![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/sotf-interactiveeportfolios-121023151322-phpapp01/85/Sotf-interactive-e-portfolios-10-320.jpg)
![Posted on ePortfolio Conversations
Google Group:
• Question: How to collect evidence of
informal learning rather than formal
education.
• Response: "Start with SMS [on mobile
phones] - it’s the morse code
of the present
generation...
and it works.”](https://image.slidesharecdn.com/sotf-interactiveeportfolios-121023151322-phpapp01/85/Sotf-interactive-e-portfolios-56-320.jpg)
Uploaded byHelen Barrett
Sotf interactive e portfolios
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
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Sotf interactive e portfolios
- 1. Interactive ePortfolios Web 2.0and social networking tools Dr. Helen Barrett SOTFConference October 23, 2012 electronicportfolios.org/ slideshare.net/eportfolios/ Hashtag: #eportfolios Account: @eportfolios
- 2. EDMODO.COM • Join thisgroup: nht9ei • Use like Twitter (add tags)
- 3. Key Concepts •What? Context & Definitions • Why? Purpose – Reflection – Identity Development – Online Branding • How? Tools – Web 2.0 Tools – Planning • Q&A
- 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 ofPortfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Il linois 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 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.
- 11. Context Why… Electronic Portfolios Now?
- 12. 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)
- 13. WHAT ARE INTERACTIVEE-PORTFOLIOS? Portfoliosusing Web 2.0 tools to: • reflect on learning in multiple formats • showcase work online to multiple audiences • dialogue about learning artifacts/reflections • provide feedback to improve learning
- 14. Balanced? Student-Centered School-Centered • Focus on • Focus on Interests, Passions, Standards, Outcomes Goals • Accountability, Achiev • Choice and Voice ement Reflection • Term, Graduation • Lifelong Learning
- 15. Simon Sinek’sGolden Circle product process motivation 15
- 16.
- 17. Specialty Case Responsibilities Portfolio Showcase Workspace One Word, Many Meanings Art Work Investments Collection of Artifacts
- 18. Who was the first famous “folio” keeper? DEFINITIONS
- 19. Leonardo da Vinci’sFolio
- 20. 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
- 21. +Electronic • digital artifactsorganized online combining various media (audio/video/text/images) • interactivity/conversation/feedba ck
- 22. Electronic Portfolios • almosttwo decades (since 1991) • used primarily in education to – store documents – reflect on learning – feedback for improvement – showcase achievements for accountability or employment
- 23. Social networks • lastfive years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
- 24. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Picasa Facebook blogs Mash-ups Flickr YouTube wikis Ning Twitter
- 25. Process/Product ePortfoliois bothprocess and product” Process: A series of events (time and effort) to produce a result - From Old French proces Portfolio as Journey Workspace Product: the outcome/results or “thinginess” of an activity/process Destination Portfolio as Wiktionary Showcase
- 26. Processes Social Portfolio Networking Technology Collection Connect Archiving (“Friending”) Selection Linking/Thinking Listen Reflection (Reading) Digital Storytelling Direction/Goals Respond Collaborating (Commenting) Presentation Share Publishing Feedback (linking/tagging) 26
- 27. Discuss! What are the Engagement Factorsin Social networks? How can we build those factors into e-portfolios?
- 28. E-Portfolio Components < Multiple Portfolios 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)
- 29.
- 30. Help students find theirPurpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
- 31. Lifelong Context forePortfolios
- 32. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon- 346082.png
- 33. Digital Identity • Creatinga positive digital footprint
- 34. Purpose •The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, becaus e ownership engenders feelings of pride, responsibility, and dedication. (p.10) • Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
- 35. Passion and Self-DirectedLearning Lisa Nielsen’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/
- 36. “Know Thyself” Temple at Delphi
- 37. Managing Oneself Peter Drucker, (2005) Harvard Business Review • “Success in the • What are my strengths? knowledge economy • How do I perform? comes to those who • What are my values? know themselves – their strengths, their • Where do I belong? values, and how best • What should I contribute? they perform.” • Responsibility for • Purpose: Use Relationships ePortfolios for • The Second Half of your managing knowledge Life workers' career development
- 38. Reflection • Source: http://peterpappas.blogs.co m/copy_paste/2010/01/tax onomy-reflection-critical- thinking-students-teachers- principals-.html • Based on Bloom’s Taxonomy (Revised)
- 39. 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
- 40. 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
- 41. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
- 42. The Learning Cycle DavidKolb from Dewey, Piaget, Lewin, adapted by Zull
- 43. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Practice Have an experience Reflect on the experience Try out what you have learned Metacognition Learn from the experience
- 44. “metacognition lies atthe 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 (Stylus Publishers)
- 45. Action -> Discovery-> Joy • Action and Exploration lead to Discovery • Discovery leads to Joy “The ultimate outcome of the journey is to understand our own understanding.” (p.15) (metacognition) “Emotional links generate motivation… Zull (2011) From Brain to Mind: The brain rewards itself with joy.” Using Neuroscience to Guide Change in Education. Stylus (p.17) Publishing
- 46.
- 47. Balancing the TwoFaces of E-Portfolios Working Portfolio Presentation Portfolio(s) Digital Archive Docs The “Story” or Narrative (Repository of Artifacts) Collaboration Space Sites Multiple Views (public/private) Reflective Journal Blog Varied Audiences & Purposes Portfolio as Process Portfolio as Product Workspace Showcase
- 49.
- 50. Structure of E-PortfolioTypes • Portfolio as Process/ • Portfolio as Product/ Workspace Showcase – Organization: Chronological – blog – Organization: Thematic – Documenting Documenting growth over achievement of Standards, Goals time for both internal and or Learning Outcomes for external audiences primarily external audiences website – Primary Purpose: – Primary Purpose: Learning or Reflection Accountability or Employment or Showcase – Reflection: immediate – Reflection: retrospective focus on artifact or learning focus on Standards, Goals or experience Learning Outcomes (Themes) mobiles
- 51.
