United #7 aims to implement e-portfolios to empower students and develop lifelong skills. E-portfolios will allow students to take ownership of their learning through reflection, technology, and collaboration. This will help students achieve their goals. Stakeholders like students, teachers, and parents will be introduced to the vision and process. E-portfolios will have multiple levels, starting with collection of artifacts and moving to deeper reflection and selection for presentation. Tools like Google Apps, Evernote, and blogging will be used to capture evidence, reflect, and create showcases.

1. Email:eportfolios@gmail.comTwitter hashtag:#eportfoliosStudent-Centered Interactive E-Portfolios Dr. Helen BarrettwithTwitter:@eportfolioselectronicportfolios.org/slideshare.net/eportfolios/

2. Workshop & Class Siteshttps://sites.google.com/site/richlandsd2/https://sites.google.com/site/k12eportfolios/

3. Agendahttps://sites.google.com/site/richlandsd2/agenda-sept-2011Tuesday AM: overview, collection & reflection, overview of GoogleAppsTuesday PM: GoogleDocs, Blogger, prepare script for storyWednesday AM: Google Sites, Digital StorytellingWednesday PM: share stories, planning for implementation

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

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

7. The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001

8. 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.”

9. 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.”

10. 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.”

11. 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

12. What your parents saved for you

13. What you collect…

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

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

16. 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.

17. Outline Definitions (What?)Reflection (Why?)Google Apps (How?) BloggerDocs & SitesTeacher DashboardUsing Mobile AppsDigital Storytelling

18. Install the following FREE* appsEverNote (for note taking, capturing websites)Edmodo (school-based social networking)StoryRobe (digital storytelling) $0.99Dropbox (for document storage) + DropVox (audio recording stored in Dropbox) + PlainText (text editor stored in Dropbox)Piconhand

19. Establish the following accounts:Google account– Share with me so that I can share a Google Doc templateDropbox.comEdmodo.comEvernote.com

20. Model the process in this workshopUse one of the downloaded apps on your mobile device throughout the workshop to reflect & take notesTwitter hashtag: #mportfolios

21. EDMODO.COMJoin this group:Use like Twitter (add tags)

22. ReflectWhat do you want to get out of this workshop?(Use Edmodonow. Use blog, PlainText, Evernote, or other app later.)Tag: goals

23. ContextWhy…Electronic Portfolios Now?

24. National Educational Technology Plan (2010)Technology also 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)

25. 2011 Horizon Report – K-12Time-to-adoption: One Year or LessCloud ComputingMobiles Two to Three YearsGame-Based LearningOpen Content Four to Five YearsLearning AnalyticsPersonal Learning Environments New Media Consortium http://www.nmc.org/

26. What are Interactive Portfolios?Portfolios using Web 2.0 tools to: reflect on learning in multiple formats

27. showcase work online to multiple audiences

28. dialogue about learning artifacts/reflections

29. provide feedback to improve learning Balanced?Student-CenteredSchool-CenteredFocus on Interests, Passions, GoalsChoice and VoiceReflectionLifelong LearningFocus on Standards, OutcomesAccountability, Achievement Term, Graduation

30. ExamplesOnline Portfolios & Blogs

31. Student examplesASB Google Sites portfolios & Victoria exampleExplore:Hunter Park Kindergarten & Abigail's E-Profile (NZ) – BloggerKim Cofino’s 6th graders (Japan) - BloggerPt. England School (NZ) – BloggerSee links on 1-AM Agenda page

32. Golden Circle What?How?Why?25

33. WHAT?Audio • Video • Text • ImagesDigital RepositoryElectronic PortfolioSocial NetworksMultimedia Artifacts

34. ResponsibilitiesSpecialty CasePortfolioOne Word, Many MeaningsWorkspaceShowcaseInvestmentsArt WorkCollection of Artifacts

35. What is a Portfolio?Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.Financial portfolio: document accumulation of fiscalcapitalEducational portfolio: document development of humancapital

36. Who was the first famous “folio” keeper?Definitions

37. Leonardo da Vinci’s Folio

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

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

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

41. ReflectWhat is your prior experience with portfolios/ social networks?Personal?

42. Professional?

43. Students?Tag: Experience

44. WHY?AssessmentReflectionIdentityGuidanceLearningShowcaseAccountabilityEmployment

45. PurposeThe 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

46. Begin Planning ProcessOnline course website:https://sites.google.com/site/k12eportfolios/planningOpen Google Doc, share with school team partners, begin developing plan.

