Electronic Portfolio Handbookelectronicportfolios.com/handbook/handbook.pdf · -captions Productions including:-goal statements-reflective statements Classroom video or digital storytelling

Electronic PortfolioHandbook

©2002, Helen C. Barrett, Ph.D.

Permission is granted to the owner of this CD to print single copies of these documents forpersonal use only. Duplication of these handouts for classroom distribution requires a

separate license agreement with the author.

Electronic Portfolio Handbook September, 2002 2

Table of Contents

Contents of CD-ROM ............................................................................................ 3

Electronic Portfolio Development Overview.......................................................... 5

Electronic Portfolio Flow Chart ............................................................................. 6

Introduction ........................................................................................................... 7

Selecting the appropriate software.........................................................................11

Software Selection ................................................................................................12

Portfolio construction tools compared ...................................................................15

The "5-by-5" Model of Electronic Portfolio Development ....................................16

Stage 1 – Determining the portfolio context and goals ..........................................17

Stage 2: The Working Portfolio – Archive Creation and Digital Conversion.........20

Stage 3 – The Reflective Portfolio.........................................................................25

Stage 4 – The Connected Portfolio (including a video clip)...................................28

Stage 5 – The Presentation Portfolio .....................................................................34


Contents of CD-ROMPortfolio Checkpoints and Timeline

Stage 2The Working

Portfolio

Stage 3The Reflective

Portfolio

Stage 4The Connected

Portfolio

Stage 5:The Presentation

Portfolio

Step-By-Step Instructions ( *some with QuickTime Video Demonstrations)Stage 2: Image Capture and Manipulation

Scanning Basics (by Ann McCoy) - redoUsing Digital Still CamerasScreen Shots: Taking a Picture of Your Screen (from Apple)Download Media Elements from the Internet (from Apple)Editing Images using Graphic ConverterCollecting and storing images using iView Multimedia

Stage 2: Electronic Portfolio StorageAccessing WWW-based storage - MacintoshSetting up File Sharing on a Macintosh System 9.xUsing Location Manager on a Macintosh laptop computer

Stage 3 & 4: Building the Reflective & Connected PortfolioCreating an Electronic Portfolio using Microsoft Word *Publishing Electronic Portfolios using Adobe Acrobat *Presenting Electronic Portfolios using Microsoft PowerPoint *Collect, organize and publish image-based e-portfolios using iPhotoCreate a digital storytelling artifact using iMovie2 or Pinnacle Studio 7*

Stage 5: Electronic Portfolio PublishingBurn a CD-ROM on an iMac with built-in CD-RWCreate a CD-Label with CD-Stomper ProCreate an Electronic Portfolio website using Netscape Composer andPosting Acrobat files to a web server

TutorialsWeb Tutorials: iMovie [Apple-NZ] – [MacWorx] –Atomic Learning web-based tutorial: http://www.atomiclearning.com/freeimovie.shtml

TemplatesEPPlanningWorksheet.docTemplate #1 – Excel spreadsheet – Portfolio at a GlanceTemplate #2 – Microsoft Word document – INTASC Standards – ISTE NETS-TTemplate #3 – PowerPoint document - Presentation

Background ReadingsIntroduction to the Electronic Portfolio by Helen C. Barrett, Ph.D. (plus digital video)

Macintosh Software: Graphic Converter 4.0.8 and iView Multimedia 3.8.6


How to Navigate these files using Adobe Acrobat 4.0

To navigate using Adobe Acrobat 4.0, you may use several methods:

• Bookmarks – Click on text in the window on the left side of the screen.

• Hyper Links (your cursor changes from a hand

to a pointing finger when over a link)

• Use the Scroll Bar on the right side of the screen

• Use the Navigation arrows on the tool bar at the top of the window.

First page –Previous - Next - Last Page - Go Back - Go Forward

The Go Back button allows you toretrace your steps (backward).

The Go Forward button allows youto retrace your steps (forward)

To set your preferences in Acrobat, so that new Acrobatdocuments open as a separate window, select File Menu-> Preferences -> General.

Un-check the box that says“Open Cross-Doc Links in Same Window.”

Then, all of the Acrobat files that are viewed will openin a new window, are listed in (and can be selectedfrom) the Window Menu.


Electronic Portfolio Development Overview

Creating your own Electronic Portfolio using common software toolsOn the following pages, after the description of each stage, is a description of how to usecommon software tools (Microsoft Office, Adobe Acrobat) to create an electronic portfolio.Below is a summary of the process.

STAGE 2 STAGE 3 STAGE 4 STAGE 5

Evidence Collections of:-artifacts-reproductions-attestations-captions

Productionsincluding:-goal statements-reflectivestatements

Classroom videoor digitalstorytellingartifact

Selective,reflectivedocument thatprovides clearpicture ofindividualcompetencies

Reflections Focus on individualartifacts

Focus onattainment ofstandards or goals

Overallreflection onportfolio

Highlights ofprogram

PrimarySoftware tobe used

Microsoft Word +any other used

Excel for “Portfolioat a Glance”

Microsoft Word +any other used

Excel for“Portfolio at aGlance”

Convert artifactsand reflections toAcrobat PDF files

Convert alldocuments toAcrobat

Merge intosingle PDF file,create hyperlinks

Create digitalmovie fromvideo or stillimages

PowerPoint

Convert toAcrobat, mergeinto document

Write to CD-ROM,videotapeand/or webserver

PublishingFormat

Local hard drive

Zip disk

Server

Local hard drive

Zip disk

Server

Local hard drive

Zip disk

Video Tape

Server

CD-ROM

Or WWW-based server

Video Tape

See Inspiration chart for more detailed workflow of document development.

hyperlinked

Your Finished Portfolio

Artifacts from your teaching (scanned or created by

any application )

convert all files to

Acrobat

Your reflective portfolio

(reflections on achieving the

standards) (in Word)

Your presentation on your portfolio (in PowerPoint)

Merge into a single Acrobat file (your Digital

Archive)

Video clips of your teaching (from

video tape, either VHS or digital)

convert to Digital

Video and edit in iMovie

Convert to QuickTime

movie (with

iMovie )

pictures (in JPEG)

Create bookmarks, hyperlinks

between artifacts, thumbnails in

Acrobat

link Quicktime movie to

appropriate place in

Acrobat file

format for CD-ROM with all artifacts and Quicktime video clips included

write CD-ROM

present the highlights of the portfolio (using Acrobat) from

CD-ROM

There is a quick overview of how we are putting the technology pieces of the electronic portfolio together over the four terms.

Foundations I ClassFirst CheckpointSummer, 2001

Internship ISecond Checkpoint

Fall, 2001

Internship IIThird Checkpoint

Spring 2002

Capstone ClassFinal CheckpointSummer, 2002

update portfolio

reflections and artifacts

(in Word)

update portfolio

reflections and artifacts(in Word)

©2001, Helen C. Barrett, Ph.D.for Post-Baccalaureate ProgramUniversity of Alaska Anchorage

School of Education

hyperlinked

Your Finished Portfolio

Artifacts from your teaching (scanned or created by

any application)

convert all files to

Acrobat

Your reflective portfolio

(reflections on achieving the

standards) (in Word)

Your presentation on your portfolio (in PowerPoint)

(optional)

Merge into a single Acrobat file (your Digital

Archive)

Video clips of your teaching (from

video tape, either VHS or digital)

convert to Digital

Video and edit in iMovie

Convert to QuickTime

movie (with

iMovie )

pictures (in JPEG)

Create bookmarks, hyperlinks

between artifacts, thumbnails in

Acrobat

link Quicktime movie to

appropriate place in

Acrobat file

format for CD-ROM with all artifacts and Quicktime video clips included

or write

CD-ROM

present the highlights of the portfolio (using Acrobat) from

CD-ROM(optional)

Electronic Portfolio Development ModelThere is a quick overview of how we are putting the technology pieces

of the electronic portfolio together over four Modules + one.

