Your Digital Self: Web 2.0 as Personal Learning Environment (PLE)
February 2010http://sites.google.com/site/eportfolios/
Dr. Helen BarrettCourtesy Research Associate
Center for Advanced Technology in Education
University of Oregon (2007-present)
Assistant Professor, Educational Technology (retired)
College of Education
University of Alaska Anchorage (1991-2005)
Overview of Workshop
Theoretical Lifelong & Life-wide Learning Web 2.0
Practical Skills Hands-On Overview of Tools
Interactive Portfolios & Formative Assessment Form Teams Practical Strategies
Web 2.0 Mash-Up: Blogs, Wikis, Google, YouTube, Flickr, Social Networks, Virtual Storage, Mobile Phones, and...???
Introductions
Who are you? What do you teach? What is your prior experience with
portfolios… electronic? What are your questions about ePortfolios?
Legacy from the Portfolio Literature
Much to learn from the literature on paper-based portfolios
As adult learners, we have much to learn from how children approach portfolios
“Everything I know about portfolios was confirmed working with a kindergartener”
The Power of Portfolios
what children can teach us about learning and assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
The Power of Portfolios
Author: Dr. Elizabeth Hebert, Principal
Crow Island School, Winnetka, Illinois
Picture taken by Helen Barrett at AERA, Seattle, April, 2001
From the Preface (1)
“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.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
From the Preface (2)
“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.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
From the Preface (3)
“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.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
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…
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.
What is a Portfolio?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
What is an Electronic Portfolio?
Digital Documents Organized and presented with some
type of "authoring" software Stored in an electronic container
CD-Recordable disc DVD-Recordable disc WWW – Changing the genre!
Portfolio Processes
TraditionalCollectingSelectingReflectingDirectingPresenting
+ Technology Archiving Linking/Thinking Storytelling Collaborating Publishing
Personal Learning Environment Supports Self-Directed Learning
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!
Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
Knowing the learner (Self-awareness)
Understanding prior knowledge Motivation for and attitudes toward
learning Help learners understand
themselves See their growth over time
Planning for learning (Self management)
Setting goalsDevelop a plan
to achieve these goals
Understanding how to learn (Meta-learning)
Awareness of learners to different approaches to learning
Deep vs. Surface Learning, Rote vs. Meaningful Learning
Different Learning Styles Help learners recognize success Accommodate approaches that are not
successful
Evaluating learning (Self monitoring)
Systematic analysis of learners’ performance Responsibility to construct meaning Be reflective & think critically Learners construct meaning,
monitor learning, evaluate own outcomes
Deep Learning involves reflection, is developmental, is integrative, is self-directive, and is lifelong
Cambridge (2004)
Conventional vs. Reform Instruction
Teacher-directed Didactic teaching
Short blocks of instruction on single subject
Single media Individual work Teacher as knowledge
dispenser Ability groupings Assessment of fact
knowledge and discrete skills
Student exploration Interactive modes of
instruction Extended blocks of authentic
and multidisciplinary work Multimedia Collaborative work Teacher as facilitator
Heterogeneous groupings Performance-based
assessment
SRI (1993)
What is the best tool?
Do you need an all-in-one system or multiple tools?
CATEGORIES OF E-PORTFOLIO SOFTWARE
Created as part of my study of different online tools:
http://electronicportfolios.org/categories.html
“Not just tools for telling [presentation] but more tools for talking! [conversation]”
- Julie Hughes, University of Wolverhampton
Conversation transforms!
http://electronicportfolios.org/categories.html
Web 2.0
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
Leve
l of
pers
onal
izat
ion
&
crea
tivity
Higher
Lower
Leve
l of
inte
ract
ivity
Web 2.0 tag cloud
Recent changes in technology
Architecture of InteractionArchitecture of Participation (Web 2.0)
allows a
Pedagogy of Interaction
Wikibook
http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies
Why Web 2.0?Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is… an <Embed> Code!
Hall Davidson
To link Web 2.0 content into e-portfolio systems
Social LearningHow can we integrate technology use with what we know about social learning and interactivity?
Multiple Purposes from Hidden Assumptions
Showcase?
Assessment?
Reflection?
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
“The Blind Men and the Elephant”Thanks to Alan Levine
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
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)
Enhancing students' computer & multimedia skills through ePortfolios
Framework for 21st Century Skillshttp://www.21stcenturyskills.org/
(handout)
International Trends in ePortfolio Development
Personalized Learning ‘Choice’ and ‘Voice’
Self-Directed Learning Reflective Practice Constructing Deep Learning Digital Identity Development
& Personal Branding
Interactivity!!!