48. Google DocsOpen Google Docs Documents using Google App/SafariStart a document exploring your vision for ePortfolio development(No collaboration in docs.google.com/m/)

49. Step 2: Benefits of PortfoliosIdentify Incentives for participation in e-portfolio development (self-awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)

50. Benefits…from the PROCESS:They will discover a valuable exercise in self assessment through the reflection processLearning will take on a new depth through the reflection processTheir 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.

51. 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 graduationThey will have an extremely portable tool to use no matter where they are in the world.

52. Lifelong Context for ePortfolios

53. Digital IdentityCreating a positive digital footprint

54. Passion and Self-Directed LearningLisa Nielsen’s “The Innovative Educator” blog entries:Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)10 Ways Technology Supports21st Century Learners in Being Self Directedhttp://theinnovativeeducator.blogspot.com/

55. “Know Thyself”Temple at Delphi

56. Student Literacy Achievement through BloggingThe 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

57. United #7 ePortfolio Vision 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.

58. From Mead School District’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!

59. Step 3What is your Vision and Purpose for implementing ePortfolios in this school?Tag: Vision

60. HOW?WorkspaceToolsShowcase“Capture the Moment”

61. Step 4: StakeholdersStep 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

62. Process/ProductePortfoliois both process and product”

63. Process: A series of events (time and effort) to produce a result- From Old French procesJourney

64. Product: the outcome/results or “thinginess” of an activity/processDestination

65. WiktionaryProcessesSocial NetworkingConnect(“Friending”)Listen(Reading)Respond(Commenting)Share(linking/tagging)PortfolioCollectionSelectionReflectionDirection/GoalsPresentationFeedbackTechnology ArchivingLinking/ThinkingDigital Storytelling Collaborating Publishing52

66. ReflectionSource: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.htmlBased on Bloom’s Taxonomy (Revised)

67. 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 Captions/Journalsblogblog pagesSites

68. Balancing the Two Faces of E-PortfoliosWorking PortfolioPresentation Portfolio(s)DocsDigital Archive (Repository of Artifacts)Collaboration SpaceReflective JournalPortfolio as ProcessWorkspaceThe “Story” or NarrativeMultiple Views (public/private)Varied Audiences & PurposesPortfolio as ProductShowcaseSitesBlog

69. Why?Integrated EcoSystemSingle Sign-OnWalled GardenTransferable

70. Using Google Apps

71. Creating an ePortfolio with GoogleAppsStorage = Google DocsReflective Journal = Blogger or Google Sites Announcements page type Presentation =Google Sites

72. Level 1 - Collection

73. With iOS (iPod Touch, iPhone, iPad) Text Images Audio VideoCapture the Moment

74. Integrate file storage with computer and websiteHyperlink to files in Public folder!Try it!

75. Dropbox AppsPlainTextDropVoxRecords audio (.m4a) and sends it directly to your Dropbox accountCreates plain text file (.txt) and saves directly to Dropbox account. Can create folders inside PlainText folder.Try it!

76. Dragon DictationVoice recognition (adult)Share in many waysTry it!

77. EvernoteOne Account, Many DevicesCapture AnythingAccess AnywhereFind Things FastCapture something with one tool-- access it from anotherWeb page accessEmailing your memoriesEmail notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.

78. EvernoteAll 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

79. Case Study: Grades 3-5Trillium Charter School, Portland, ORhttp://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.htmliPod Touch 4Try it!