Module 2Developing the Digital

Archive

Module 3 Converting, Connecting,

Presenting Module 4

Adding Digital VideoModule 5

Publishing

Post to WWW

Module 6Research and Issues in Electronic Portfolio Development

(distance course only)

Conceptual Model developed for Training of Trainers and Distance Education course© 2001, Dr. Helen Barrett

Module 1Introduction

and Orientation

Helen Barrett

convert all files to Acrobat Your presentation on your portfolio (in PowerPoint) (optional) Merge into a single Acrobat file (your Digital Archive) Create bookmarks, hyperlinks between artifacts, thumbnails in Acrobat

Helen Barrett

or any hyperlinking tool


IntroductionThe process of developing electronic teaching portfolios can document evidence of teachercompetencies and guide long-term professional development. The competencies may be locallydefined, or linked to national teaching standards. Two primary assumptions in this process are:1.) a portfolio is not a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflectivetool which demonstrates growth over time; and 2.) as we move to more standards-based teacherperformance assessment, we need new tools to record and organize evidence of successfulteaching, for both practicing professionals and student teachers.

One of the most exciting developments in the school reform movement is the use of alternativeforms of assessment to evaluate student learning, and one of the most popular forms of authenticassessment is the use of portfolios. The point of the portfolio (electronic or paper) is to provide a"richer picture" of a student's abilities, and to show growth over time. Portfolios are beingdeveloped at all phases of the life span, beginning in early childhood, through K-12 and highereducation, to professional teaching portfolios. As more schools expand student access totechnology, there are an increasing number of options available for developing electronic studentportfolios, including relational databases, hypermedia programs, WWW pages, PDF files, andcommercial proprietary programs.

Electronic portfolio development draws on two bodies of literature: multimedia development(decide, design, develop, evaluate) (Ivers & Barron, 1998) and portfolio development (collection,selection, reflection, projection) (Danielson & Abrutyn, 1997). Both processes arecomplimentary and essential for effective electronic portfolio development. Understanding howthese two processes fit together, along with understanding the role of standards in electronicportfolio development, will provide teachers and students with a powerful tool for demonstratinggrowth over time, which is the primary value of a portfolio.

Benefits of Electronic Portfolio Development

Based on research into the implementation of electronic portfolios for both students and teacherssince 1991, the following benefits appear to result from developing electronic portfolios withteachers and students:

1. Creating an electronic portfolio can develop teachers' as well as students' multimediadevelopment skills. The multimedia development process usually covers the following stages:

• Decide/Assess - determining needs, goals, audience for the presentation

• Design/Plan - determining content, sequence of the presentation

• Develop - Gather and organize multimedia materials to include in the presentation

• Implement - Give the presentation

• Evaluate - Evaluate the presentation's effectiveness


2. Modeling: If teachers develop electronic teaching portfolios, their students will be more likelyto have their own electronic portfolios

3. Each stage of the portfolio development process contributes to teachers' professionaldevelopment and students' lifelong learning:

• Collection - teachers and students learn to save artifacts that represent the successes (and"growth opportunities") in their day-to-day teaching and learning

• Selection - teachers and students review and evaluate the artifacts they have saved, andidentify those that demonstrate achievement of specific standards (this is where mostelectronic portfolios stop)

• Reflection - teachers and students become reflective practitioners, evaluating their owngrowth over time and their achievement of the standards, as well as the gaps in theirdevelopment

• Projection - teachers and students compare their reflections to the standards andperformance indicators, and set learning goals for the future. This is the stage that turnsportfolio development into professional development and supports lifelong learning.

• Presentation - teachers and students share their portfolios with their peers. This is thestage where appropriate "public" commitments can be made to encourage collaborationand commitment to professional development and lifelong learning.

Understanding how these two processes fit together, along with how standards fit into electronicportfolio development, will allow teachers and students to gain the most benefit in demonstratingthe results of student learning over time, which should be the primary purpose for creating aportfolio.

Framework for the Portfolio Development Process(Based on Danielsen & Abrutyn & ASCD, 1997)

The collection process is the primary activity of a working portfolio. The best advice is, "Don'tsave everything!" (but save enough to be able to demonstrate achievement of the specificstandards). The portfolio’s purpose, audience and future use of artifacts will determine what iscollected at this stage.

In the selection phase, the portfolio developer examines what has been collected to decide whatshould be moved to a more permanent assessment or display portfolio. The selection criteriashould reflect the learning objectives that the portfolio is demonstrating.

At the reflection stage, portfolio developers articulate their thinking about each piece in theirportfolio. Through this process of reflection, we become increasingly aware of ourselves aslearners. For the novice or young learner, it may be appropriate to use reflective prompts, oropen-ended questions to guide the reflections. It is recommended to include reflections on everypiece plus an overall reflection on the entire portfolio.


In the projection or direction stage, the portfolio developers, review their reflections on theirlearning, taking the opportunity to look ahead and set goals for the future. At this stage, portfoliodevelopers should see patterns in their work and use these observations to help identify goals forfuture learning. It is at this stage that the portfolio becomes a powerful tool for long termdevelopment.

I have added the connection stage to the ASCD model, since this can become a powerfulmotivator for long-term development. In this stage, the portfolio is presented to the appropriateaudience and discussed in meaningful conversation about teaching and/or learning. (This stagemay occur before or after the projection stage.) Often, appropriate "public" commitments tolearning goals can encourage collaboration and commitment to professional development andlifelong learning. Also, the feedback received in this stage can lead to further goal-setting.

Robin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996) have identified ten options forportfolio development, further defining the stages and increasing the quality of the portfolioprocess:!

1. PROJECT purposes and uses!2. COLLECT and organize!3. SELECT valued artifacts!4. INTERJECT personality!5. REFLECT metacognitively!6. INSPECT and self-assess goals!7. PERFECT, evaluate, and grade (if you must)!8. CONNECT and conference!9. INJECT AND EJECT to update!10. RESPECT accomplishments and show pride

Figure 1: Portfolio Development Options

Framework for the Multimedia Development Process

The multimedia development process usually covers the following stages: Assess/Decide,Plan/Design, Develop, Implement, Evaluate.

Decide/Assess: In the first stage, in the case of a multimedia presentation, the focus is on a needsassessment of the potential audience, the presentation goals, and the tools that may be mostappropriate for the presentation context. When developing an electronic portfolio, the focus is onthe audience for the portfolio, the learner goals that the portfolio should be demonstrating. Thesegoals should follow from national, state, or local standards and their associated evaluationrubrics or performance indicators. This stage in the portfolio development process shouldidentify and describe the assessment context.

Design/Plan: In the second stage of multimedia development, the focus is on organizing ordesigning the presentation. The focus is on determining audience-appropriate content andpresentation sequence, constructing flowcharts, writing storyboards. This is also the time todetermine audience-appropriate software, storage and presentation medium. When developing anelectronic portfolio, the focus is also on describing the audience(s) for the portfolio, whether they


be the student, parent, college, community, or any other stakeholder in the assessment process.Now is the time to determine content of portfolio items (by context) and the type of evidence tobe collected; determine which software tools are most appropriate for the portfolio context; anddetermine which storage and presentation medium is most appropriate for the situation

Develop: In this third stage of multimedia development, the focus is on gathering multimediamaterials to include in the presentation, organizing the materials into a sequence (or withhypermedia links) for the best presentation of the material, using an appropriate multimediaauthoring program. When developing an electronic portfolio, the focus is on gatheringmultimedia materials that represent a learner’s achievement and including those artifacts in theportfolio. This is where the artifacts can be linked to standards, preferably in a relationaldatabase. In electronic portfolio development, students also record their self-reflections on theirown work and achievement of the goals/standards. Teachers record feedback on student workand achievement of goals/standards. The final part of this stage is to organize the material usinghypertext links between goals/standards, student work samples, rubrics and assessments.

Implement: In this fourth stage of multimedia development, the developer gives thepresentation. In electronic portfolio development, the portfolio is recorded to appropriatepresentation and storage medium. The electronic portfolio is also presented to an appropriateaudience, by the student in age-appropriate situations.

Evaluate: In this final stage of multimedia development, the focus is on evaluating thepresentation’s effectiveness. In electronic portfolio development, we not only evaluate theportfolio’s effectivenes in light of its purpose and the assessment context; we also use theportfolio evidence to make instruction/learning decisions. In some cases, we may collectexemplary portfolio artifacts for comparison purposes. There are two types of evaluation:Formative Evaluation, which usually occurs on an ongoing basis, and Summative Evaluation,which usually occurs when the project is completed.

