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#eportfolios
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ITESM 2013
Course Lessons1. Focus on the big picture, look at some examples, and begin a planning
process.
2. Focus on creating a vision for implementing electronic portfolios. (Benefits and Purpose)
3. Look at creating and storing digital artifacts based on the integration of technology into the curriculum. (Collection/Digital Archive)
4. Look at reflection (metacognition) on a day-to-day basis (including goal-setting), organized chronologically. (Reflection/Direction/Feedback)
5. Focus on different types of showcase portfolios, organized thematically, more retrospective reflection. (Showcase/Presentation)
6. Look at evaluating portfolios and developing rubrics. (Evaluation)
Agenda Day 1
Introductions & OverviewReview Lesson 1, Lesson 2, What? Why? How? (of ePortfolios)Lesson 3 - Collection - Google Drive
Day 2Lesson 7 - Hands-on - saving various media filesMobile AppsLesson 4 – Reflection/Feedback - BloggerLesson 5 – Presentation/Showcase - Sites
Day 3Digital StorytellingLesson 6 - Assessment & Evaluation – RubricsPlanning for Change
Outline Definitions (What?)
Reflection (Why?)
Google Apps (How?)
Blogger
Docs & Sites
Teacher Dashboard
Using Mobile Apps
Digital Storytelling
Legacy from the Portfolio Literature
Much to learn fromthe literature onpaper-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.
Twitter hashtag:
#mportfolios
ReflectWhat do you
want to get out of this
workshop?
(Use blog or Google Doc document)
Tag: goalsLesson 1
Simon Sinek’s Golden Circle
16
motivation
process
product
Context
Why…
Electronic Portfolios Now?
2012 Horizon ReportHigher Ed Time-to-adoption:
One Year or Less
Mobile Apps
Tablet computing
Two to Three Years
Game-Based Learning
Learning Analytics
Four to Five Years
Gesture-based computing
the Internet of Things
K-12 Time-to-adoption:
One Year or Less
Mobiles and Apps
Tablet Computing
Two to Three Years
Game-Based Learning
Personal Learning Environments
Four to Five Years
Augmented Reality
Natural User Interfaces
New Media Consortium http://www.nmc.org/
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)
National Educational
Technology Plan (2010) - Assessment
Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
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
Balanced?
Student-Centered
Focus on Interests, Passions, Goals
Choice and VoiceReflection
Lifelong Learning
School-Centered
Focus on Standards, Outcomes
Accountability, Achievement
Term, Graduation
Student examples
My portfolio
Ryan’s portfolio
3 Levels of My Portfolio
1. My website (where most artifacts are stored)http://electronicportfolios.org/ PDF version from 2000: http://electronicportfolios.org/samples/
2. My Blog = My Reflective Journal(Blogger) http://blog.helenbarrett.org/
3. My Professional/Presentation Portfolio(Google Sites) https://sites.google.com/site/helenbarrettportfolio/
PortfolioOne Word,
Many Meanings
Specialty Case Responsibilities
InvestmentsArt WorkCollection of Artifacts
Wo
rksp
ace S
how
case
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 a Portfolio in Education?
A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas [over time].
The collection must include:
student participation in selecting contents
the criteria for selection
the criteria for judging merit
evidence of student self-reflection
(Northwest Evaluation Association, 1990)
Leonardo da Vinci’s Folio
Electronic Portfolios
More than two decades (since 1991)
used primarily in education to:
store documents
reflect on learning
feedback for improvement
showcase achievements for accountability or employment
+Electronicdigital artifacts organized online
combining various media (audio/video/text/images)
interactivity/conversation/feedback
Social networks Last six years (or so)
store documents and share experiences,
showcase accomplishments,
communicate and collaborate
facilitate employment searches
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)
ReflectShare your prior experience with portfolios/ social
networks:
-Personal?
-Professional?
-Students? Tag: Experience
Lesson 1
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
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
Begin Planning Process
Online course website:
https://sites.google.com/site/eportfoliostec/planning
Open Google Doc, share with school team partners, begin developing plan.
Step 2: Benefits of Portfolios
Identify Incentives for participation in e-portfolio development (self-awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)
Lesson 2
Benefits…from the PROCESS: They will discover a valuable exercise in self assessment
through the reflection process
Learning will take on a new depth through the reflection process
Their 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.
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 graduation
They will have an extremely portable tool to use no matter where they are in the world.