Student Engagement!
CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion]
Learners find their voice and passions through choice and personalization!
Portfolio as StoryPositive Digital Identity
Development - Branding “Academic MySpace”
Six technologies with the power to transform K-12 teaching and learning
One year or less: collaborative environments online communication tools
Two to three years: mobile devices cloud computing
Four to five years: smart objects the personal web
New Media Centershttp://www.nmc.org/
Cloud Computing
“The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”
disk storage and processing cycles a readily available, cheap commodity
thin-client, web-based applications for image editing, word processing, social networking, and media creation
More reliable than desktop storage
The Horizon Report, 2009
The Personal Web
… computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web.
The Horizon Report, 2009
Reflection… is the “Heart and Soul” of a Portfolio… NOT the Technology!
A Reminder…
TECHNOLOGY & REFLECTION
Two Themes across the Lifespan with ePortfolio Development
Digital Archive (for Life) Supports Lifelong & Life-wide Learning
Early Childhood ePortfolio Emphasis
Technologies: Digital images, audio and video plus parent (and grandparent!) involvement
Reflection in Early Childhood: Finding Voice and the Language of Reflection
Formal Education: Assessment Portfolio Systems
Two approaches
FormativeSummative
Forms of 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
Purposes for Assessment
Assessment OF Learning
=
Summative Assessment
Assessment FOR Learning
=
Formative (Classroom-based)
Assessment
Portfolio Differences
Assessment OF Learning
Purpose prescribed Artifacts mandated -
scoring for external use Organized by teacher Summative (Past to
present) Institution-centered Requires extrinsic
motivation
Assessment FOR Learning
Purpose negotiated Artifacts chosen -
feedback to learner Organized by learner Formative (Present to
future) Student-centered Intrinsically motivating
ePortfolio 1.0 - ePortfolio 2.0
Hierarchical, Designed Metaphor: Portfolio as
Test Data-driven Focus on
Standardization
Feedback from Authority Figures
Large, complex systems
Networked, Emergent Metaphor: Portfolio as
Story Learner-driven Focus on Individuality,
Creativity Feedback from
Community of Learners
Small pieces, loosely joined - "Mash-ups"
Continued…
ePortfolio 1.0 - ePortfolio 2.0(continued)
Web-based Form Positivist Accountability-driven Proprietary Digital Paper (text &
images) Local Storage (hard
drives, CD)
Blog and Wiki Constructivist,
Connectivist Learning-focused Open Standards Digital Story
(multimedia) Network Storage
(Lifetime Personal Web Space)
Middle Level (ages ~9~14)ePortfolio Emphasis
Technologies: Blogs, Wikis, VoiceThread, GAMES!
Reflection in Middle Grades: Learning to Learn Portfolio Model
LEARNING TO LEARN PORTFOLIO MODEL
Ian Fox
Bucklands Beach Intermediate School, Auckland, New Zealand
Learning to Learn Portfolio ModelIan Fox, New Zealand
Metacognitive Development Models for Learning - for teaching
thinking skills
Reflection - being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement.
Goal-Setting - has a profound effect on students’ progress towards independent learning
Assessment to Improve Learning
Clear Success Criteria - Clear performance standards give students a
goal towards which they should strive. Self-Assessment -
Students can assess their own work against stated standards.
Authentic Process and Product - real-life tasks and contexts
Development of Home-School Links
Parental Involvement - portfolio going home on a regular basis,
parents have opportunities to discuss progress with their children and give support and encouragement
Student-Led Conferences - focus remains on the students and the
critical role they have in determining their own future development
Shared Understanding - the whole assessment process becomes
more open
Goal:
Development of Independent Learners
“More significantly the portfolio can be a vehicle for empowering students to take increasing responsibility for their own learning. It can assist with the development of student self esteem through providing a means for them to display work of which they are proud;”
Personalizing & Goal Setting
High School ePortfolio Emphasis
Technologies: GoogleApps (Docs, Sites), Social Networking
Reflection in High School: Construction of Self, Planning for the Future
How can you leverage the technologies students own?Accessibility from home computersConnectivity with cell phones
How is social networking impacting technology in education?
It is having a huge impact on our social and political world!
Discuss!
