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Balancing the Two Faces of E-Portfolios
Dr. Helen BarrettUniversity of Alaska Anchorage (retired)
Seattle Pacific University (adjunct)REAL ePortfolio Academy (founding faculty)
International Researcher & Consultant
Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning
Key Concepts• Definitions, Portfolios for Lifelong
Learning
• Balancing the 2 Faces of E-Portfolios
• Peter Ewell’s 2 paradigms of assessment
• Identity Development & Online Professional Branding
• Metacognition, Reflection, Motivation & Engagement
• Digital Storytelling and Reflection
• Change Process
Resources
• http://slideshare.net/eportfolios/ (these slides)
• https://sites.google.com/site/mportfolios/ (resources & links)
• http://electronicportfolios.org/ (further information)
• https://sites.google.com/site/reflection4learning/
• Twitter hashtag: #mportfolios
The Power of Portfolios
what children can teach us about learning and assessment
Author: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
The Power of Portfolios
Author: Dr. Elizabeth Hebert, Principal
Crow Island School, Winnetka, Illinois
Picture taken by Helen Barrett at AERA, Seattle, April, 2001
From the Preface (1)
“Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
From the Preface (2)
“We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
From the Preface (3)
“Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
Let’s get personal…Think for a minute about:
Something about your COLLECTIONS:Suggested topics:
If you are a parent, what you saved for your children
What your parents saved for youWhat you collect… Why you collect…
Some issues to consider
What do your collections say about what you value?
Is there a difference between what you purposefully save and what you can’t throw away?
How can we use our personal collections experiences to help learners as they develop their portfolios?
The power of portfolios [to support deep learning] is personal.
PortfolioOne Word,
Many Meanings
Specialty Case Responsibilities
InvestmentsArt WorkCollection of Artifacts
Wor
kspa
ceS
howcase
What is a Portfolio?• Dictionary definition:
a flat, portable case for carrying loose papers, drawings, etc.
• Financial portfolio: document accumulation of fiscal capital
• Educational portfolio: document development of human capital
What is a Portfolio in Education?
A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas[over time].
(Northwest Evaluation Association, 1990)
E-Portfolio Components < Multiple Portfolios for
Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
< Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
< Digital Repository(Becta, 2007; JISC, 2008)
Multiple Purposes from Hidden Assumptions
What are yours?• Showcase • Assessment • Learning
•
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
Hostos CC VisionTo bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.
Hostos CC MissionEncourage integrative learning bycreating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.
Purpose• The overarching purpose of
portfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication. (p.10)
• Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
E-Portfolios in Generational Contexts
1. Family – Birth & up 2. Formal Education
– K-12 - Schools– Adult/Post Secondary Education
3. Workplace – Professions4. Retirement – Legacy
Benefits…from the PROCESS:• They will discover a valuable exercise in self assessment through
the reflection process• Learning will take on a new depth through the reflection process• Their self esteem and self-confidence will be enhanced as they
take control of their learning. • They may develop their own goals for their learning. • Assessment of their learning may become more student centered;
the learner is involved and authorized to make decisions about will be evaluated.
• They will receive more recognition for individual learning abilities and preferences.
• They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.
Benefits…from the PRODUCT:• They will have a tool for personal development.• They will have a personal learning record.• They may receive credit for informal and non-formal learning as well as
formal learning.• They will have direction for career planning.• They will have a tool for feedback from teachers and peers; feedback in the
form of comments, as opposed to marks.• They will have a concrete way of showcasing strengths to teachers or
future employers.• They may have needed documentation for prior learning assessment or
program credits.• They may receive credit towards a course completion or towards
graduation• They will have an extremely portable tool to use no matter where they are
in the world.
Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
Knowing the learner (Self-awareness)
• Understanding prior knowledge
• Motivation for and attitudes toward learning
• Help learners understand themselves
• See their growth over time
Understanding how to learn (Meta-learning)
• Awareness of learners to different approaches to learning
• Deep vs. Surface Learning, Rote vs. Meaningful Learning
• Different Learning Styles
• Help learners recognize success
• Accommodate approaches that are not successful
Evaluating learning (Self monitoring)
• Systematic analysis of learners’ performance
• Responsibility to construct meaning
• Be reflective & think critically
• Learners construct meaning, monitor learning, evaluate own outcomes
Deep Learning
• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong
Cambridge (2004)
QUOTE
The e-portfolio is the central and common point for the student learning experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.
-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios
Portfolio Learning
Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)
JISC, 2008, Effective Practice with e-Portfolios, p. 9
Experience
Understanding
FeelingReviewing
Reflecting
Publishing &Receiving Feedback
Sharing &Collaborating
DialogueSelecting Synthesizing
Recording Organizing Planning
Conceptualizing& Constructing
Meaning
“metacognition lies at the root of all learning”
“…self-knowledge, awareness of how and why we think as we do, and the ability to adapt and
learn, are critical to our survival as individuals…”
- James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education
Digital Birth: Welcome to the Online World• Mothers with children aged under two (N=2200) that
have uploaded images of their child (2010)• Overall – 81%
– USA – 92%– Canada - 84%– (EU5 - 73%)
UK - 81%France - 74%Italy - 68%Germany - 71%Spain – 71%
– Australia – 84%– New Zealand – 91%– Japan - 43%
The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27 September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan were polled.
http://www.businesswire.com/news/home/20101006006722/en/Digital-Birth-Online-World
http://www.flickr.com/photos/sailbit/3329477282/
5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years
1. Social networking use is skyrocketing while email is plummeting
2. You can’t find jobs traditionally anymore3. People are managing their careers as entrepreneurs4. The traditional resume is
now virtual and easy to build5. Job seeker passion has become the
deciding factor in employment
http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/
Dan Schawbel, Forbes“personal branding guru”
• “Your online presence communicates, or should communicate, what you’re truly and genuinely passionate about… I firmly believe that you won’t be able to obtain and sustain a job without passion anymore.”
• http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/
Managing Oneself
• “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
• Purpose: Use ePortfolios for managing knowledge workers' career development
• What are my strengths?• How do I perform?• What are my values?• Where do I belong?• What should I
contribute?• Responsibility for
Relationships• The Second Half of your
Life
Peter Drucker, (2005) Harvard Business Review
Some Basic Concepts“ePortfolio is both process and
product”Process: A series of events (time and
effort) to produce a result- From Old French proces (“‘journey’”)
Product: the outcome/results or “thinginess” of an activity/process- Destination
Wiktionary
Balancing the Two Faces of E-Portfolios
Working PortfolioDigital Archive
(Repository of Artifacts)
Collaboration SpaceReflective Journal
Portfolio as Process
Workspace
Presentation Portfolio(s)The “Story” or Narrative
Multiple Views (public/private)
Varied Audiences & Purposes
Portfolio as Product
Showcase
Docs
Blog
Sites
Structure of E-Portfolio Types• Portfolio as Process/
Workspace– Organization:
Chronological – Documenting growth over time for both internal and external audiences
– Primary Purpose: Learning or Reflection
– Reflection: immediate focus on artifact or learning experience
• Portfolio as Product/ Showcase– Organization:
Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
– Primary Purpose: Accountability or Employment or Showcase
– Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
blog website
BrainstormAdvantages Teachers
Disadvantages Teachers
Advantages Students
Disadvantages Students
Open – Free Form
Template-Driven – can be modified
Fill in blanks on a Web-based form
Multiple Purposes of E-Portfolios in Education
– Learning/ Process/ Planning– Marketing/ Showcase/ Employment – Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe
ePortfolio designs/strategies for different purposes