Lifelong Context for ePortfolios
Digital Identity
Creating a positive digital footprint
No More Resumes
5 Reasons Why Your Online Presence Will
Replace Your Resume in 10 years1. 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/
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/
Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development
Passion and Self-Directed Learning
Lisa 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 Directed
http://theinnovativeeducator.blogspot.com/
“Know Thyself”
Temple at Delphi
Managing Oneself
“Success in the knowledge economy comes to those who know themselves –their strengths, their values, and how best they perform.”
Purpose: Use ePortfolios for managing knowledge workers' career development
What are my strengths?
How do I perform?
What are my values?
Where do I belong?
What should I contribute?
Responsibility for Relationships
The Second Half of your Life
Peter Drucker, (2005) Harvard Business Review
Step 3What is your
Vision and Purpose
for implementing ePortfolios in this school? Tag: Vision
Lesson 2
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.
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!
Vision statement for a university in the South
We envision students using an electronic portfolio as an integral part of their education
to reflect on learning,
to integrate their knowledge,
to learn more deeply,
to shape curricular choices and goals, and
to showcase skills and accomplishments.
1 paragraph!
What is your “elevator Speech”
describing your Vision for
ePortfolios?
Google Docs Open Google Docs
Documents
Start a document exploring your vision for ePortfolio development
Share with a partner from your program
Step 4: Stakeholders
Step 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
Lesson 3
Your Team’s Task
Brainstorm Vision using GoogleDoc
What is your vision for e-portfolios? (“your elevator speech”)
Brainstorm Action Plan Steps
What is on your “to do” list?
What changes need to happen?
What support do you need?
Process/Product
ePortfolio is 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 Wiktionary
Boundaries Blurring (between e-portfolios & social networks)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Mash-ups Flickr
YouTubeblogs
wikis Twitter
Picasa
Ning
68
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
69
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
blog
Sites
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
blog pages
Captions/Journals
Now what?
So what?
What?
Handout
Reflection
Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
Based on Bloom’s Taxonomy (Revised)
Process Product
Workspace Showcase
Story of
Learning
Documentation of
Achievement
Matching Portfolio Purpose to Portfolio Tools
Purposes StrategiesProcesses
Tools
Learning/ProcessProjects
Collection ReflectionCapture Experience
Journal/BlogProductivity ToolsMobile tools?
Showcase/ Employment/College
SelectionPresentation
Website/Wiki/Social Network
Assessment/Accountability
Evaluation (Self &
Teacher) Evidence w/Rubrics
Database Excel
Balancing the Two Faces of E-Portfolios
Working Portfolio
Digital Archive (Repository of Artifacts)
Collaboration Space
Reflective Journal
Portfolio as Process
Workspace
Presentation Portfolio(s)
The “Story” or Narrative
Multiple Views (public/private)
Varied Audiences & Purposes
Portfolio as Product
Showcase
BlogSites
Docs
Why?Integrated EcoSystem
Single Sign-On
Walled Garden
Transferable
Google Apps E-Portfolio Workflow
Using Google Appshandout
Creating an ePortfolio with GoogleApps
1. Storage = Google Docs/Drive
2. Reflective Journal = Blogger or Google Sites Announcements page type
3. Presentation =Google Sites
Google Drive
Level 1 - Collection
Google Drive
Level 1 Portfolio Development• Collection -- Creating the Digital
Archive (regularly –weekly/monthly)
– Digital Conversion (Collection)
– Stored in Google Drive (Office docs) or Picasa (images) or YouTube (video) or links to other websites
– Outcome of integrating technology across the curriculum
Day 2
Lesson 7Saving various media files
YouTube, Vimeo
Using mobile apps
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
Lesson 3
Share
What are a few strategies to create digital
artifacts with GoogleApps
integrated into the curriculum?
Audio, Video,
Images, Text
Google Drive
Level 2: Primary Purpose: Learning/Reflection
Level 2 Portfolio Development
• Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)
– Organized chronologically (in Blogger or Google Sites Announcements Page Type)
– Captions (Background Information on assignment, Response)
– Feedback (Comments from Teachers and/or Peers
– Goals set on a regular basis
– In Blogger, use Labels to classify entries
Step 5.2
Level 2 Portfolio as Workspace
Plan for scaffolding reflection
http://sites.google.com/site/reflection4learning/
91
Social Learning
Interactivity!
ePortfolios should be
more Conversationthan Presentation
(or Checklist)Because Conversation transforms!
Post to from Mobile Send email to pre-arranged email address
Use new Blogger app (free) or BlogPress iOS app ($2.99) or Blogsy for iPad ($4.99)
Set up Blogger Mobile and send SMS
94
Student Engagement!
CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
Find voice and passions through choice and personalization!