What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
Professional ePortfolio Emphasis
Technologies: Social Networks, Productivity Tools, Micro-Blogging (Twitter, Edmodo) and Second Life
Reflection on the Job: Sharing Experiences, Building a Community of Learners
Web 2.0, an Architecture of Interaction/Collaboration
Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)
Using Social Networking Strategies
(Facebook, Ning, Twitter, Edmodo)
Planning Issues
What is your purpose?
Software capabilities:
allow interaction between faculty and students around learning activities and products
Change!
Web 2.0 Technologies
Advantages Free, often open-source
tools on the WWW
“Me Publishing (blog and wiki)
Shared Writing (GoogleDocs)
Web Publishing(Google Sites)
Disadvantages May require higher
technology competency
Mostly not secure websites
“Small Pieces, Loosely Joined”
Validating my dissertation research
When learning new tools, use familiar tasks
When learning new tasks, use familiar tools
Hands-on activity: #1 Google Account
Log in to your Google account
Use this account as your Google address for all other tools we will be using.
Write down your user name and password in more than one place! Put all of participant Google addresses on a list and give to me.
Google Sites
Advantages Free website builder Easy-to-use Flexibility and creativity in
portfolio authoring. Helps students build
technology skills. Automatically store pages
online. 100 MB limit on uploaded
attachments Interactivity and Feedback
Disadvantages
Set up own system for managing the feedback on student work.
Page Types in Google Sites
Web Page – create your own structure
Announcements – blog with RSS feeds
File Cabinet – upload files, organize in folders
List – simple flat-file data base
Explore Google Sites Capabilities for ePortfolio Requirements
File Cabinet page type to upload artifacts Comments for feedback on pages or
entries in Announcements page Announcements page type (blog) with RSS
feeds List page type as data base Subscribe to page or site changes What’s New in Google Docs?
http://www.google.com/google-d-s/whatsnew.html
Google Sites ePortfolioshandouts
Public Google Tools vs. GoogleApps for Education?
Public Google Tools (Gmail account) Student owns the
account for life (must be over 13)
Student has complete control of access
FREE for anyone No uploading to Google
Video (must use YouTube to embed videos)
Start immediately
Google Apps for Education Protected environment
(school assigns account)
School can control access (limit to members)
FREE for education Limited use of Google
Video (2 GB) Need some advanced
set-up timehttp://sites.google.com/site/colettecassinelli/proscon s
Hands-on Activity: #2 & 7 Google Sites
With your new Google Account, activate a new Google Site asan ePortfolio.
Create the following pages:• Home (main page)• About Me• Journal (Announcements page type)• Competencies (or Goals or Standards)
• Sub pages for each one
http://sites.google.com
Create hyperlinks to artifacts in blog or attachments
BlogsAdvantages Quickly, easily create a learning journal, documenting growth
over time with entries that are date-stamped. WordPress allows additional pages and sub-pages. Interactivity is maintained through RSS feeds and Comments
that can be added. WordPress file limit 3 GB! WordPress blogs can be password-protected.
Disadvantages
Prescribed order (reverse-chronological) of entries. Does not allow organizing attached files into folders. Limited attachments in Blogger.
Hands-on activity: #3 Blog
Set up a reflective journalas an Announcements page in Google Sites
Write your first blog entry
Create entries with hyperlinks in your blog to document the learning activities in this workshop.
Add comments to another participant’s blog
(any blogging software will work)
Reflection: a reminder
Write a reflection on what you learned today
Tip on reflection: add not only descriptive comments (who, what, when, where)
Also add Analysis (why, how) A brief look at reflection next:
GoogleDocsAdvantages Documents, presentations or spreadsheets can be edited Maintains a record of all revisions, with identity of author. Interactivity is maintained through comments and co-authoring. Easily embed presentations into blog. Convert all documents to Microsoft Office or OpenOffice or PDF.
Disadvantages
Set up own system for managing the feedback on student work.
Requires full time high speed Internet access. No attachments, only hyperlinks to documents.
Hands-on activity: #5 Create Artifacts in GoogleDocsCreate at least one artifact for your portfolio in GoogleDocs
Upload Word files, convert to GoogleDocs.
Attachments in Google Sites
More Actions -> Manage SiteShows pages where attachments were added and links(re-use files using hyperlinks – right click and copy link)
Storage Limitations in Google Sites – Apps vs. Sites
sites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up
GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each student
Standard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain
Google's FAQ on Storage in different versions of Google Sites
Digital Tools for Reflection
Digital Storytelling and Engagement
Do Your e-Portfolios have VOICE?
