Story Board for Multimedia Presentation

E-portfolio for Richmond, County GA Sandra C. JohnsonEduce 7101-2Diffusion and Integration of Technology in Education

1.These will be the areas that we will cover today.2. We will discuss the E-portfolio and the four stages of the innovation development.The four stages of the innovation development includes Need, Research development and CommercializationWe will talk more about these items in detail as we go further in the program2E-portfolioA portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection (Brown, 2002

An e- portfolio is a web-based information management system that uses electronic media and services. The learner builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their learning. (ePortfolio Portal, 2004)

According to Strudler the portfolio has been around for years.Brown gives us a definition for a traditional portfolio.A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection Today we are going to introduce another type of portfolio, the e-portfolio or some times called the web-foilio

An e-portfolio is a web-based information management system that uses electronic media and services. The learner builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their learning. 6. Additionally the Georgia Department of education defines E-portfolio A purposeful collection of student work that illustrates efforts, progress, and achievement in one or more areas. Additionally, a critical component of a portfolio is the combination of a learner's reflection on the individual pieces of work, as well as an overall reflection on the story that the portfolio tells. When used in P-12 schools, reflective/formative learning portfolios have the potential to support a deeper level of engagement and self-awareness, making it easier for students to understand their own learning and to provide teachers and parents with a richer picture of what students know and are able to do, as well as their ongoing development

3NeedStudents need a place to systematically gather data in order to present the students learning process

DevelopmentOutcome Based Time based Content item basedWork BasedCombination Based

The development of the e- portfolio was designed for teachers, student. There was a lack of teacher buy-in during the development phase of the e-portfolio5CommercializationOff-the-shelf tools such as Microsoft Office and various Web authoringApplications

LPWS ( Lifetime Personal Web Space)

Web-based systems (e.g., Chalk &Wire, Johns Hopkins Portfolio System, Live Text, Professor Portfolio, andTask Stream).

There are several types of software that is available for end users to use. There are off the shelf and web bases systems . 6Innovation-Decision Process

Rogers (2003) share these steps to the Innovation-Decision Process. They include knowledge, persuasion, DecisionImplementationConfirmation

2. I will discuss each one as it pertains to E-portfolios in the up coming slides

7KnowledgeCreationEarly DefinitionExploration

The creation , early definition and exploration was expressed earlier in the program8PersuasionEarly usePositivistLiteratureConstructivist

Limited use of internet in the early use of the e-portfolio.9DecisionTrials

Limited Participation

During this phase universities decided10ImplementationContinued Participation on Larger Scale

Full roll-out

11Communication ChannelFace to Face

Multi-media

Communication about the e-portfolio will be administered mostly through the use of multimedia such as the internet and professional journals, blogs and etc.Face to face communication will be expressed through educational conferences, local training sessions,12S-curve Adoption

In the 1990s the e-portfolio was in the pioneering stages at places such as Indiana University. The innovators usually include about 2.5% of the first individuals that adopt an innovation (Roger, 2007). As time progressed more schools began to adopt and use the e-portfolio. According to Barrettt the use of the e-portfolio was considered in the mature stage. Over 25 Universities were using them.In 2009 there began to be an implementation of the e-portfolio in the K-12 Please note that according to this S-curve chart, the majority of people ( schools) are still in the Early Majority.People are not quick to accept the use of the e-portfolio for various reasons such as money, time, training and etc.13K-12 Implementation

Level 1Level 2Level 3

Level One included storage: A place to store information for future useLevel two included workplace: A place to store current useful information, requires constant feedbackLevel three included showcase: Presentation and reflection

14Adopter Categories

I

Innovators and Early adaptorsColleges and UniversitiesExamplesJohn HopkinsUniversity of Wisconsin-Madison,

Colleges and Universities were the innovators and early adopters in the area of e-portfolios.Some of the early Universities to adopt the e-portfolio was John Hopkins, University of Wisconsin, Stanford

15Persuasive StrategiesIncentivesCompatabilityTrialabilityObservability

The strategies that are the most persuasive in convincing them to adopt the innovation was incentivizes andtriabilityStudents, educators and Administrators had an opportunity to experiment with the new innovationCompatibility was used because portfolio were already being used. The key was to show the conversion to an electronic form