Portfolio as Story
Positive Digital Identity Development - Branding
“Academic MySpace”
Step 5.2How will your
students set goals, reflect on their
learning and create a reflective journal as part of a personal learning record or working portfolio? Tag: Evidence
Lesson 4
Level 3: Primary Purpose:
Showcase/Accountability
Level 3:
Showcase
Portfolio
Level 3Portfolio Development
• Selection/Reflection and Direction (each semester? End of year?)
– organized thematically (in web pages or wiki)
– Select Blogger entries using labels?
– Reflect: Why did I choose these pieces? What am I most proud to highlight about my work?
– Reflect: What do they show about my learning?
– Reflect: What more can I learn (Goals for the Future)?
• Presentation (annually)
Timeline
98
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 ? XXX
Level 1: Collection
Level 2: Collection +
Reflection
Level 3: Selection +
Presentation
BrainstormAdvantages Teachers
Disadvantages Teachers
Advantages Students
Disadvantages Students
Open – Free Form
Template-Driven – can be modified
Fill in blanks on a Web-based form
Digital Tools for
ReflectionReflective
Journal (Blog)
Digital Storytelling
and Engagement
Convergence
Do Your e-Portfolios have CHOICE and VOICE?
Individual Identity
Reflection
Meaning Making
21st Century Literacy
Digital Story of Deep Learning
Voice6+1 Trait® Definition
Voice 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
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)
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.
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
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
Sample StoryboardScript/Sound Effect/Music Image/Video
Mary had a little lamb
•(Sound: birds singing, girl
humming tune of Mary Had a Little
Lamb)
Drawing of Mary with her
lamb in a field with
flowers.
Whose fleece was white as snow
•(Sound: girl continues to
hum Mary Had a Little Lamb)
Drawing of snowflake.
And everywhere that Mary went
•(Sound: girl continues to
hum Mary Had a Little Lamb)
Drawing of Mary walking into the mall.
Sample Storyboard
Video Editing on iOS
iMovie $4.99
ReelDirector $3.99
Splice $1.99 Free
Evaluation – Lesson 6
Step 5.3How will your
students create a showcase portfolio, reflecting on growth over time and setting new learning goals?
Including digital stories? Tag: Evidence
Lesson 5
114
Managing Complex Change graphic
Dual Skill Development
Students
Collecting/ Digitizing
Selecting/ Organizing
Reflecting
Goal-Setting
Presenting
Teacher/Faculty/Mentor
Pedagogy – Facilitate portfolio processes
Role of Reflection
Assessment/ Feedback
Model own Portfolio Learning
+ Technology Skills
Portfolio Skills
REAL*
ePortfolio
Academy
for K-12
Teachers
*Reflection
Engagement
Assessment for
Learning
Step 6What is your professional
development plan for helping teachers
facilitate the portfolio
development process? Tag: Evidence
Lesson 4
Step 6
Brainstorm Skills/Training Needed.
Develop plan for building e-portfolio skills of various stakeholders.
Photos: Flickr by Kim Cofino
“everyday-ness”How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning
Step 7What resources & assistance do you
need? What are your challenges &
barriers? What tools are you going
to use?Tag: Evidence
Lesson 5
Step 7
Identify Resources & Assistance needed, Challenges and Barriers
Components of Action Plan
Vision
Skills needed
Students
Teachers/Faculty
Resources needed
Human Systems
Technological Systems
Incentives
Leadership
1. Prepare for Change
2. Develop Change Strategy
3. Needs Assessment
4. Design Desired Outcome
5. Implementation Plan
6. Implement
7. Evaluate and Course Correct
8. Celebrate New Outcome
Some Questions to Ask at Beginning:
What is the context for ePortfolio development?
What is the organization’s readiness for change?
Who are the various stakeholders?
What is the leadership’s commitment to the process?
What is the vision for ePortfolios in the organization?
Step 8How will you use
these portfolios for formative and
summative assessment?
How will you evaluate your
progress? What are your expectations, targets, timeline? Tag: Evidence
Lesson 6
Step 8
Develop evaluation plan -Establish expectations/targets and timeline
Develop Rubrics for formative & summative assessmenthttps://sites.google.com/site/assess4learning/rubrics
Add-ons
Managing IMAGES in Google Apps with PicasaWebAlbums, Aviary Tools
Managing VIDEO in Google Apps with YouTube and Google Docs
Add-ons to GoogleApps to support portfolio development: Teacher Dashboard, Aviary, others
Lessons 7,8
ReflectWhat are your “AHA”
moments in this workshop?
What do you want to explore further?
What are your next steps?
[email protected]: Feedback or Goals
135
Reflection & Relationships… the “Heart and Soul” of an
e-portfolio…
NOT the Technology!
A Reminder…
137
My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