Individual IdentityReflection Meaning Making21st Century Literacy
“When words are infused by the human voice, they come alive.”
- Maya Angelou
Digital Storytelling Process
Learners create a 2-4 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
Anchorage8th grade
Convergence
Wordle.net
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/
Examples
Digital Stories in ePortfolios
Digital Narratives in Online Video Formats
Portfolio Development Process
Balancing the 2 Faces of
E-Portfolios
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
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)
Process1. Purpose. Decide on the purpose for the portfolio. What are you trying
to show with this portfolio?
2. Collection/Classification. What artifacts will you include in your portfolio? How will you classify these entries?
3. Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”
4. Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.
5. Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
6. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public.
REPEAT for each learning activity or artifact.
handouts
1. Purpose. Decide on the purpose for the portfolio. What are you trying to
show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?
Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step?
Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.”
Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.
Teachers: Set up templates for student work in GoogleDocs, if appropriate
2. Collection/Classification What artifacts will you include in your portfolio? How will
you classify these entries?
Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocs
Students: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work
Recommendations on Storage: Students: convert all attached artifacts into web-compatible
formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs).
Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.
Brainstorm
What is your purpose for developing ePortfolios?
How would you answer your students’ question:“Why are we creatinga blog/portfolio?”
Level 1 - Collection
Brainstorm - Level 1
What are some strategies you currently use to integrate technology across the curriculum?
What types of digital documents do students create?
Where are these digital documents stored?
3. Reflection Reflection is the heart and soul of a portfolio. Reflection provides the
rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”
Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)
Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).
Students: Add your own classification using Tags Students: Add appropriate artifacts (through hyperlinks) or as an attachment
to the journal entry.
Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item
4. Connection/Interaction/Dialogue/Feedback This stage provides an opportunity for interaction and
feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
Teachers and Peers: Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.
Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.
Students should be given the option of updating the work, based on the feedback and the rubric.
REPEAT steps 3-4 for each learning activity or artifact.
Level 2: Primary Purpose: Learning/Reflection
Brainstorm - Level 2
How are you supporting student reflection on their learning?
How are you providing feedback on student learning?
Who is currently bloggingwith students? Give abrief description.
Less abouttelling
More about talking!- Julie Hughes, University of Wolverhampton
Take advantage of Web 2.0 strategies in learning
Reflection reminder
Create a blog entry with a link to at least one of your GoogleDocs documents you created.
Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.
DON’T JUMP TOTHE FINAL PRESENTATION PREMATURELY…
Document the learning process over time… through a learning journal.
Deep Learning involves reflection, is developmental, is integrative, is self-directive, and is lifelong
Cambridge (2004)
Moon on Reflection
One of the defining characteristics of surface learning is that it does not involve reflection (p.123)
Reflective Questions that tie the Past to the Future
North Carolina
Reflection Cycle
Self-Assessment: The Reflective Practitioner
http://www.ncpublicschools.org/pbl/pblreflect.htm
Writing a Reflection - 1 http://www.ncpublicschools.org/pbl/pblreflect.htm
1. Select: What evidence/artifacts have you included?
2. 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?
Writing a Reflection - 2 http://www.ncpublicschools.org/pbl/pblreflect.htm
3. Analyze: "digging deeper." • "Why" of the evidence or artifact• "How" of its relationship to teaching practice
4. Appraise: 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.
5. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
REVIEW EXAMPLES OF SCAFFOLDING FOR REFLECTION
http://sites.google.com/site/reflection4learning
Forms of 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
Purposes for Assessment
Assessment OF Learning
=
Summative Assessment
Assessment FOR Learning
=
Formative (Classroom-based)
Assessment
Crucial Distinction
Assessment OF LearningHow much have students learned as of a particular point in time?
Assessment FOR LearningHow can we use assessment to help students learn more?
Rick StigginsAssessment Training Institute
www.qca.org.uk ages3-14
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.
Formative assessments to improve student achievement
“Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source: http://teachfirst.com/2009/09/14/formative-assessments-is-the-feedback-on-student-learning-or-on-our-teaching/
Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).
7 Principles of Good Feedback Practice for Formative Assessment:
1. helps clarify what good performance is (goals, criteria, expected standards);
2. facilitates the development of reflection and self-assessment in learning;
3. delivers high quality information to students about their learning;
4. encourages teacher and peer dialogue around learning;
5. encourages positive motivational beliefs and self-esteem;
6. provides opportunities to close the gap between current and desired performance;
7. provides information to teachers that can be used to help shape the teaching.
Feedback - Use the acronym THIRD...
TIMELY: Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment.
HONEST: or assignment better. IMPROVING: Make sure your feedback provides
constructive criticism… Sharing your rubric is a good way to do this.
RELEVANT: Make sure your feedback makes sense. DIRECT: If your student needs to get help with grammar
or writing techniques, say so and put him or her in touch with resources available at your university.
http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html
Checklist of Observable Behaviors for Feedback
1. Practice: Students exercise with the purpose of enhancing knowledge and skills.
2. Teacher: The instructor gives students verbal or written input.
3. Peer feedback: Peers provide verbal or written input.
4. Cues about how to improve: The learner gets information back that includes suggestions on how to do better.
5. Corrective feedback: This input is meant to help improve performance.
6. Supportive feedback: A mentor or peer provides encouragement.
Reference: Ewell, P. T. (1997). Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). p.9 Available: http://www.intime.uni.edu/model/learning/learn_summary.html
Level 3: Primary Purpose: Showcase/Accountability
Brainstorm - Level 3
How might you support student presentation of their achievement?
What are strategies you could use to engage students in showcasing their work?
5. Summative Reflection/Selection/Evaluation At the end of a course (or program), students would write a
reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.
Students: Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.
Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.
6. Presentation/Publishing The portfolio developer decides what parts of the portfolio are to
be made public. Student: Create a set of pages that highlight the best components of
the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.
Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.
Students: Create a page with Future Learning Goals (reflection in the future tense).
Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).
BrainstormAdvantages Teachers
Disadvantages Teachers
Advantages Students
Disadvantages Students
Open – Free Form
Template-Driven – can be modified
Fill in blanks on a Web-based form
Implementing Google Apps with your students
Designate an administrator in your school Work with staff to assign student accounts
in lifegrantnyc.com domain
MAKING CHANGE HAPPEN
Managing Complex Change
IF WE PROVIDE IT…
WILL THEY USE IT?
How do we implement an ePortfolio process that
Sticks?
136
137
Key Qualities of an idea that is made to stick:
SimplicityUnexpectednessConcretenessCredibilityEmotionalStories
138
Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"
Unexpectedness: "How do you capture people's attention... and hold it?"
Concreteness: "How do you help people understand your idea and remember it much later?"
Credibility: "How do you get people to believe your idea?"
Emotional: "How do you get people to care about your idea?"
Stories: "How do you get people to act on your idea?"
Qualities of “Stickiness”
MANAGING COMPLEX CHANGE
Managing Complex Change graphic
Vision
Confusion
How will you develop a vision?
Brainstorm strategies you can use to share and create buy-in for your vision for implementing electronic portfolios in your organization.
What should you includein your visionstatement?
Develop a Vision
Explore other school websitesSee what others are doingDevelop a prototypeConduct a pilot projectBe willing to change your vision
Vision
Model it Present it …again and again Revisit it Top down… bottom up Too many priorities?
Skills
Anxiety
How will you develop skills?
Brainstorm strategies you can use to develop the skills necessary for implementing electronic portfolios in your organization.
Student Skills
Collect evidence of learning Select specific evidence that demonstrates a
particular outcome, goal or standard Reflect metacognitively on learning
represented in evidence, making a case that the artifacts constitute evidence of achievement
Make connections in their learning Set goals for future learninghttp://electronicportfolios.org/teachers/competencies.html
Teacher Skills
Model all of student competencies PLUS: Articulate the difference between assessment OF
learning and assessment FOR learning Implement classroom-based assessment FOR learning
strategies Provide/facilitate specific and detailed feedback to
learners about their learning Support student reflection through modeling
and research-based practices Create an environment that facilitates
students' deep learning Modify instruction based on what teachers are learning
about their students’ reflectionhttp://electronicportfolios.org/teachers/competencies.html
Develop Skills
Begin with current software Add new skills when you are ready Go slowly Take Time Be willing to learn along
with your students Do your own e-portfolio!
Don’t double your learning!Consider Cognitive Overload!
When learning new tools, use familiar tasks;
When learning new tasks, use familiar tools.
Barrett, 1991
More Learning Resources
http://mosep.orgMOre Self-Esteem with
my ePortfolio (European Study & Tutorial)
Incentives
GradualChange
How will you develop incentives?
Brainstorm strategies you can use to develop incentives for implementing electronic portfolios in your organization.
Develop Incentives
Release time? Equipment & software for early adopters What works in your school? With individual teachers?
Resources
Frustration
How will you find resources?
Brainstorm strategies you can use to find resources for implementing electronic portfolios in your organization.
Action Plan
FalseStarts
How will you develop an Action Plan?
Strategies you can use to develop an action plan for implementing electronic portfolios in your organization.
What are the elements of your action plan?
Here are the elements that you will need to include in your action plan for implementing electronic portfolios: Infrastructure (hardware and software) Curriculum Issues Training Issues (Skills) Incentives Resources Other?
Curriculum Issues
Where is the concept of the e-Portfolio introduced to students?
Does the curriculum require “appropriate digital artifacts for electronic portfolio?”
What kind of support is available to student & teachers… class? lab?
How is the portfolio assessed?
Develop an Action Plan
Identify standards/themes to be addressed Identify curriculum areas to be “tweaked” Create a timeline and milestones Assign responsibility Develop an e-portfolio handbook Identify success indicators Develop rubrics Examples
Planning into Action
Focus on what you can do with current resources (technological & skills)
Designate an ePortfolio champion Both teacher and administrator
support Identify opportunities in the
curriculum to develop digital artifacts Tie to standards
Your Small Group Task
Brainstorm Vision Strategies What is your vision for e-portfolios for your
school? (“your elevator speech”) Think about how will you communicate that
vision?
30 minutes
Next Steps
Brainstorm Action Plan Steps What is on your “to do” list? What changes need to happen? What support do you need?
Build web-based resource on ePortfolios in your school
Really Simple Syndication (RSS)
aggregation of content from multiple Web sources in one place
RSS content can be read using software called an "RSS reader", "feed reader" or an "aggregator", which can be web-based or desktop-based.
The user subscribes to a feed by entering the feed's link into the reader or by clicking an RSS icon in a browser that initiates the subscription process.
(Wikipedia)
RSS Feed ReaderGoogle Reader
The RSS reader checks the user's subscribed feeds regularly for new content, downloading any updates that it finds and provides a user interface to monitor and read the feeds.
in Oprah speak, RSS stands for: I’m “Ready for Some Stories”. It is a way online for you to get a quick list of the latest story headlines from all your favorite websites and blogs all in one place.
(Wikipedia)
“Oprah Speak”
http://www.backinskinnyjeans.com/2006/09/how_to_explain_.html
Hands-on activity #10:
RSS Reader
Set up a Google Readeraccount with your GMAIL address
http://www.google.com/reader/Subscribe to RSS feeds.
Collect RSS feeds in a folder in Google Reader.
Google Reader (RSS)
Open GoogleReader to activate it (watch the short little video).
Visit the blogs of class members and subscribe to some or all of their blogs. Click on the RSS feed (usually at the bottom of the blog): Subscribe to: Posts (Atom)
Select the preferred Reader (Google) and select GoogleReader.
Go to GoogleReader and organize feeds in folders using Manage Subscriptions.
Hands-on activity: #8 Twitter
Set up a Twitter accountusing your GMAIL address
http://www.twitter.com
http://www.edmodo.com
Write your first “tweet” using #web2eportfolios in message
Reflection Suggestion
Of all the tools we have tried so far, Which one is best for reflection? Which one is best for public presentation? Which one is best for documenting
competencies? Which one is hardest to use? Easiest?
Start thinking about what you want to learn next after the workshop is over.
Set some learning goals in your blog
Blogger iGoogleGoogleGroupsGoogle Reader *GoogleDocs DocumentGoogleDocs PresentationGoogle Sites
Making ePortfolios Stick
Will your students want to use the ePortfolio process after they graduate?
Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE Review July/August 2004.
Success FactorsSuccessful ePortfolio Project =
I + J + K + L + M + N + O, where: I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technology architectureM = lifelong supportN = standards and transportability, and O = X (undetermined factors)
Isn’t this Web 2.0 thing just a fad?
Web 2.0 Expo, April 2008, Clay ShirkyAuthor of the book Here Comes Everybody
cognitive surplus
looking for the mouse
Telling about Interview with TV producer
Choices
My Final Wish…
May all yourelectronic portfolios
become dynamic celebrations and stories of deep
learning across the lifespan.
Dr. Helen Barrett
Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
[email protected]://electronicportfolios.org/