From the discussion of both the Multimedia Development Process and the PortfolioDevelopment Process, along with the discussion of the appropriate technology tools, five stagesof Electronic Portfolio Development emerge. Here are the key words from each process toaddress at each stage of electronic portfolio development.

Electronic Portfolio Development StagesPortfolio Development Electronic Portfolio

DevelopmentMultimedia Development

Purpose & Audience 1. Defining the Portfolio Context & Goals

!Decide, Assess

Collect Interject 2. The Working Portfolio Design, Plan

Select, Reflect, Direct 3. The Reflective Portfolio Develop

Inspect, Perfect, Connect 4. The Connected Portfolio Implement, Evaluate

Respect 5. The Presentation Portfolio Present, Publish


Selecting the appropriate softwareIn the October 1998 issue of Learning & Leading with Technology, I outlined the strategicquestions to ask when developing electronic portfolios. This article describes the electronicportfolio development process further and covers seven different software and hardware tools forcreating portfolios. Some very good commercial electronic portfolio programs are on the market,although they often reflect the developerís style or are constrained by the limits of the softwarestructure. Many educators who want to develop electronic portfolios tend to design their own,using off-the-shelf software or generic strategies. Here, I discuss the structure of each type ofprogram, the advantages and disadvantages of each strategy, the relative ease of learning thesoftware, the level of technology required, and related issues. The seven generic types ofsoftware are:

1. Relational databases2. Hypermedia "card" software3. Multimedia authoring software4. World Wide Web (HTML) pages5. Adobe Acrobat (PDF files)6. Multimedia slideshows7. Video (digital and analog)

Differentiating the Levels of Electronic Portfolio Implementation. In addition to thestages of portfolio development, there appear to be at least five levels of electronic portfoliodevelopment. Just as there are developmental levels in student learning, there are developmentallevels in digital portfolio development. Table 2 presents different levels for electronic portfoliodevelopment, which are closely aligned with the technology skills of the portfolio developer.

Table 2. Levels of electronic portfolio software strategies based on ease of use.

0. All documents are in paper format. Some portfolio data may be stored on videotape.1. All documents are in digital file formats, using word processing or other commonly used

software, and stored in electronic folders on a hard drive, floppy disk, or LAN server.2. Portfolio data is entered into a structured format, such as a database or HyperStudio

template or slide show (such as PowerPoint or AppleWorks) and stored on a hard drive,Zip, floppy disk, or LAN.

3. Documents are translated into Portable Document Format with hyperlinks betweenstandards, artifacts, and reflections using Adobe Acrobat Exchange and stored on a harddrive, Zip, Jaz, CD-R/W, or LAN server.

4. Documents are translated into HTML, complete with hyperlinks between standards,artifacts, and reflections, using a Web authoring program and posted to a Web server.

5. Portfolio is organized with a multimedia authoring program, incorporating digital soundand video. Then it is converted to digital format and pressed to CD-R/W or posted to theWeb in streaming format.


Software SelectionOne of the key criteria for software selection should be its capability to allow teachers andstudents to create hypertext links between goals, outcomes, and various student artifacts(products and projects) displayed in multimedia format. Another is Web accessibility. Withseven options to choose from, you should be able to find software to fit your audience, goals,technology skills, and available equipment.

Microsoft Word and Excel. The most commonly-used software today can provide a simple butpowerful environment for creating electronic portfolios. Excel files allow simple databasefunctions for listing artifacts in the collection, complete with hyperlinks to the originaldocuments. Excel also allows comments in each field, for further explanation. Word is the idealtool for writing reflective statements, with similar capabilities for hyperlinks and comments.

Advantages include ubiquitous access, hyperlinking capabilities, automated conversion intoWWW-compatible formats, and low cost. Disadvantages include: WWW publishing requiresconversion to HTML, password protection may not be available.

Relational Databases (e.g., FileMaker Pro, Microsoft Access). In recent years, new databasemanagement tools have become available that allow teachers to easily create whole-class recordsof student achievement. A relational database is actually a series of interlinked structured datafiles linked together by common fields. One data file could include the students’ names,addresses, and various individual elements; another could include a list of the standards that eachstudent should be achieving; still another could include portfolio artifacts that demonstrate eachstudent’s achievement of those standards. The purpose of using a relational database is to linktogether the students with their individual portfolio artifacts and the standards these artifactsshould clearly demonstrate.

Advantages include flexibility, network and Web capabilities, cross-platform capabilities,tracking and reporting, multimedia, and security. Disadvantages include the size of relationaldatabase files (they can become very large and unwieldy); they may not be accessible to userswho do have the software; and they require a high level of skill to use effectively.

Databases are really teacher-centered portfolio tools. They allow teachers to keep track ofstudent achievement at every level. They are less appropriate for students to use to maintain theirown portfolios. You may save appropriate pages from the database as PDF files for students toinclude in their own portfolios.

Hypermedia "Card" Programs (e.g., HyperStudio, Digital Chisel, Toolbook, and SuperLink). Ahypermedia program allows the integration of various media types in a single file, withconstruction tools for graphics, sound, and movies. The basic structure of a hypermedia file isdescribed as electronic cards that are really individual screens that can be linked together bybuttons the user creates.

Hypermedia programs are widely available in classrooms, usually all-inclusive, cross-platform,multimedia capable, and secure. Disadvantages include lack of integrated Web accessibility, size


and resolution constraints, and increased effort linking artifacts to standards. Hypermediaprograms are most appropriate for elementary or middle school portfolios. Templates andstrategies are widely available to help you begin using your chosen hypermedia tool as aportfolio development and assessment tool.

Multimedia Authoring Software (e.g., Macromedia Director or Authorware). In recent years,multimedia authoring software has emerged from such companies as Macromedia andmTropolis. Authorware is an icon-based authoring environment, in which a user builds a flowchart to create a presentation. Director is a time-based authoring environment, in which the usercreates an interactive presentation with a cast and various multimedia elements. Both programsallow the user to create stand-alone applications that can run on Windows and Macintoshplatforms.

These programs allow users to create presentations that are self-running, without separate playersoftware. They were designed to incorporate multimedia elements. They are ideal for CD-ROMpublishing, but they have a steep learning curve, require extra effort to link artifacts to standards,and may not offer the necessary security. Multimedia authoring programs would be mostappropriate for high school, college, or professional portfolio creation.

Web Pages (e.g., Adobe PageMill, Claris Home Page, Microsoft FrontPage, NetscapeComposer). An emerging trend in the development of electronic portfolios is to publish them inHTML format. With wide accessibility to the Web, many schools are encouraging students topublish their portfolios in this format. Students convert word processing documents into Webpages with tools built into those programs and create hyperlinks between goals and the artifactsthat demonstrate achievement.

The advantages of creating Web-based portfolios center on its multimedia, cross-platform, andWeb capabilities. Any potential viewer simply needs Internet access and a Web browser.However, the learning curve is steep. Web pages require much more file-management skill thanother types of portfolio development tools, and the security can be a problem. Students in upper-elementary grades and beyond can create Web pages, but this type of portfolio is especiallyappropriate for those who wish to showcase their portfolio for a potential employer.

PDF Documents (Adobe Acrobat). One of the more interesting development environments forelectronic portfolios is Adobe Acrobat’s Portable Document Format (PDF). PDF files are basedon the Postscript page layout language originally developed for printing to a laser printer. PDFfiles are created using the tools provided by Adobe, either the PDF Writer or Distiller program.Adobe Acrobat files are called Portable Document Format because the same file can be read by avariety of computer platforms and require only the free Acrobat Reader software. The process ofcreating an Acrobat file can be as easy as printing to a printer; in fact, the PDF Writer is a printerdriver that is selected when the user wants to convert a document from any application into aPDF file. Another software package, PrintToPDF, is a less powerful shareware Macintosh printerdriver that creates simple PDFs for a much lower price ($20).

Once a PDF file is created, the user can navigate page by page, by using bookmarks they create,or with hypertext links or buttons they can create with the Acrobat Exchange program. My ownelectronic teaching portfolio is published on CD-ROM with Adobe Acrobat.


PDF files are easy to access and read, can be created from multiple applications, includemultimedia elements, are easily published to CD-ROM, have few size and resolution constraints,and are secure. Disadvantages include the large file size, the need for separate creation software,and the effort required to link artifacts to standards. Students at all levels can create PDF files,but it is a more appropriate tool for high school and older students.

