ePortfolios Workshop for Parkland School

ePORTFOLIOS

Nick Rate principal@orouadowns.school.nz http://nickrate.com

A framework for developing

for both students and staff.

PART 1:

DEVELOPING LEARNINGePORTFOLIOS FOR

STUDENTS

Step 1: Research

• understand the pedagogy• read the literature• talk to the experts• view student eportfolio examples• best practice visits• network with practitioners

...encourages all students to reflect on their own learning processes and to

learn how to learn.

The New Zealand Curriculumhttp://flickr.com/photos/torres21/

...all students should develop strategies for self-monitoring and

collaborative evaluation of their performance in relation to suitable criteria.

The New Zealand Curriculumhttp://flickr.com/photos/torres21/

Students learn as they engage in

shared activities and

conversations with other people...

...working with parents and caregivers as

key partners who have unique knowledge of their children and countless

opportunities to advance their children’s

learning.

The New Zealand Curriculumhttp://flickr.com/photos/todbaker

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Developing students’ assessment capabilities

Michael Absolum, Evaluation Associates Ltd, Auckland

Lester Flockton, University of Otago

John Hattie, University of Auckland

Rosemary Hipkins, New Zealand Council for Educational Research

Ian Reid, Learning Media Ltd http://assessment.tki.org.nz/

Directions for Assessment in New Zealand

...young people should be educated in ways

that support them to assume control of

their own learning and that they can only do this if they develop the

capability to assess their own learning.

http://flickr.com/photos/torres21/

...assessment’s primary function is to support

learning by generating feedback

that students can act upon in terms of where they are going, how they are going, and where they might go next.

Parents and the wider school community will also need to get better at

understanding assessment

information and interpreting it in

ways that support learning...

http://www.cognitioninstitute.org

Student Led Conferences: How effective are they...?

Effective reporting systems will be ones where

‘student voice’ is an integral part of the reporting process.

http://www.studentsatthecenter.org/

...self-regulated learners plan,

set goals, organize, self-monitor, and self-evaluate at various points while building new knowledge or skills.

http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency

...the learners’ ownership of that

learning - the direction, content, process, and assessment of that learning.

http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool

...significant student

engagement with self-reflection can potentially be made

through the use of online journaling tools.

Step 2: Define

Clearly define your:• purpose• vision and beliefs• audience• alignment with broader school vision and

beliefs• benefits

“An e-portfolio is an electronic format for learners to record their work,

their achievements and their

goals, to reflect on their

learning, and to share and be

supported in this.” Banks, 2004

“...ideas of what an e-portfolio 'is' are complex and to an extent the definition and purpose will vary

depending on the perspective from which a particular person is approaching the concept...”

JISC ePortfolio Infokithttp://www.flickr.com/photos/darthdowney/

http://www.ian.fox.co.nz/

TheShowcaseePortfolio

TheAccountability

ePortfolio

TheProcess

ePortfolio

www.flickr.com/photos/96dpi

Process ePortfolio: Supports students towards achieving their learning goals.

www.flickr.com/photos/viernesthttp://flickr.com/photos/torres21/

Showcase ePortfolio: Celebrates learning outcomes & shows the highest level of achievement.

http://www.flickr.com/photos/an_untrained_eye

Accountability ePortfolio: Documents learning for achievement of specific outcomes or standards.

http://www.flickr.com/photos/cristic/

Process Showcase

Accountability

showcas

http://www.flickr.com/photos/gifrancis

Ian Fox 2008

The power of ‘student voice’ should not be underestimated. To hear students

reflecting on their own work, in their own voice, with their own intonations and expressions, conveys meaning in a manner that

is simply not possible in written form.

The benefits...

...the social networking potential of the learning landscape and eportfolio-

related tools are features that facilitate

and enhance the making of

connections and the linking together

of people, ideas, resources and

learning...

Tosh et al., 2006

“...it is the quality, not just the quantity, of feedback that merits our closest attention.”

Sadler, 1998http://flickr.com/photos/torres21/

“...supporting the general process of reflection, self-evaluation and action planning for lifelong learning...”

MOSEP 2007

“...students can literally carry their

eportfolio around with them and update

it at any time in any place.”

MOSEP, 2007

http://edtalks.org/video/eportfolios

Step 3: Consult

Seek input from all stakeholders:• students• teachers• school leadership• curriculum leaders, HODs• parents• BoT• providers

BOTSchool

Management/Leadership

Parents

ePortfolios

Expertise

Students

Shaping your ePortfolio beliefs

Step 4: Framework

• an ongoing process for eportfolio construction

• reinforces purpose and beliefs• aligned to a pedagogical approach• relationship to formal processes e.g.

reports, achievement, appraisal, registration...

“...to define e-Portfolios as a process, rather than just a product or a technological system.

Attwell, 2007

Burke, Fogarty & Belgrade (1994)

CollectSelectReflectProject

Project purpose

Collect & organise

Select learning

Interject personality

Reflect metacognitively

Inspect to self-assess

Perfect & evaluate

Connect & conference

Inject/Eject personality

Respect accomplishments

Processes

Exemplars, creating LI, SC, matrices/rubrics

Learning artifact

embedded in portfolio

Feed back, feed forward & reflection/self

assessment

Learner Agency:“The power to act.”

