website • Just email to
post@posterous.com
• Send email to:
myaccount.tumblr.com • iPhone App
• iPhone App • Cross-post to Facebook&
• Call in your posts for audio Twitter
post to blog
• Cross-post to Facebook&
Twitter
64. Do Your E-Portfolios have
CHOICE and VOICE?
• Individual Identity
• Reflection
• Meaning Making
• 21st Century Literacy
• Digital Story of Deep Learning
65. 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)
66. 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
67. 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
75. Initial Online Courses
Planned
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)
3. Add Voice to ePortfolios with Digital Storytelling
76. My breakout session
today
• Q&A
• More in-depth discussion of:
• Multiple Purposes of ePortfolios
• Pedagogy of Reflection
• Mobile Apps
• Google Apps
• Blogs as Learning Portfolios
• Examples
77. My Final Wish…
• dynamic celebrations
• stories of deep learning
• across the lifespan
77
79. 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/
Editor's Notes
Adjectives to describe purpose
How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
As carved into
Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
Added Google Docs in 2010.My next research will be on ESL ePortfolios
Or reputation – how we are perceived. Uniqueness – our special character – our ethos.
Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
25% posted sonograms!
Portfolio development can have a positive impact on career development.
Portfolio development can have a positive impact on career development.Authenticity: finding passion, purpose, strengths, A real sense of who we are.
How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
Common Tools vs. Proprietary systems
Article Published 2011, British Columbia Ministry of Education, Innovations in Education, 2nd Edition
Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Level 2Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
Level 3Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)
Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)
Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios can showcase 21st Century Literacy.
In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function: