Castilleja school june 2010

Portfolio LearningBuilding a Culture of

ePortfolios for Professional Development

and Lifelong Learning

Dr. Helen Barrettelectronicportfolios.org

http://www.slideshare.net/eportfolios/

Outline

Context

Definitions

Process - Reflection

Product - Technology

Intrinsic Motivation

Hands-on Google Sites

ContextWhy

Electronic Portfolios Now?

The World in Flat

Thomas Friedman, New York Times Columnist

A look at the change and globalization since Y2K

Skills for jobs in a flat world “in the

new middle”Collaborator

Leverager

Adapter

Explainer

Synthesizer

Model builder

Localizer

Personalizer

Think across disciplines

Able to tell stories

Build things with intelligence in them

Create networks

Aggregate pieces horizontally

CreativityFriedman, 2006

The Right Stuff - Learning in a Flat

World“How we educate our children may prove

to be more important than how much.”

Abilities for a flat world:

1. Learn how to learn

2. CQ (curiosity) + PQ (passion) > IQ

3. People Skills

4. Right Brain StuffFriedman, 2006

A Whole New Mind

Daniel Pink

Balancing Right-Brain skills for the “Conceptual Age” with Left-Brain skills from the “Information Age”

6 Essential High-Concept, High Touch

Aptitudes

Dan Pink, A Whole New Mind1. Design (not just function) - create objects beautiful, whimsical, emotionally engaging

2. Story (not just argument) - the ability to fashion a compelling narrative

3. Symphony (not just focus) - synthesis--seeing the big picture

4. Empathy (not just logic) - forge relationships - care for others

5. Play (not just seriousness) - laughter, lightheartedness, games, humor

6. Meaning (not just accumulation) - purpose, transcendence, and spiritual fulfillment.

Framework for 21st Century Skills

http://www.21stcenturyskills.org/

ISTE NETS

Enhancing students' computer & multimedia skills through

ePortfolios

Draft 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)

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.

21

Technology & Reflection

Two Themes across the Lifespan with ePortfolio Development and Social Networking

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 [academic] work that exhibits the [learner’s]efforts, progress and achievements in one or more areas[over time].

(Northwest Evaluation Association, 1990)

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)

Multiple Purposes from Hidden Assumptions

Click icon to add picture

What are yours?

• Showcase • Assessment • Learning •

http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

Multiple Purposes of E-Portfolios in Education

Learning/ Process/ PlanningMarketing/ Showcase Assessment/ Accountability

"The Blind Men and the Elephant” by John Godfrey

Saxe

ePortfolio designs/strategies for

different purposes Assessment/Accountability Portfolios (Summative assessment) Organized thematically (outcomes,

goals or standards) Focus of Reflection: Achievement of

Standards (rationale) Tools: Assessment system with

data from scoring rubrics Faculty role: Evaluation

Forms of Assessment

Formative AssessmentsProvides insights

for the teacher

Assessment FOR LearningProvides 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

ePortfolio designs/strategies for

different purposes Showcase Portfolios (Employment, Self-marketing) Organized thematically

(position requirements) Focus of Reflection:

Suitability for position Tools: Choice of portfolio owner –

personalized web pages – digital footprint

Personal online branding

ePortfolio designs/strategies for

different purposes Learning Portfolios Organized chronologicallyFocus of Reflection: Learning

Activities & ArtifactsTools: Reflective Journal (blog)Faculty/peer role: Feedback on

artifacts and reflection

Balancing the 2 Faces of

E-Portfolios

Types of E-Portfolio 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

Japanese

Catalan

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 or Showcase

Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Level 1 - Collection

Stages of Portfolio Development

Level 1

• Collection -- Creating the Digital Archive (regularly – weekly/monthly)

– Digital Conversion (Collection)– Artifacts represent integration

of technology in one curriculum area (i.e., Language Arts)

– Stored in GoogleDocs

Level 2: Primary Purpose:

Learning/Reflection

Stages of Portfolio Development

Level 2

• Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)

– organized chronologically (in a blog?)– Captions (Background Information on

assignment, Response)– Artifacts represent integration of

technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)

Level 3: Primary Purpose:

Showcase/Accountability

Stages of Portfolio Development

Level 3

• Selection/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)

Timeline

43

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: CollectionLevel 2: Collection + ReflectionLevel 3: Selection + Presentation

performance

self-reflection forethought

knowledge for planning actionsand imagination

reflection for action

knowledge for acting/doing

reflection in action

context

knowledge of self derived from doing

reflection on action

How might an e-portfolio support development of personal

knowledge, reflection, and metacognition?