Multimedia Slideshows (e.g., AppleWorks and PowerPoint). These programs allow the user tocreate electronic slideshows most often shown in a linear sequence. Most of these tools allow theintegration of sound and video, and Microsoft PowerPoint allows some buttons and links. Othersoftware can also be used to create electronic portfolio documents, such as a word processor orspreadsheet.

Advantages of multimedia slideshows include the easy access to the software and its multimediacapabilities. But, it is challenging to link artifacts to standards, files can be very large, Webpublishing requires conversion to HTML, password protection may not be available. Multimediaslideshows are most appropriate for middle school and older students.

Video (digital and analog). Digital video can be a powerful addition to many of the otherportfolio development tools outlined here. Nonlinear digital video editing could be used toorganize videotaped portfolio artifacts.

Analog video can be used to gather evidence of student learning in a low-cost storage medium,and videotape is a popular final publishing medium for sharing student presentation portfolioswith family and friends.

Advantages of analog video include its widespread use, cheap storage medium, acceptablequality, and relatively low-cost hardware. Analog video, however, allows only linear access, haslow interactivity, offers no Web accessibility, takes a lot storage space, and is hard to edit.Digital video adds Web accessibility, high interactivity, random access, and easy editing, butalso can be low quality, have huge file size and bandwidth requirements, and require expensiveequipment to digitize and edit.

Video is appropriate for a wide range of students and audiences. It is the best way to captureclassroom interaction, including nonverbal cues, and it is often the method by which finalportfolios are shared.

Conclusion

With all of these choices, which strategy should you choose? Are different tools moreappropriate at different stages of the electronic portfolio development process? These questionscan only be answered after addressing some of the questions posed is Stage 1, especially thepurpose and audience for the portfolio, the resources available (equipment and technology skillsrequired), and where the advantages of the strategy outweigh the disadvantages for yoursituation.

Portfolio construction tools compared

CommonDevelopmentTools

Structure and Links Playeravailable

Advantages Disadvantages Ease of Use1=low skill5=high skill

Technology Required1=low tech5=high tech

Cost (w/educatordiscounts)

Wordprocessor,spreadsheet

Microsoft Word,Excel

Formatted Text (wordprocessor)Data in spreadsheet cells(columns and rows inspreadsheet)

No ubiquitous access,hyperlinking capabilities,automated conversion intoWWW-compatible formats,and low cost

WWW publishing requiresconversion to HTML,password protection maynot be available.

1 1

Relationaldatabase

FileMaker Pro,Microsoft Access

Fields, records, or fileslinked by common fields

Yes Flexible reporting,network- friendly, Webaccessible, cross- platform

Size of files requiresplayer

4 to develop, 2 to use 3 $65– 156

Hypermedia HyperStudio,Digital Chisel

Electronic cards linked by“buttons”

Yes Widely available inclassrooms, constructiontools included, somesoftware cross- platform

Not easily Web-accessible (requiresbrowser plug- in), viewlimited to screen size

3 to develop 3 $39– 199

MultimediaAuthoring

MacromediaAuthorware,Director

Icon- or time-basedenvironment

Self-contained

Most flexibility indevelopment, CD- ROM,cross- platform

Steep learning curve 5 5 $128– 699

Web Pages Adobe PageMill,Claris Home Page,Composer

Pages viewed with a WebBrowser (Netscape orExplorer) using linkscreated in HTML

Browser(free)

Web-accessible, cross-platform

Multimedia (video) notwell integrated, complexauthoring

2 w/ editor,4 w/ o

4 Free–$ 79

AdobeAcrobat

Adobe AcrobatExchange

Postscript-based pagesthat can be navigatedsequentially or by usingbookmarks, links, orbuttons

Reader(free)

Web- accessible, cross-platform, create files, fromany applications, ideal forCD ROM, can captureWeb pages w/ links

Sizeof files,limitedconstructiontools

2 4 $42– 90

SlideShows/Presentations

MicrosoftPowerPoint,Works, AppleWorks

Slideshow presentation or“Binder” (MicrosoftOffice) to link documentstogether

No Widely accessiblesoftware,cross- platform

Not directly Web-accessible, ease ofcreating hypertext links,requires originalapplication to read.

3 3-4 $46–210

DigitalVideo

QuickTime or AVIformat., MoviePlayer Pro (forediting), AppleVideo Player, (fordigitizing), AvidCinema, iMovie

Record performances inand out of the classroomwithin other digitalportfolio constructiontools, also, digital videoediting (Avid Cinema,Adobe Premiere, iMovie)can be used to prepareartifacts for presentationin analog video.

QuickTime,RealPlayer(both free)

Web access highinteractivity randomaccess, editing

File size, storage quality,bandwidth requirements,hardware requirementsto digitize video

Level 5 skill needed to createdigital video, although w/tools such as Avid Cinema andiMovie, the learning curve isflatter.

5 to use computers w/ videodigitizing boards. Digitalvideo cameras streamline theprocess, especially with thelatest computers, which haveFireWire (IEEE 1394)connections to the DVcamera.

Editing softwarefrom $29(MoviePlayer Pro)to $500+.DV cameras <$1,000.

AnalogVideo

Video on tape:VHS, 8mm

Standard video used tocapture performances inthe classroom or to gatherdata outside; also auniversal format for finalpresentation portfolio;sometimes the computer isused to organize andtranslate the portfolio backto standard video tape

All that isrequired is aVCR.

Ubiquitous access, cheapstorage medium,acceptable quality,relatively low-costhardware requirements

Linear access, lowinteractivity, no Webaccess, storage, editing

Level 2 skill needed to createanalog video, although editinganalog videotape is morecomplicated.

Can be recorded with low-end equipment

Other than the costof a camera orVCR the onlyadditional cost isfor videotape.Analog videoediting systemcost can rangefrom $250 and up.Pay as little as$300 for an 8mmcamera.

The "5-by-5" Model of Electronic Portfolio Development - Overview of Technology Options

© 2000, Helen C. Barrett Stages of Electronic Portfolio Development

Levels of PortfolioDevelopment (based on level of difficulty)

1Defining the Portfolio

Context & Goals

Identify: the portfolio's purposeand audience; the standards(goals) or organizing framework;the resources available (hardware,software, level of technologyskills). Select the appropriatelevel/technology to begin.

2The Working Portfolio

Identify, collect and store portfolioartifacts based onpurpose/audience/goals. Interjectpersonality into the portfoliodesign by using appropriatemultimedia to add style andindividuality to the portfolio.

3The Reflective Portfolio

Select the artifacts that representachievement of standards/goals.Reflect on why artifacts wereselected, indicating meaning andvalue to the portfolio. Projectlearning goals for the future(direction).

4The Connected

Portfolio

Organize the digital artifacts.Create hypermedia links betweengoals, artifacts, reflections.Identify patterns through the"linking" process.

5The Presentation

Portfolio

Record the portfolio to anappropriate presentation andstorage medium. Share theportfolio with an appropriateaudience.

1 - Text only.All documents are in digital file formats,using word processing or other commonly-used software, and stored in electronic folderson a hard drive, floppy diskette or LANserver.

Development Software:Any Word Processor



Development Software:Microsoft Word (linking toother Word documents)AppleWorks (linking to otherWorks documents)

Storage/Publishing Tools:Zip Disk or Floppy Disketteor Hard Drive or Server

2a - With Graphics.Portfolio data is entered into a structuredformat, such as a database or HyperStudiotemplate or slide show (PowerPoint orAppleWorks) and stored on a hard drive, Zip,floppy diskette or LAN server. Video may becollected in analog form on video tape.Presentation portfolio may also be recordedon video tape.

Development Software:DatabasePowerPoint or slide showHyperStudio

Inspiration (mind mappingsoftware)

Development Software:Graphics softwareDatabasePowerPoint or slide showHyperStudio

Digital still camera

Development Software:DatabasePowerPoint or slide showHyperStudio

Development Software:HyperStudio

Storage/Publishing Tools:Videotape (digital-to-analogconversion)

2b - With Audio & Video

Portfolio incorporates digitized audio andvideo artifacts linked to the portfolio, andstored on CD-ROM or server.