- 52. Digital Tools? Expressive vs. Structured Models
- 53.
- 54. Matching Portfolio Purposeto Portfolio Tools Purposes Strategies Tools Processes Learning/Process Collection Journal/Blog Projects Reflection Productivity Tools Capture Experience Mobile tools? Showcase/ Selection Website/Wiki/Soc Employment/ Presentation ial Network College Assessment/ Evaluation (Self & Database Accountability Teacher) Evidence Excel w/Rubrics
- 55. With iOS (iPod Touch, iPhone , iPad) Text Images CAPTURE THE MOMENT Audio Doing Video
- 56. Posted on ePortfolioConversations Google Group: • Question: How to collect evidence of informal learning rather than formal education. • Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation... and it works.”
- 57. What functions canbe achieved with mobile phones for each of these processes? • Capturing & storing evidence - this evidence of learning can be in the form of text, images, audio or video • Reflecting - “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories • Giving & receiving feedback - one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement • Planning & setting goals - a very important part of the portfolio process is personal development planning and setting goals for achievement • Collaborating - learning is a social activity - technology provides new forms of collaboration • Presenting to an audience - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
- 58. Speak-to-Tweet • SayNow.com bought by Google, January 25, 2011
- 59. Twitter micro-blogging “tinybursts of learning”
- 60. Level 1 Workspace: Collectionin the Cloud
- 61. Capture Store Online Capture Voice Images & Video Storage Capturing & Storing Evidence Google Drive? Google Docs DropBox
- 62. With iOS (iPod Touch, iPhone , iPad) Text Images CAPTURE THE Audio MOMENT Video
- 63. Integrate file storage withcomputer and website Hyperlink to files in Public folder! Try it!
- 64. Level 2 Workspace:Learning/Reflection
- 65. Planning Doing Planning & Setting Goals Giving & Receiving Feedback Reflecting
- 66.
- 67. Blogging* by eMail *the act of sharing yourself Tumblr Posterous • Set up account on website • Just email to • Send email to: post@posterous.com 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
- 68.
- 69. Post to from Mobile Phones • Send email to pre-arranged email address • Use BlogPressiOS app ($2.99) • Set up Blogger Mobile and send SMS
- 70. 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.
- 71. Evernote • All inone recording/saving to Evernote Account (email address) • Grades 3-5, Trillium Charter School, Portland (see my blog) iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199
- 72. Case Study: Grades3-5 Trillium Charter School, Portland, OR http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html iPod Touch 4
- 73. Showcase Level 3: PrimaryPurpose: Showcase/Accountability
- 74. Web Authoring Toolsthat can be “branded” with your own domain (annually) • Weebly.com ($40) • Webs.com ($100) • Yola.com ($100) • Apps.google.com ($10+) • Squarespace.com ($144+) • WordPress.com ($12-$17)
- 75. Why? • Integrated EcoSystem •Single Sign-On • Walled Garden • Transferable
- 76. Creating an ePortfoliowith GoogleApps 1. Storage = Google Docs 2. Reflective Journal = Blogger or Google Sites Announcements page type 3. Presentation = Google Sites
- 77. 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 X XX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation – Showcase to parents – practice in fall 77
- 78. Learning is aConversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!
- 79. IS THE FUTURE OFEPORTFOLIO DEVELOPMENT IN YOUR POCKET? “Capture the Moment” with iOS, Android devices
- 80. Poster Session –Tuesday 10-12AM Table 36
- 81. Help students find theirPurpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
- 82.
- 83. EXAMPLES Online Portfolios & Blogs
- 84. A Reminder… Reflection & Relationships • … the “Heart and Soul” of an ePortfolio… • NOT the Technology! 84
- 85. *Reflection REAL* Engagement ePortfolio Assessment for Academy for K-12 Learning Teachers
- 86. Dual Skill Development Portfolio Skills Students Teacher/Faculty/Mentor • Collecting/ Digitizing • Pedagogy – Facilitate portfolio processes • Selecting/ Organizing • Role of Reflection • Reflecting • Assessment/ Feedback • Goal-Setting • Model own Portfolio • Presenting Learning + Technology Skills
- 87. Online Course Available 1.Intro to Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW 2. Supplemental modules: – 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)
- 89. My Final Wish… Your e-portfolios become dynamic celebrations & stories of deep learning across the lifespan. Thank You! 89
- 90. DR. HELEN BARRETT Researcher& Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning Founding Faculty REAL*ePortfolio Academy for K-12 Teachers *Reflection, Engagement, Assessment for Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios http://slideshare.net/eportfolios
Editor's Notes
- #18 Adjectives to describe purpose
- #23 Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.As defined in a JISC publication, Effective Practices with e-portfolios: 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)
- #24 How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.[Erin’s story – Messiah – feedback immediate.]
- #25 The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
- #28 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?
- #32 Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
- #37 Who knows what this means?
- #38 Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
- #39 Reflection = higher retention (SPU’s iTunesU videos)
- #45 In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
- #47 How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
- #49 Japanese!
- #52 We have witnessed a revolution in mobile computing this year with the iPad. But most of the world has plain mobile phone.
- #53 Common Tools vs. Proprietary systems
- #60 I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
- #61 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
- #62 Common Tools vs. Proprietary systems
- #65 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?)
- #66 Common Tools vs. Proprietary systems
- #71 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.
- #74 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)
- #75 BUT! “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of WolverhamptonLearning is a Conversation. (Chris Betcher)