Norman Jackson Higher Education Academy, U.K.

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

Goals Captions/Journals

Change over Time

What are Effective Self-Regulation

Processes?Performance or Volitional

ControlProcesses that occur in action and affect attention and action

DURING

ForethoughtInfluential processes

which precede efforts to act and set the stage

for action.BEFORE

Self-Reflection

Processes which occur after performance

efforts and influence a person’s response to

that experienceAFTER

Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

Before Goal setting increases self-

efficacy and intrinsic interest Task Analysis

Goal setting Strategic Planning

Self-motivation beliefs increase commitment Self-motivational beliefs:

Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation

ForethoughtInfluential processes

which precede efforts to act and set the stage

for action.

Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

GOALS

During Self-control processes help

learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies

Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation

Performance or

Volitional Control

Processes that occur action and affect

attention and action

Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

CaptionsJournals

After Planning and implementing a

strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment

Self-evaluation Casual attribution

Self-reaction Self-satisfaction/affect Adaptive-defensive response

Self-Reflection

Processes which occur after performance

efforts and influence a person’s response to

that experience

Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

Change over Time

Focus on ePortfolios for

Teacher Professional Development & Student Lifelong

Learning

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 goals

•Develop 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

Learner-Centered Philosophy

"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)

Deep Learning

involves reflection,

is developmental,

is integrative,

is self-directive, and

is lifelongCambridge (2004)

58

Electronic Portfolios

almost two decades (since 1991)

used primarily in education to store documents reflect on learning feedback for improvement showcase achievements for

accountability or employment

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

60

Social networks last five years store documents and share

experiences, showcase

accomplishments, communicate and

collaborate facilitate employment

searches

61

Social Learning

Interactivity!

62

Boundaries Blurring

(between e-portfolios & social

networks)Structured Accountability Systems? or…

Lifelong interactive portfolios

Mash-ups Flickr

YouTubeblogswikis Twitter

Picasa

Facebook

Ning

63

Digital Archive (for Life) Supports Lifelong & Life-wide

Learning

64

Some Basic Concepts

ePortfolio and social networking are both:

Process: Time and Effort - Journey

Product: The outcome - Destination

65

Processes

Portfolio

Collection

Selection

Reflection

Direction/Goals

Presentation

Feedback

Technology

Archiving

Linking/Thinking

Digital Storytelling

Collaborating

Publishing

Social Networking

Connect(“Friending”)

Listen(Reading)

Respond(Commenting)

Share(linking/tagging)

66

Discuss!

Engagement Factors?

Social networks?

ePortfolios?

Create a Professional Portfolio

Find the Intrinsic Motivation!Apply the process to Student Learning!

Golden Circle

68

Why?

How?

What?

69

Similarities in Process

Major differences: extrinsic vs. intrinsic motivation

Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose

70

Pink’s Motivation Behavior

Type X - Extrinsic

fueled more by extrinsic rewards or desires (Grades?)

Type I – Intrinsic

Behavior is self-directed.

X

I

71

Successful websites = Type I

ApproachPeople feel good about participating.

Give users autonomy.

Keep system as open as possible. - Clay Shirky

72

Autonomy & ePortfolios

ChoiceVoiceSharing FeedbackImmediacy

http://www.flickr.com/photos/kenturamon/342946821/

73

Mastery & ePortfolios

Exhilaration in Learning

Sports? Games?

Compliance vs. Personal Mastery

Open Source movement (Wikipedia vs. Encarta)

Make a contribution

74

Mastery & ePortfolios (2)

ePortfolio: Flow Showcasing

Achievements Increased self-awareness and self-

understanding

“Only engagement can produce Mastery.” (Pink, 2009, p.111)

75

FLOW

a feeling of energized focus (Csíkszentmihályi)

“Reach should exceed the Grasp”

76

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”

77

Use ePortfolios to

documentMASTERY

78

Purpose & ePortfolios

Relevance

Big picture

Engagement

79

Portfolio Way of Thinking Portfolios can be timeless

What really matters in life?

Discover or rediscover passion…

Create a legacy…

Turn careers into callings, success into significance…

To make a difference…

An ongoing, ageless framework for self-renewal

More Conversation…

Less Presentation “Portfolios should be less about telling [presentation]

and more about talking!”[conversation]” Julie Hughes, University of Wolverhampton

…Because Conversation transforms!

Involve your PLN/PLE* in your portfolio*Personal Learning Network*Personal Learning Environment

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!

Architecture of InteractionArchitecture of Participation (Web 2.0)

allows a

Pedagogy of

Interaction

(ePortfolio 2.0)

Successful ePortfolio Process:

Develop multimedia artifacts through Project-Based Learning (Wednesday) & Learning with Laptops (Thursday)

Engage students in reflection to facilitate deep learning through…Digital storytelling (Friday) Journal/Blog & Presentation

Portfolio – Workspace + Showcase (Today!)

Portfolios help learners find their

Voice… and explore their Purpose

and Passions through Choice!

85

Do Your e-Portfolios have CHOICE and VOICE?Individual Identity

Reflection

Meaning Making

21st Century Literacy

Convergence

Thank-a-Teacher Story

Coming Full Circle

88

Reflection &Relationships… the “Heart and Soul” of an ePortfolio…

NOT the Technology!

A Reminder…

My Story

90

My Final Wish…dynamic celebrations stories of deep learning

across the lifespan

Dr. Helen Barrett

Researcher & Consultant

Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

eportfolios@gmail.comhttp://

electronicportfolios.org/

Creating a Professional

PortfolioHands-On Activity Using GoogleApps

Websites with “how-to’s”

ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/

Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/

All linked from my website: http://electronicportfolios.org/

Google Sites ePortfolios

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? (Level 1)

3. Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.” (Level 2)

4. Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. (Level 2)

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. (Level 3)

6. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. (Level 3)

REPEAT for each learning activity or artifact.

Organize a Presentation

Portfolio based on ThemesUse Pages in Blogger or

WordPresshttp://blog.helenbarrett.org/

Use Google Siteshttp://sites.helenbarrett.net/portfolio/

Hands-on Activity #1: Google Sites With your Google Account,

activate a new Google Site asan ePortfolio.

• Name your site:yournameportfolio (no spaces)

• More options:*

• Guess Captcha!

• Create Site

*can be changed

Manage SiteSelect More

Actions – Manage

Siteto change some of your Site Settings

Manage Site – General

Establish consistent

Site Categories so that you can search

by category

Make Site name more appropriate

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

Begin with a Working Portfolio

Adopt social networking strategies: Maintain a blog/reflective journal

(Blogger or WordPress) Comments = Conversation

Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post

Collect digital copies of your work Set up GoogleDocs

account and upload Office Docs into one place

Hands-on Activity #1.1: Google Sites Create the following pages:

• Home (main page)

• About Me

• Journal (Announcements page type)OR Blogger (when available in GoogleApps)

• Themes (Competencies or Goals or Standards)• Sub pages for each one

Google SitesAdvantages

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

Disadvantages

Set up own system for managing the feedback on student work.

Requires full time high speed Internet access.

BrainstormAdvantages Teachers

Disadvantages Teachers

Advantages Students

Disadvantages Students

Open – Free Form

Template-Driven – can be modified

Fill in blanks on a Web-based form

Create an inventory of your work

What themes emerge in your work?

Hands-on Activity: #2 GoogleDocs1. Create a Document to describe

your portfolio context and goals for either professionalor student e-portfolios.

2. Share your document with your neighbors

3. Collaboratively edit each others’ documents

Describe your assessment context, experience with ePortfolios, and experience with Web 2.0

What do you want to learn about e-portfolios?

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.

Review Examples of Scaffolding for

Reflectionhttp://

sites.google.com/site/reflection4learning

Reflective Questions that tie the Past to the

Future

Level 3 Self-

Reflection

North Carolina Reflectio

n Cycle

Self-Assessment

: The Reflective

Practitioner

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.

Reflection Prompt Create a blog entry with a link to at least

one of the GoogleDocs documents you created.

Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.

Share your Professional

Portfolio with your PLN

Invite conversation and collaboration

More Learning Resources

http://mosep.org MOre Self-Esteem with my

ePortfolio (European Study & Tutorial)

Dr. Helen Barrett

Researcher & Consultant

Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

eportfolios@gmail.comhttp://

electronicportfolios.org/