Audio capturing software

Video capturing software(analog-to-digital conversion)

Audio editing software

Video editing software

Storage/Publishing Tools:CD-ROM

3 - With Navigational linksDocuments are translated into PortableDocument Format with "hyper-links" betweenstandards, artifacts, and reflections usingAdobe Acrobat Exchange and stored on ahard drive, Zip, Jaz, CD-R/W, or LAN server.

Conversion Software:Adobe PDFWriter orPrintToPDF (Mac only)Acrobat Distiller

Development/Editing Software:Adobe Acrobat Exchange

Storage/Publishing Tools:CD-ROM

4 - With WWW linksDocuments are translated into HTML,complete with "hyper-links" betweenstandards, artifacts, and reflections, using aweb authoring program (i.e., NetscapeComposer, Adobe PageMill or CyberStudio,Macromedia Dreamweaver) and posted to aWWW server.

Development & PublishingSoftware:HTML authoring software



PowerPoint*

Storage/Publishing Tools:WWW Server

5 - With Interactive MultimediaPortfolio is organized with a multimediaauthoring program, incorporating digitalsound and video is converted to digital formatand pressed to CD-R/W or posted to WWWin streaming format.

Development & PublishingSoftware:Macromedia Director



Storage/Publishing Tools:Streaming Server


Stage 1 – Determining the portfolio context and goalsIn this first stage of the electronic portfolio development process, the primary tasks are: Identifythe assessment context, including the purpose of the portfolio. Identify the goals to be addressedin the portfolio; these should follow from university standards for promotion and tenure and fromstandards set by relevant professional associations. This important step sets the assessmentcontext and helps frame the rest of the portfolio development process. Knowing the primaryaudience for the portfolio will help decide the format and storage of the formal or presentationportfolio.

Before making any decisions about the development software, identify the resources availablefor electronic portfolio development. What hardware and software do you have? Whattechnology skills do you have or want to develop? Here are some specific questions to answerfrom the EPPlanningWorksheet for this stage:

Assessment Context

• What is the purpose of the portfolio?q Show growth over timeq Document ongoing learning and professional developmentq Assessment – achievement of standards or goalsq Employment (Marketing)q Other:_______________________________

• What learner outcome goals will the portfolio demonstrate (or which national, state, orlocal standards and their associated evaluation rubrics or observable behaviors)?

Resources available for electronic portfolio development

• What hardware and software do you have and how often do you (or students) haveaccess?

Table 3: Technology Required!1 !2 !3 !4 !5

No computer

Single computer with64 MB RAM, 1GBHD, no AVinput/output

One or two computerswith 128 MB RAM, 4+GB HD, simple AVinput (such asQuickCam)

Three or four computers, oneof which has 256+ MB RAM,20+GB HD, AV input andoutput, scanner, VCR, videocamera, high-density floppy(such as a Zip drive)

Level 4 and CD-ROMrecorder, at least twocomputers with 512+ MBRAM; digital video editinghardware and software.Extra Gb+ storage (such asJaz drive)


• What are the technology skills of the students and teachers?

Table 2: Technology Skills!1 !2 !3 !4 !5

Limited experiencewith desktopcomputers but able touse mouse andmenus and runsimple programs

Level 1 andproficient with aword processor,basic e-mail, andInternet browsing;can enter data into apredesigned database

Level 2 and able to build asimple hypertext (nonlinear)document with links using ahypermedia program such asHyperStudio or Adobe AcrobatExchange or an HTMLWYSIWYG editor

Level 3 and able to recordsounds, scan images,output computer screensto a VCR, and design anoriginal database

Level 4 and multimediaprogramming or HTMLauthoring; can also createQuickTime movies live orfrom tape; able toprogram a relationaldatabase

• Who are the various audiences for the portfolio?q Studentq Parentq Collegeq Facultyq Potential employerThe primary audience for the portfolio will contribute to the decisions made about theformat and storage of the final or presentation portfolio. Choose a format that theaudience will most likely have access to; i.e., parents may not have a home computer, butmay have a VCR.

• What kind of technology does the primary audience have access to?0 1 2 3 4 5 6

VCR FloppyDiskette

Hard DiskDrive

Zip Disk/Super Disk

Jaz Disk

LAN Server CD-R/W WWWServer

DVD Player

• What common software tools do you have that you can use to create the following type ofelectronic portfolio?

0 1 2 3 4 5All documentsare stored inpaper format.Some portfoliodata may bestored on videotape.

All documentsstored in digitalfile formats,using wordprocessing orothercommonly-usedsoftware, andstored inelectronicfolders on a harddrive, floppydiskette or LANserver.

Portfolio data isentered into astructuredformat, such as adatabase orHyperStudiotemplateorslide show(PowerPoint orAppleWorks)and stored on ahard drive, Zip,floppy disketteor LAN server.

Documents aretranslated intoPortableDocumentFormat (AdobeAcrobat) with“hyper-links”betweenstandards,artifacts, andreflections usingAdobe AcrobatExchange andstored on a harddrive, Zip, Jaz,CD-R/W, orLAN server.

Documents aretranslated intoHTML,complete with“hyper-links”betweenstandards,artifacts, andreflections, usinga web authoringprogram andposted to aWWW server.

Portfolio isorganized with amultimediaauthoringprogram,incorporatingdigital sound andvideo isconverted todigital formatand pressed toCD-R/W orposted to WWWin streamingformat.

Levels of Digital Portfolio Software Strategies based on Ease of Use


Do you want to aggregate assessment data (for reports on student achievement of standards)?

How much are you able to spend (or charge) per student per year on an e-portfolio system (inaddition to currently-available hardware/software):

0 1 2 3 4 5$0 $5 $12 $40 $75 $100

You will know you are ready for the next stage when:

• You have identified the purpose and primary audience for your portfolio.

• You have identified the standards or goals that you will be using to organize yourportfolio.

• You have selected the development software you will be using and have completed thefirst stage using that tool.

Contents of CD-ROM:

EPPlanningWorksheet.doc – a planning worksheet covering each stage of the portfoliodevelopment process


Stage 2: The Working Portfolio – Archive Creation and DigitalConversionThis stage of the electronic portfolio development process occupies the longest span of time andis the stage I call, "Becoming a Digital Packrat!" Knowing which goals or standards you aretrying to demonstrate should help determine the types of portfolio artifacts to be collected andthen selected.

Select the software development tools most appropriate for the portfolio context and theresources available. Just as McLuhan said, "The medium is the message", the software used tocreate the electronic portfolio will control, restrict, or enhance the portfolio development process.Form should follow function as well, and the electronic portfolio software should match thevision and style of the portfolio developer.

Use whatever software tools are currently being used to collect artifacts, storing them on a harddrive, a server, or videotape. Set up electronic folders to organize the artifacts (any type ofelectronic document) and use a word processor, database, hypermedia software or slide show toarticulate the goals/standards to be demonstrated in the portfolio and to organize the artifacts.

Microsoft Word, Microsoft PowerPoint, Adobe Acrobat and WWW pages created with HTMLeditors are the most common software packages used for electronic portfolio development. Theprimary advantage of Word and Acrobat is ease of use, and Acrobat files can be created fromany application. Creating a portfolio in HTML, even with the many tools available, has a highercost in terms of effort to convert documents and organization of the large number of files usuallygenerated. Creating a portfolio in PowerPoint can emphasize the portfolio as "multimediapresentation," rather than as reflective tool.

Identify the storage and presentation medium most appropriate for the situation (i.e., computerhard disk, videotape, local-area network, a WWW server, CD-ROM, etc.). There are alsomultiple options, depending on the software chosen.

Gather the multimedia materials that represent your achievement. You will want to collectartifacts from different points of time to demonstrate growth and learning that has taken place.Write short reflective statements with each artifact stored, to capture its significance at the time itis created. You might convert significant documents into Adobe Acrobat format and attachelectronic "sticky notes" with your immediate reflections.

Use everyday software, such as Word Processing, Slide Shows, Hypermedia, or Databaseprograms to list and organize the artifacts that are placed in the Working Portfolio.

Convert your work into digital format

Use appropriate multimedia to add style and individuality to your portfolio. Save your work in aformat that can be easily used. (Throughout the year, I convert a variety of files in my ownWorking Portfolio into Adobe Acrobat format, attaching electronic "sticky notes" with myreflections, and store them in a "new items" folder for later use. This includes word processing


files, web pages I create, e-mail messages I might want to include, all stored for use in laterstages.) Use a scanner (or camera) to digitize images, including documents that come to you inpaper form. Use a microphone and sound digitizing program to digitize audio artifacts. Use avideo camera, digitizing hardware and software to digitize video artifacts.

Here are some specific questions to answer from the EPPlanningWorksheet for this stage:

• What is the content of portfolio items (determined by the assessment context) and thetype of evidence to be collected?

This is where the standards become a very important part of the planning process. Knowing which standardsyou are trying to demonstrate should help determine the types of portfolio artifacts are to be collected. Forexample, if the portfolio goal is to demonstrate the standard of clear communication, then examples shouldinclude examples of the student's writing (scanned if handwritten; imported from a word processingdocument if created on a computer) as well as examples of the student's speaking abilities (sound only, orvideo clips if the technology exists to record and store digitized movies).

• Which software tools are most appropriate for the portfolio context and the resourcesavailable?

Just as McLuhan said, "The medium is the message", the software used to create the electronic portfolio willcontrol, restrict, or enhance the portfolio development process. Form should follow function as well, and theelectronic portfolio software should match the vision and style of the portfolio developer.

• Which storage and presentation medium is most appropriate for the situation (will youuse computer hard disk, videotape, local-area network, a WWW server, CD-ROM, etc.)?The audience for the portfolio will have a major impact on this answer.

• What multimedia materials will you gather that represent a learner's achievement? Youwill want to collect artifacts from different points of time to demonstrate growth andlearning that has taken place.Once you have answered the questions on portfolio context and content, as well as thelimitations on the type of equipment available and the skills of the users (teachers andstudents), you will be able to determine the type of materials you will digitize, such as:student written work, images of student projects, sounds of students speaking or reading,and video clips of student performances.

• Use some of the graphics capabilities of current computer systems to add style and flairto the portfolio, and to interject personality and individuality.


• You have a collection of digital portfolio artifacts that represent your efforts andachievement throughout the course of your learning experiences.

• You have used the graphics and layout capability of the chosen software to interject yourpersonality into the portfolio artifacts.

• It is time to turn this collection into a portfolio.


Creating your Working Portfolio – some practical tips using commontools:

Begin collecting the evidence that demonstrates that you are making progress toward meetingyour selected set of standards. Several documents are provided on the CD-ROM with details onnational standards, such as INTASC and ISTE NETS. Over the length of the learning process,various assignments should be provided that build on these standards, and provide you with anopportunity to reflect on your growth.

Reflection #1 with Artifacts covering Teaching Standards includingplan for collecting digital artifacts throughout programThe technology used for the portfolio during this first stage will be common tool software, suchas Microsoft Word (see Step-By-Step guide on Creating and Electronic Portfolio using MicrosoftWord). Instead of identifying “Future Learning Goals” for each Teaching Standard, you shoulddesign a plan for gathering and organizing the evidence that will demonstrate competency inmeeting each standard. Discuss the strategies you would like to use for electronically recordingand maintaining a working portfolio of this evidence throughout your year.

Portfolio-at-a-Glance

You should set up a recordkeeping system to keep track of the evidence that is collected over thecourse of the program. An Excel spreadsheet is provided on the CD for you to print out and usefor recording the evidence being collected and how each matches the standards. Also, see DigitalPackrat lesson on the next page.

Create archive folders to store artifacts online

You should create archive folders to store final versions of the assignments for the portfolio. It issuggested that at least two folders be created: Work in Progress and Portfolio. Most of the filesmay be stored on a laptop or home computer, but an online server should be used for backing upimportant files. (see Step-By-Step guide on Accessing Online Storage or your own program’sserver).

One benefit of a digital portfolio is the capacity for multimedia artifacts. You are encouraged touse digital cameras, scanners, and other online resources to collect images. (see Step-By-Stepguides on Scanning Basics; Using Digital Still Cameras; Screen Shots: Taking a Picture of YourScreen; Download Media Elements from the Internet. You may post your portfolio (Worddocuments with links to appropriate artifacts) to a server, in a Portfolio folder.


“Becoming a Digital Packrat” lesson from ISTE (written by Helen Barrett)

Developing an electronic portfolio can meet several critical needs, including NCATE unitperformance assessment and reporting requirements, documenting teacher candidate professionalgrowth, and K-12 student achievement of content standards. In addition, the process ofdeveloping an electronic portfolio can enhance a teacher candidate's achievement of manytechnology standards. Electronic portfolios can use the same digital artifacts to documentcandidate's achievement of multiple standards for various audiences. In this lesson, teachercandidates learn to collect their work in digital format and learn how to store the data for easyretrieval.

The concept of portfolio development should be introduced early in a Foundations class, toestablish the expectations that Teacher Candidates will maintain an electronic portfoliothroughout their Professional Preparation program. From that initial introduction, Teachercandidates should become a "digital packrat" so that they can easily access the information.Teacher candidates will set up a recordkeeping system (a database or spreadsheet) with fields (orcolumns) for: Name of file; Date; Course; Standards addressed (if known); Reflection on theArtifact. The Teacher Candidates would use their recordkeeping system to keep track of all theirfiles, as well as to record their contemporaneous reflections on their work.

For any type of portfolio to be successful, the teacher education program needs to develop aclimate of reflection and continuous improvement. For an electronic portfolio program to besuccessfully implemented the teacher education program also needs to provide appropriateinfrastructure (equipment and software). It also helps to require Teacher Candidates to developone appropriate digital artifact for their electronic portfolio in every class they take.

In this lesson, teacher candidates will get an introduction to the Electronic Portfolio and thenbuild a database that helps them keep track of the files they are storing, why and where. Inaddition, they need to have a place to record their contemporaneous reflections on their work,separate from the actual document. This database will allow them to store those reflections forlater.

This activity will have two components: The first is keeping track of what you store, where youstore it, and a brief reflection on the artifact. (What?) This is the working portfolio withcontemporaneous reflections when the file is stored away. The second component is on how tostore the documents for easy retrieval (and backup).

Steps: Recordkeeping System

• Brainstorm ideas to maintain records of your work throughout their Teacher EducationProgram. What tools could you use to keep track of your files? Show different tools formaintaining data (database and spreadsheet)

• Brainstorm the pieces of information that need to be maintained.• Set up a database with the fields that were brainstormed.• Enter the data and the reflections on your work.• Set up a storage system for your files.


Contents of CD-ROM: Step-By-Step: Accessing online server (or WWW-based storage)

Step-By-Step: Scanning Basics

Step-By-Step: Using Digital Still Cameras

Step-By-Step: Screen Shots: Taking a Picture of Your Screen (Apple)

Step-By-Step: Download Media Elements from the Internet (Apple)

Step-By-Step: Creating an Electronic Portfolio using Microsoft Word-Macintosh*including video tutorials

Step-By-Step: Creating an Electronic Portfolio using Microsoft Word-Windows*including video tutorials

Step-By-Step: Editing images using Graphic Converter

Step-By-Step: Collecting and storing images (using iView Multimedia – Macintosh only)

Template #1 – Excel spreadsheet: Portfolio at a Glance

Template #2 – Microsoft Word document - Standards (INTASC and ISTE NationalEducational Technology Standards for Teachers)

Overlap of two sets of standards (PDF file)


Stage 3 – The Reflective PortfolioThis stage of the electronic portfolio development process usually preceeds evaluation reviews(for summative portfolios) or employment applications (for marketing portfolios). In theformative portfolio reflections typically occur at significant points in the learning process, andare added contemporaneously as noted in the previous stage. Reflection on one's work isrequisite if the portfolio owner is to learn from the process. As John Dewey said, "We don't learnfrom experience; we learn from reflecting on experience." One challenge in this process will bethe need for confidentiality of these reflections. This is the place where the personal, privatereflections of the learner need to be guarded, and not published in a public medium, such as theWorld Wide Web.

Record feedback on work and achievement of goals. Strategies that I have found useful with mystudents' portfolios include:

* Review the reflective statements written for each artifact as it was stored, elaborating onits meaning and value and why you are selecting it for your presentation portfolio.

* Refer back to the goals or standards identified in Stage 1 and write general reflectivestatements on your related achievement.

* Select the artifacts that represent achievement of the standards or goals.

* From the reflections and feedback, set learning goals for the future

Here are three simple questions to ask which clarify this reflective process (Campbell,Melenyzer, Nettles, & Wyman, (2000) based on Van Wagenen and Hibbard (1998)

1. "What?"2. "So what?"3. "Now what?"

To use these questions, the student would first summarize the artifact that documents theexperience, in order to answer the question "What?" Second, the student would reflect on whathe or she learned and how this leads to meeting the standard, which answers the question "Sowhat?" And third, the student would address implications for future learning needed and set forthrefinements or adaptations, in order to answer "Now what?" (p.22)

This process of setting future learning goals turns electronic portfolio development into apowerful tool for professional development. That's why the "Now What?" question becomesimportant. I also think semi-public commitments to professional development goals can becomemotivation to work on those areas. As Kay Burke (1996) insists, quoting Kenneth Wolf (1996), aprofessional portfolio system invites "teachers to become the architects of their own professionaldevelopment." (p.37)



• How will you select the specific artifacts from the abundance of the working portfolio, todemonstrate achievement of the portfolio's goals.

• What are your criteria for selecting artifacts and for judging merit?

• How will you record self-reflection on work and achievement of goals?The quality of the learning that results from the portfolio development process may be in direct proportion to thequality of the student self-reflection on their work. One challenge in this process will be the need for confidentiality ofthese reflections. This is the place where the personal, private reflections of the learner need to be guarded, and notpublished in a public medium.

• How will you record goals for future learning based on the personal reflections andfeedback? It is this process of setting learning goals that turns the portfolio into apowerful tool for long term growth and development.

• How will you record faculty or teacher feedback on student work and achievement ofgoals?Even more critical is the confidential nature of the assessment process. Teachers' feedback should also be keptconfidential so that only the student, parents and other appropriate audiences have access, and not published in a publicmedium.


• You have selected the artifacts that are going into your formal or presentation portfolio.

• You have written the reflective statements and identified learning goals for the future.

More practical tips for completing this stage using common tools:

Create archive of artifacts, converted to Acrobat format, store onserverIf you will be storing your documents in Acrobat format, you will learn to convert your artifactsinto PDF, and will merge all documents into a single Acrobat file. (See Step-By-Step guide:Publishing Electronic Portfolios using Adobe Acrobat.) This portfolio document may be copiedto your program’s online server.

Update Portfolio-at-a-GlanceAs part of the process of updating the portfolio reflections, update the Excel spreadsheet or thedatabase file with information and reflections on all artifacts. Either of these files can beconverted to Adobe Acrobat and included in the portfolio.


Contents of CD-ROM

Step-By-Step: Publishing Electronic Portfolios using Adobe Acrobat 4.0 *including videotutorials

Step-By-Step: Publishing Electronic Portfolios using Adobe Acrobat 5.0 *including videotutorials


Stage 4 – The Connected Portfolio (including a video clip)To some degree, this stage is unique to the electronic portfolio, because of the capability of thesoftware to create hypertext links between documents, either locally or on the Internet. At thisstage, if you haven't done so, convert word processing, database or slide show documents intoeither PDF or HTML and create hypertext links between goals, work samples, rubrics, andreflections. Insert appropriate multimedia artifacts. Create a table of contents to structure theportfolio; I recommend using the outlining capabilities of either Word or PowerPoint, or thegraphical organizing AND outlining capabilities of Inspiration.

The choice of software can either restrict or enhance the development process and the quality ofthe final product. Different software packages each have unique characteristics, which can limitor expand the electronic portfolio options. It is important to select software that allows easycreation of hypertext links, to be able to link evidence of achievement to the goals and reflectionsand identify patterns through this "linking" process. Hartnell & Young (2000) point out theunique benefits of creating portfolios with hypertext links:

"Hypertext allows for deeper understanding and explanation through links that go fromsummary statements to complete documents, related items, and reflections. In addition todisplaying artifacts efficiently, links can allow the collection of material in a PersonalArchive to become broader and more thoughtful." (pp. 23-24)

The process of creating a portfolio with hypertext links contributes to the summative assessmentprocess. When using the portfolio for assessment, the transformation from "artifacts" to"evidence" is not always clear. Linking reflections to artifacts makes this thinking process moreexplicit. The ability to create links from multiple perspectives (and multiple goals) alsoovercomes the linearity of two-dimensional paper portfolios, permitting a single artifact todemonstrate multiple standards (i.e., national technology standards, our state's teachingstandards).

Use the portfolio evidence to make instruction/learning or professional development decisions.This process effectively brings together instruction and assessment, portfolio development andprofessional development.


• How will you organize the digital artifacts? Have you selected software that allows youto create hypermedia links between goals, student work samples, rubrics, andassessment?

• How will you evaluate the portfolio's effectiveness in light of its purpose and theassessment context?

• Depending on portfolio context, how will you use portfolio evidence to makeinstruction/learning decisions?



• Your documents are converted into a format that allows hypertext links and you can navigatearound your document using those hypertext links.

• You have inserted (or linked) the appropriate multimedia artifacts into the document.

• You are ready to share your portfolio with someone else and/or you are ready to publish yourportfolio.

Videotaping in the Classroom

You may want to add video clips of your classroom teaching to demonstrate specific teachingstandards. There are two types of video cameras: the standard analog camera that records up totwo hours on either VHS or 8 mm tape; and digital video cameras that records one hour in digitalformat on either 8mm or mini-DV tape. Here are some recommendations for videotaping in theclassroom:

• Allow a full hour for videotaping.• Secure permission slips if students are to appear in the video (this can be avoided by

focusing the camera closely on the teacher candidate and avoiding student faces).• Use a good tripod – one with fluid movement so that you can easily follow the teacher

candidate.• Use a wireless microphone and place the transmitter on the belt rather than in a pocket

(produces less of a hum on the tape).• Consider whether you really need to record initially in DV format. The quality of the DV

video is much better than analog, but ask yourself if the quality of video is that importantfor the portfolio. You can just use VHS or 8mm and convert to DV using the SonyAnalog-DV converters.

• If a digital video camera is used, then as soon as possible, transfer the video to VHS tapefor you to review before digital video editing session. It is important for you to study thetape, and predetermine the clips to be used in the portfolio. A maximum of three minuteswill be used in each final clip used in the portfolio. (See information on video editingwith iMovie)

• When in the lab, be very judicious on which clips are actually captured to the hard drive.Uncompressed full motion video is 216+MB per minute! Make the major editingdecisions before transferring the video into iMovie. Some iBooks do not have firewireports to capture video, so if you want to edit on your own computer, you will need tocapture in the lab and transfer the video to your computer over the Ethernet network (theAirport network is too slow for transferring video).



Finalize archive of artifacts and Portfolio-at-a-GlanceYou will continue to convert your artifacts into Adobe Acrobat format, and will merge alldocuments into a single Acrobat file (rename this file to show that this is the second version ofthis Acrobat-based portfolio). (See Step-By-Step guide: Publishing Electronic Portfolios usingAdobe Acrobat.)

This portfolio document will be shared with mentor teacher and university faculty as part of thesummative evaluation meeting.

Create digital storytelling artifact of teaching and other experiences,convert to QuickTimeYou may create at least one three-minute iMovie demonstrating some aspect of your experience.This video clip can be based on full motion video, based on a classroom videotaping session, orbased on still images collected over the year. The choice is up to you. (See web-based tutorialson CD-ROM as well as video tutorial on iMovie2 on the Atomic Learning website:http://www.atomiclearning.com/freeimovie.shtml )

Contents of CD-ROM

Step-By-Step: Collect, organize and publish image-based e-portfolios using iPhoto –Macintosh only

Step-By-Step: Create a digital storytelling artifact using iMovie2 – Macintosh only

Suggested list of artifacts appropriate to meet NETS-T (PDF file)

Web Tutorials: iMovie


Evaluating the Electronic Portfolio

Below is a suggested rubric for evaluating the electronic portfolio (adapted from the work ofCarol Durham). Your program will also have rubrics for evaluating the content of the portfoliofor achievement of the specific program standards.