80. Step 5.1What type of evidence do you want to capture?How would you “capture the moment”?Where will you store these artifacts?Tag: Evidence

81. Hands-OnExplore a few tools to address your portfolio purpose & process

82. Level 2: Primary Purpose: Learning/Reflection

83. Social LearningInteractivity!70

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

85. Post to from MobileSend email to pre-arranged email addressUse BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99) Set up Blogger Mobile and send SMS

86. Blogging* by eMail*the act of sharing yourselfTumblrPosterousSet up account on websiteSend email to: myaccount.tumblr.comiPhone AppCall in your posts for audio post to blogCross-post to Facebook & TwitterJust email to post@posterous.com iPhone AppCross-post to Facebook & Twitter

87. Student Engagement!CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]Find voice and passions through choice and personalization!Portfolio as StoryPositive Digital Identity Development - Branding“Academic MySpace”74

88. Level 3: Showcase PortfolioLevel 3: Primary Purpose: Showcase/Accountability

89. Timeline76Level 1: CollectionLevel 2: Collection + ReflectionLevel 3: Selection + Presentation

90. Step 5.2 Level 2 Portfolio as WorkspacePlan for scaffolding reflectionhttp://sites.google.com/site/reflection4learning/

91. Brainstorm

92. Step 5.3Develop plan for Level 3 - Portfolio as Showcase (optional for lower grades)

93. Developmental PlansK-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]

94. Hands OnCreate Google Site& Digital Story

95. Digital Tools for ReflectionReflective Journal (Blog)Digital Storytelling and Engagement

96. Convergence

97. Do Your e-Portfolios have CHOICE and VOICE?Individual IdentityReflection Meaning Making21st Century LiteracyDigital Story of Deep Learning

98. Voice6+1 Trait® DefinitionVoice 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

99. 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)

100. 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.

101. Digital Storytelling ProcessCreate a 2-to-4 minute digital video clipFirst person narrative [begins with a written script ~ 400 words]Told in their own voice [record script]Illustrated (mostly) by still imagesMusic track to add emotional tone

102. Sample Storyboard

103. Sample Storyboard

104. Video Editing on iOSiMovie $4.99ReelDirector $3.99Splice $1.99Free

105. Victoria’s 2nd Grade Autobiography

106. Tori – 2nd Gradehttp://www.youtube.com/watch?v=tyTi_2ZR2L4

107. Tori – 6th grade poemhttp://www.youtube.com/watch?v=7v18VvMmCJY

108. Lucy the Cat (created with StoryRobe)http://www.youtube.com/watch?v=_E1VpczjEaU

109. 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

110. ReflectWhat are your “AHA” moments in this workshop?What do you want to explore further?What are your next steps?eportfolios@gmail.comTag: Feedback or Goals

111. Teacher Dashboard Demo(Optional)A tool to help teachers manage Google Apps in the classroom (being built in New Zealand)http://hapara.com/

112. 99Managing Complex Change graphic

113. ConfusionVision

114. 1 paragraph!What is your “elevator Speech” describing your Vision for ePortfolios?

115. A California School District K-12 VisionElectronic 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.

116. One NYC school’s VisionAn 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.

117. AnxietySkills

118. Dual Skill DevelopmentPortfolio SkillsStudentsCollecting/ DigitizingSelecting/ OrganizingReflectingGoal-SettingPresentingTeacher/Faculty/MentorPedagogy – Facilitate portfolio processesRole of ReflectionAssessment/ FeedbackModel own Portfolio Learning+ Technology Skills

119. REAL*ePortfolioAcademy for K-12Teachers*ReflectionEngagementAssessment forLearning

120. Initial Online Courses PlannedOverview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)Add Voice to ePortfolios with Digital StorytellingCreate Your Professional Portfolio (tool neutral)

121. Step 6Brainstorm Skills/Training Needed.Develop plan for building e-portfolio skills of various stakeholders.

122. FrustrationResources