Celebrating success and achievement

assessment

1st draft of writing

story board

brainstorm

teachers

family

Learning artifact

“finished” example

2nd draft

ePortfolio Learning Cycle

Nick Rate: ePortfolios and Assessment for Learning (2008)

Exemplars, creating LI, SC, matrices/rubrics

Learner Agency:“The power to act.”

Learning artifact

assessment

Nick Rate: ePortfolios and Assessment for Learning (2008)

Step 5: Criteria

• clarifying the capability required in the eportfolio tool

What tool capability do you need to make this happen?

MOE: Digital Portfolios - Guidelines for Beginners

Jamin Lietz: http://lietze.org/?p=130

http://nickrate.com/2008/05/26/eportfolio-criteria/

Step 6: Tool

Step 7: Educate

Students, teachers, parents, mentors, coaches:• on the purpose/pedagogy• how to give effective feedback• setting goals • reflecting and self-assessing• technical how to’s

Step 8: Implement

• seamlessly integrated into teaching and learning

• high access to hardware/internet tools• targeted teaching of reflecting/feedback• maintaining a balance between creating/

reflection/uploading• timelines: staggered vs. all at once?

Step 9: Update

• digital citizenship procedures and user agreements

• reporting and assessment guidelines and procedures

• appraisal and teacher registration process

Step 10: Review

• what have you done?• what progress have you made?• what are your key lessons?• what are you next steps?

The 10 step plan of attack...

Research read the literature, talk to experts, view eportfolios, best practice visits

Define clarify and align your purpose to school vision, beliefs

Consult with your students, teachers, leadership teams and parents

Framework a process linking the pedagogy/andragogy to the eportfolio

Criteria list the functionality required for your eportfolio tool

Tool trial, observe, question, rate and select the best tool to meet purpose

Educate training in use of new technologies, giving feedback and change

Implement roll out the system to intended group of students and/or teachers

Update assessment & digital citizenship procedures & agreements, appraisal

Review identify progress, key lessons and next steps

A task for you... draw me a picture

On your sheet of paper draw me a picture of what portfolios look like at Parkland School.Show:

• the people involved (students/teachers/parents...)• the relationships and information flow between

these people• the resources, technology and anything else that is

used in the portfolio process• the relationships between people and between

people and school/home/resources/technology using labels, arrows etc (size & shape to show importance, amount of info shared…)

A task for you...

A task for you... draw me a picture

Now, turn your page over.

Draw another picture.

This time draw what you think having eportolios will look like in your classroom/school.

What are the key similarities/differences between the pictures?

What does this mean for your current practice?

Some places for further exploration:

TKI Enabling Elearning: http://goo.gl/QuKKF9

VLN ePortfolio Group: http://goo.gl/89sy1J

NZ Principal Sabbatical Reports: http://goo.gl/Y3m1KG

Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8

Watch the videos: http://edtalks.org/tag-keyword/eportfolios

Helen Barrett: http://electronicportfolios.org/

Where to next?

PART 2:

DEVELOPING LEARNING ePORTFOLIOS FOR

http://edtalks.org/video/eportfolios-just-good-old-fashioned-sharing

Step 1: Research

http://www.teacherscouncil.govt.nz/

Step 2: Define

Registered Teacher Criteria

Evidence of professional practice that

meets the criteria will need to be

provided to the teachers’ professional leaders...

http://www.educationcounts.govt.nz

Teacher Professional Learning and Development

Teachers also need to develop the self-regulatory skills that will enable

them to monitor and reflect on the

effectiveness of changes they make to their practice.

...evidence from research and from

their own past practice and that of

colleagues to plan teaching and learning opportunities...

The New Zealand Curriculum

http://www.teachnz.govt.nz/home/advanced-classroom-expertise-teacher-recognition/

Up to 800 eligible teachers will be invited to

gather a portfolio of evidence to demonstrate they have satisfied each of the ACET professional criteria.

http://www.teachnz.govt.nz/http://flickr.com/photos/torres21/

http://www.minedu.govt.nz/

http://www.flickr.com/photos/ari/ http://www.minedu.govt.nz/

The principal will assemble and present

a portfolio of evidence relevant to the criteria...

http://www.nzei.org.nz/

Digital Portfolios for Teachers

...a mechanism for both collecting evidence of

thinking and action and as a means of stimulating and supporting further

professional development

through group discussion and

critique.

BES Teacher Professional Learning and Development

Step 4: Framework

ePortfolio

Appraisal

Appraisal Registered Teacher Criteria

Appraisal

ePortfolio Professional Learning Network

Moderation Mentoring

Expertise

Sharing

Networking

Dialogue

Evidence

What tool..?What changes to your thinking?

The 10 step plan of attack...

Research read the literature, talk to experts, view professional eportfolios

Define clarify and align your purpose to effective professional inquiry and/or performance management systems

Consult with your teachers, appraiser, leadership teams

Framework align a process for constructing a portfolio to your purpose

Criteria list the functionality required for your professional eportfolio tool

Tool trial, observe, reflect on the best tool to meet purpose

Educate professional learning in use of new technologies and approach

Implement roll out the system to intended group of teachers and integrated into systems

Update performance management, PRT and TAI documentation and systems

Review identify progress, key lessons and next steps

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