• Learning Portfolios –Organized chronologically–Focus of Reflection:
Learning Activities & Artifacts
–Tools: Reflective Journal (blog)–Faculty/peer role: Feedback on
artifacts and reflection
ePortfolio designs/strategies for different purposes
Showcase Portfolios (Employment, Self-marketing) Organized thematically
(position requirements) Focus of Reflection:
Suitability for position Tools: Choice of portfolio
owner – personalized web pages – digital footprint
Personal online branding
ePortfolio designs/strategies for different purposes
• Assessment/Accountability Portfolios (Summative assessment)– Organized thematically (outcomes, goals
or standards)– Focus of Reflection: Achievement of
Standards (rationale)– Tools: Assessment system
with data from scoring rubrics– Faculty role: Evaluation
Forms of Assessment
Formative AssessmentsProvides insights
for the teacher
Assessment FOR LearningProvides insights
for the learner
Summative Assessments (Assessment OF Learning or Evaluation)Provides insights
(and data) for the institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
Two “Paradigms” of Assessment (Ewell, 2008)
Assessment for Continuous Improvement
Assessment for Accountability
Strategic Dimensions: Purpose Stance Predominant Ethos
Application Choices: Instrumentation Nature of Evidence
Reference Points
Communication of Results
Uses of Results
Formative (Improvement)InternalEngagement
Multiple/TriangulationQuantitative and QualitativeOver Time, Comparative, Established GoalMultiple Internal Channels and MediaMultiple Feedback Loops
Summative (Judgment)ExternalCompliance
StandardizedQuantitative
Comparative or Fixed StandardPublic Communication
Reporting
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
Opportunity Cost
• The alternative you give up when you make a decision…
• The cost of an alternative that must be forgone in order to pursue a certain actionWhat is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?
Goal: Balance in Electronic Portfolios
Accountability(Institution-Centered)
Improvement(Student-Centered)
(Or Course-Centered)
Opportunity Cost
?? ??
Purpose
Along a Continuum
Goal: Balance in Electronic Portfolios
AccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!
Improvement
Opportunity Cost
EngagementDeep Learning
PersonalizationChoice and Voice
Lifelong SkillsEase of UseOwnership
Time
Purpose
Goal: Balance in Electronic Portfolios
Accountability
Opportunity Cost
Faculty TimeEase of ScoringCollection of Data for AccountabilityInstitutional Support& Funding?
ImprovementFlexible Structure
Self-Assessment & FeedbackLifelong Learning Skills
More Social LearningPersonalization
Choice and VoiceEngagement
Story
Purpose
Goal: Balance in Electronic Portfolios
Accountability Faculty Feedback UniformityFlexible RequirementsDataProgram Improvement
ImprovementSelf-AssessmentPersonalization
Choice and VoiceStudent Engagement
Increased Achievement
Opportunity Cost
Social LearningFaculty Time InvolvementComplexity
Purpose
Finding Balance in E-Portfolio Implementation
ToolsUse separate tools for assessment management and
student e-portfolios?Ball State’s rGrade & WSU’s Harvesting Gradebook
Incorporate blogging and social networking tools for interactivity and engagement Open Source Tools: WordPress, Movable Type, Mahara
Allow embedding student Web 2.0 links, including video, into their e-portfolios
Enable exporting e-portfolio to students’ lifetime personal webspace
Finding Balance in E-Portfolio Implementation
Strategies Acknowledge the importance of both portfolio as
workspace (process) & showcase (product) Support student choice and voice in e-portfoliosFacilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios for visual
communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows
Acknowledge/Encourage students’ Web 2.0 digital identity
Boundaries Blurring (between e-portfolios & social networks)
• Structured Accountability Systems? or…
• Lifelong interactive portfolios
Mash-ups Flickr
YouTubeblogswikis Twitter
PicasaFacebook
Ning
Social networks • last five years
–store documents and share experiences,
–showcase accomplishments, –communicate and collaborate– facilitate employment searches
65
Processes
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
HOW?“Telling My Story”Digital StorytellingReflective Journal
Blogging“Capture the Moment”
Mobiles
EvidenceMultimedia ArtifactsPortfolios
Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE! All you need is an <EMBED> Code
Mobile Web is becoming the Personal Learning Environment
of the “Net Generation”
Learning that is… oSocial and Participatory oLifelong and Life WideoIncreasingly Self-DirectedoMotivating and Engagingo… and Online all the time!