ISTE NETS•T Electronic Portfolio Meta-Rubric

Exemplary Proficient Developing Novice

Organiza-tion

Organization is clear,well thought out,creative, readilyapparent, and easy tonavigate. All artifactsare labeled according torequired componentname.

Organization is clearsimple, and readilyapparent to thereviewer. All artifactsare labeled accordingto requiredcomponent name.

Portfolio isincomplete and hardto follow. All artifactsare labeled accordingto requiredcomponent name.

No apparentorganization wasattempted. Largeparts are incomplete.Very difficult tofollow.

Spelling,Grammar

Is free of errors ingrammar, punctuation,word choice, spelling,and format.

A few inconsistenterrors in grammar,punctuation, wordchoice, or format arepresent. No errorsinterfere with thereviewer’s ability toread the portfolio.

Errors in grammar,punctuation, wordchoice, spelling, andformat are consistentthroughout theportfolio.

Errors in grammar,punctuation, wordchoice, spelling, andformat interfere withthe reviewer’s abilityto read the portfolio.

PhilosophyStatement

Clearly describes theeducational philosophyof the producer andincludes appropriatereferences to justifybeliefs.

Clearly describes theeducationalphilosophy of theproducer. Providessome justifications forbeliefs.

Describes the purposeof the educationalphilosophy of theproducer.

The producer’seducationalphilosophy is unstatedor unclear.

ClassroomTechnology

Plan

A clear managementplan includes multiplemethods of managingstudent behavior andemphasizes intrinsicand self-motivation.

A clear managementplan relies on onemethod of managingstudent behavior.

The management planrelies heavily onextrinsic motivationsources or is unclear.

No artifactsrepresenting thisstandard are present.

Technologyin

Communi-cation

The plan includesappropriate and creativestrategies forcommunicating withfamilies. Methods meetthe needs of diversefamilies.

The plan includesstrategies forcommunicating withfamilies.

The plan relies on onestrategy forcommunicating withfamilies.





Technologyin

RecordKeeping

The assessment isauthentic, is congruentwith instructional goals,has clear criteria forsuccess, and is scoredwith a rubric.

The assessment ismissing one of thefollowing:authenticity,congruence withinstructional goals,clear criteria forsuccess, or rubricscoring.

The assessment islacking two of thefollowing:authenticity,congruence withinstructional goals,clear criteria forsuccess, or rubricscoring.


Unit(s) Lesson plans andactivities accuratelyportray content and areappropriate forstudents’ academiclevels. The unit iscreative, novel, relevantto learners and requireslearners’ activeinvolvement. Requiredformat is adhered toconsistently.

Lesson plans andactivities accuratelyportray content andare appropriate forstudents’ academiclevels. Requiredformat is adhered toconsistently.

Some content isinaccurate or out ofdate. Lessons are notplanned according tostudents’ abilities orprior knowledge andexperiences; they maybe too difficult, tooeasy, or haveinappropriate pacing.The required formatis adhered toinconsistently.


LessonPlan

DesignedUsing

StudentAssess-

ment Data

The lesson plan is basedon included studentassessment data andclearly utilizes learners’prior knowledge as areference point inplanning.

The lesson plan isbased on studentassessment data andutilizes learners’ priorknowledge as areference point inplanning.

The lesson plan statesthat it uses learners’prior knowledge, butno specific evidenceis provided.


Instruction isdifferentiatedthroughout the lesson tomeet the needs ofdiverse learners.

Instruction isdifferentiated in onlyone part of the lesson.(i.e., introduction,student materials,student activities,student assessment)

A lesson plan isincluded and labeled,but does notdifferentiateinstruction.


LessonPlan

Meeting theNeeds ofDiverse

Learners

(Differentiated instruction may include but is not limited to — enrichment, curriculumcompacting, flexible grouping, open-ended questions/activities, multiple ways of knowingand responding, etc.)

LessonPlan

RequiringStudentUse of

Technology

Students useappropriatetechnological tools inmeaningful, inquirybased learning ofconcepts.

Students useappropriatetechnological tools.

The technologicaltools utilized in thelesson are notappropriate for thegrade or subject, orstudents are not activeusers of technology.





Video Clipof Teaching

An authentic teachingexperience is illustratedin a video clip. Theproducer consistentlyexhibits effectivecommunication skillsand uses a variety ofvisual communicationaids.

An authentic teachingexperience isillustrated in a videoclip. The producerexhibits somecharacteristics ofeffectivecommunication skills,but clearly needssome assistance inone or more of theseareas: (1) questioningtechniques, (2)explaining ideas, (3)restating ideas, (4)nonverbal cues, or (5)helping students toquestion. Few visualcommunication toolsare used.

An authentic teachingexperience isillustrated in a videoclip, but the producerneeds improvement incommunication skills.Little or no visualaids are used to assistcommunication.


Evaluationof TeachingResources

Resources are: (1) gradeor subject appropriate,(2) described andcritically evaluated, and(3) includeinterdisciplinaryconnections.

Resources may bemissing one of thethree exemplarycharacteristics.

Resources are missingtwo of the threeexemplarycharacteristics.Resource list may belimited in length.


ReflectionStatements

Reflection statementsconsistently include: (1)justifications for entriesand teachingmethods/choices, (2)connections betweenthe portfolio andphilosophy, (3)evaluations of methods,and (4) possibleimprovements for thefuture.

Reflection statementsconsistently includetwo or more of thefour exemplarycharacteristics.

Reflection statementsrarely include one ormore of the fourexemplarycharacteristics.

Reflection statementsare not reflective ornot present.


Stage 5 – The Presentation PortfolioAt this stage, record the portfolio to an appropriate presentation and storage medium. This willbe different for a working portfolio and a formal or presentation portfolio. The best medium for aworking portfolio is video tape, computer hard disk, Zip disk, or network server. The bestmedium for a formal or presentation portfolio is CD-Recordable disc, WWW server, or videotape.

Present the portfolio before an audience (real or virtual) and celebrate the accomplishmentsrepresented. This will be a very individual strategy, depending on the context, and an opportunityfor professionals to share their teaching portfolios with colleagues for meaningful feedback andcollaboration in self-assessment. This "public commitment" provides motivation to carry out theprofessional development plan of a formative portfolio.

Evaluate the portfolio's effectiveness in light of its purpose and the assessment context. In anenvironment of continuous improvement, a portfolio should be viewed as an ongoing learningtool, and its effectiveness should be reviewed on a regular basis to be sure that it is meeting thegoals set.

Post the portfolio to WWW server, or write the portfolio to CD-ROM, or record the portfolio tovideotape.


• How will you record the portfolio to an appropriate presentation and storage medium?

• How will you or your students present the finished portfolio to an appropriate audience?


Create presentation on portfolio and Merge all Acrobat files intosingle file, create bookmarks, linksYou will create a presentation with the highlights of your year, using PowerPoint. (An optionaltemplate for this presentation covering each of the standards is included on the CD-ROM). (SeeStep-By-Step guide: Presenting Electronic Portfolios using Microsoft PowerPoint). Thispresentation will be converted to Acrobat and merged into the Acrobat portfolio document. Addappropriate links to artifacts and videos for the presentation.


Publish Portfolio on CD-ROM

When everything is completed (and probably the night before the presentation!) collect all of theportfolio documents (the portfolio/presentation Acrobat file plus any movies), and create at leasttwo CD-ROMs (one for you, one for your mentor/program). (See Step-By-Step guide: Burn aCD-ROM on an iMac with built-in CD-RW). You may also like to create a label for your CD,using the CD Stomper.

Optional: create WWW-based employment portfolioYou may choose to post your portfolio to a web server, to share with potential employers or yourmentor teacher. (See Step-By-Step guide: Create an Electronic Portfolio website using NetscapeComposer and posting to a web server)

Contents of CD-ROM

Template #3 – PowerPoint presentation

Step-By-Step: Presenting Electronic Portfolios using Microsoft PowerPoint *includingvideo tutorials

Step-By-Step: Create an Electronic Portfolio website using Netscape Composer andposting to a web server

Step-By-Step: Burn a CD-ROM on an iMac with built-in CD-RW

Step-By-Step: Create a CD-Label with CD-Stomper