16LaggardsA portion of studentsK-12 educatorsBusinesses

A certain portion of students, k-12 teachers and some businesses will be the laggards in terms of rejecting the innovation? What strategies would be best to help move them toward adoption? Provide training and show examples to the people who adopted the e-portfoilio

17Strategies for adoptionTrainingMonetary incentivesField Trips

What strategies would be best to help move them toward adoption? TrainingBring training to ASCD, ISTE, NSDC, BLC, and other K-12 education conferences.Monetary IncentivesPay a small stipend, for interest only, would not be effective long termField Trips Conferences, schools that are already implementing the e- portfolio in their school district

Which combination of perceived attributes would be best for helping your innovation meet critical mass in your industry?

18Perceived AttributesComplexityObservabilityCompatability

Which combination of perceived attributes would be best for helping your innovation meet critical mass in your industry? Complexity- Degree to which the e-portfolio is perceived as relatively difficult to use (roger, 2003)Observability- How much or often the laggards are exposed to e-portfolios,Compatibility- Can the e-portfolio have the same characteristics that are consistent with a regular portfolio? Better/ valuable?19Role of the champion Defining the needWhoWhatWhen Why

The e-portfolio is needed is needed by K-12 students. They will benefit from the central location to place there data and information through out their pre- postsecondary education The time to implement the e-portfolio is now.The earlier the earlier the benefit.The champion will be the counselor and a senior that part of a trial that is happy to discuss his or her success with having his or her information in one place when he is applying for scholarships.20Matching the innovationPlanningBenefitsProblems

The students at A R Johnson will ultimately benefit from the use of the program. Students will have information in one central area when it is time to statrt applying for scholarshipsCan be used after student graduatesConverted to another program after the student enters college and the work forceA problem or concern would be the staff to implement the e-portfolioA business education teacher is in place with a full lab that can help with software.21Last AppealWin- Win SituationE-portfolio will follow student from school to college to the work force

Richmond county will be a fore runner in the use of the e-portfolio with in the state. Yes we are using GA 411 but the e-portfolio will take this another step further. Since colleges have been successful in the use of e-portfolio. We can only win . We are helping our students to prepare for future as we move into the 21st century.22ReferencesBarrett, H. (2010). Balancing the Two Faces of portfolios. Educao, Formao & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt

Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: An Assessment Tool for Online Courses. British Journal of Educational Technology, 35(6), 717-727. Retrieved from EBSCOhost.

Georgia Department of Education (2008) CLassroom Analysis of State Standards p.48

Barrett, H. (2010). Balancing the Two Faces of ePortfolios. Educao, Formao & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt

Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: An Assessment Tool for Online Courses. British Journal of Educational Technology, 35(6), 717-727. Retrieved from EBSCOhost.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

23ReferencesLorenzo, G ( 2005) An overview of E-portfolios., Edcause Learning InitiativeRogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

Strudler, N., & Wetzel, K. (2005). The Diffusion of Electronic Portfolios in Teacher Education: Issues of Initiation and Implementation. Journal of Research on Technology in Education, 37(4), 411-433. Retrieved from EBSCOhost.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

Strudler, N., & Wetzel, K. (2005). The Diffusion of Electronic Portfolios in Teacher Education: Issues of Initiation and Implementation. Journal of Research on Technology in Education, 37(4), 411-433. Retrieved from EBSCOhost.

24Chart10.0250.1350.3450.3450.165

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Sheet1Series 1Innovators-early 1990's2.50%Early Adopter-early 2000's13.50%Early Majority near 200934.50%Late Majority34.50%Laggards16.50%To resize chart data range, drag lower right corner of range.

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Sheet1Sales1st Qtr8.22nd Qtr3.23rd Qtr1.44th Qtr1.2To resize chart data range, drag lower right corner of range.

Chart18.23.21.41.2

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Sheet1Sales1st Qtr8.22nd Qtr3.23rd Qtr1.44th Qtr1.2To resize chart data range, drag lower right corner of range.