Is the Futureof ePortfolio
Development in your Pocket?
• “Capture the Moment” – Reflection in the Present Tense
• What am I learning at this moment?• Using the tools in our pockets!
E-portfolios should be more Conversationthan PresentationBecause Conversation transforms!
Learning is a Conversation!
What about Motivation?Why would a student want to put all
that work into developing an ePortfolio?How do we make it relevant?
Similarities in Process
• Major differences:– extrinsic vs. – intrinsic motivation
• Elements of True (Intrinsic) Motivation:– Autonomy– Mastery– Purpose
Pink’s Motivation Behavior
Type X - Extrinsic• fueled more by extrinsic
rewards or desires (Grades?)
Type I – Intrinsic• Behavior is self-directed.
X
I
Successful websites = Type I Approach
People feel good about participating.
Give users autonomy.
Keep system as open as possible.- Clay Shirky
Autonomy & ePortfolios
–Choice–Voice–Sharing –Feedback–Immediacy
http://www.flickr.com/photos/kenturamon/342946821/
Mastery & ePortfolios
• Exhilaration in Learning• Sports? Games?• Compliance vs.
Personal Mastery• Open Source movement
(Wikipedia vs. Encarta) • Make a contribution
Mastery & ePortfolios
ePortfolio:FlowShowcasing
Achievements Increased self-awareness and self-
understanding“Only engagement can produce Mastery.”
(Pink, 2009, p.111)
Student Engagement! CQ + PQ > IQ (Friedman, 2006)
[Curiosity + Passion > Intelligence] Find voice and passions through
choice and personalization! Portfolio as Story Positive Digital Identity
Development - Branding “Academic MySpace”
Help students find
their Purpose and Passionthrough Reflection &
Goal-Setting inE-Portfolio Development
Do Your e-Portfolios have CHOICE and VOICE?
• Individual Identity
• Reflection • Meaning Making• 21st Century Literacy• Digital Story of Deep Learning
Voice6+1 Trait® Definition
• Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
• http://educationnorthwest.org/resource/503#Voice
Portfolio as Story"A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
Roger Schank, Tell Me a Story
“Telling stories and listening to other people's stories shape the memories
we have of our experiences.”
Stories help us organize our experience and define our sense of ourselves.
Digital Storytelling Process
• Create a 2-to-4 minute digital video clip– First person narrative
[begins with a written script ~ 400 words]– Told in their own voice [record script]– Illustrated (mostly) by still images– Music track to add emotional tone
Vision statement for a university in the South
We envision students using an electronic portfolio as an integral part of their education… - to reflect on learning, - to integrate their knowledge, - to learn more deeply, - to shape curricular choices and goals, and - to showcase skills and accomplishments.
Dual Skill Development
Students• Collecting/ Digitizing• Selecting/
Organizing• Reflecting• Goal-Setting• Presenting
Teacher/Faculty/Mentor• Pedagogy – Facilitate
portfolio processes• Role of Reflection• Assessment/ Feedback• Model Portfolio
Learning – Faculty portfolios+ Technology Skills
Portfolio Skills
Components of Action Plan
• Vision• Skills needed
– Students– Teachers/Faculty
• Resources needed– Human Systems– Technological Systems
• Incentives • Leadership
1. Prepare for Change2. Develop Change Strategy3. Needs Assessment4. Design Desired Outcome5. Implementation Plan6. Implement7. Evaluate and Course Correct8. Celebrate New Outcome
Some Questions to Ask at Beginning:
• What is the context for ePortfolio development?• What is the organization’s readiness for change?• Who are the various stakeholders?• What is the leadership’s commitment to the
process?• What is the vision for ePortfolios in the
organization?
107
Reflection & Relationships… the “Heart and Soul” of an e-
portfolio…
NOT the Technology!
A Reminder…
DR. HELEN BARRETT@EPORTFOLIOS
Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
[email protected] http://electronicportfolios.org/
http://slideshare.net/eportfolios
https://sites.google.com/site/mportfolios/