Idaho Balancing2011

Balancing the Two Faces of E-Portfolios

Dr. Helen BarrettUniversity of Alaska Anchorage (retired)

Seattle Pacific University (adjunct)New England College (adjunct)

International Researcher & ConsultantFounder, REAL ePortfolio Academy

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

• Identity Development

• Online Professional Branding

• Reflection, Motivation & Engagement

• Digital Storytelling and Reflection

Legacy from the Portfolio Literature

Much to learn from the literature on paper-based portfolios

As adult learners, we have much to learn from how children approach portfolios

“Everything I know about portfolios was confirmed working with a kindergartener”

The Power of Portfolios

what children can teach us about learning and assessment

Author: Elizabeth 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.

Golden Circle

11

Why?

How?

What?

WHAT?Electronic Portfolio

Workspace

Digital Repository

Showcase

Audio • Video • Text • Images

PortfolioOne Word,

Many Meanings

Specialty Case Responsibilities

InvestmentsArt WorkCollection of Artifacts

Wor

kspa

ceS

howcase

DEFINITIONS

Who was the first famous “folio” keeper?

Leonardo da Vinci’s Folio

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)

+Electronic• digital artifacts organized online

combining various media (audio/video/text/images)

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)

WHY?

Learning

Assessment

EmploymentGuidance

Reflection

Accountability

Showcase

Identity

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

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

Deep Learning

• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong

Cambridge (2004)

“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

“Know Thyself”Temple at Delphi

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

Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull

Concrete

experience

Observations and

reflections

Formation of abstract

concepts and

generalizations

Testing implications

of concepts in new

situations

(Kolb, 1984, p.21)

Try out what you have learned

Learn from the experience

Reflect on the experience

Have an experiencePractice

Metacognition

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

Japanese

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 wiki

Level 1 Workspace: Collection in the Cloud

Level 2 Workspace: Learning/Reflection

Level 3: Primary Purpose: Showcase/AccountabilityShowcase

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

38

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)

Portfolios can help learners find their Voice… and explore their

Purpose and Passions through Choice!

HOW?“Telling My Story”Digital StorytellingReflective Journal

Blogging“Capture the Moment”

Mobiles

EvidenceMultimedia Artifacts

E-Portfolios in

Tools?Expressive vs.

Structured Models

2011 Horizon Report – K-12Time-to-adoption: • One Year or Less

– Cloud Computing– Mobiles

• Two to Three Years– Game-Based Learning– Open Content

• Four to Five Years– Learning Analytics– Personal Learning

Environments New Media Consortium http://www.nmc.org/

Mobile Touch: A Guide to Implementing Mobile E-learning in Your Organisation

Why Mobile is a Must

• Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. …And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.

• The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry.

• -- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx

Posted on ePortfolio Conversations Google Group:

• Question: How to collect evidence of informal learning rather than formal education.

• Response: "Start with SMS [on mobile phones] - it’s the morse code of the present generation...and it works.”

Capture the Moment with Mobile Phones

• SMS messages– Twitter posts– Facebook updates

• Camera – Still – video

October 11, 2010

http://www.chicagotribune.com/news/education/ct-met-cell-phones-in-class-20101011,0,1580981.story

XO-3One Laptop per Child Available ~2012 ~$75 Android-based tablet

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!

Think!

Engagement Factors?

Social networks?

ePortfolios?

CAPTURE THE MOMENT

With iOS (iPod

Touch, iPhone,

iPad)

Text

Images

Audio

Video

Integrate file storage with computer and website

Hyperlink to files in Public folder!

Dragon Dictation

• Voice recognition• Share in many ways

JotNot Scanner Pro ($.99)

• Send the image directly via email or upload it to cloud storage services including Evernote, Box.net, Dropbox, or Google Docs. (not with free version)

• Scan Multi-page documents

• Remove Shadows & Noise

• Save as PDF• Email, Fax and

Share your Scans

Reflection with WordPress App

Post to from Mobile Phones

• Send email to pre-arranged email address

• Use BlogPress iOS app ($2.99)• Set up Blogger Mobile and

send SMS

Blogging* by eMail*the act of sharing yourself

Tumblr Posterous• Set up account on website• Send email to:

myaccount.tumblr.com• iPhone App• Call in your posts for audio

post to blog• Cross-post to Facebook &

Twitter

• Just email to [email protected]

• iPhone App• Cross-post to Facebook &

Twitter

EvernoteOne Account, Many Devices

• Capture Anything• Access Anywhere• Find Things Fast• Capture something in one

place -- access it from another• Web page access

Emailing your memoriesEmail notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.

Evernote• All in one recording/saving to

Evernote Account (email address)

• Grades 3-5, Trillium Charter School, Portland (my blog)

iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199

E-portfolios should be more Conversationthan PresentationBecause Conversation transforms!

Learning is a Conversation!

Twittermicro-blogging

“tiny bursts of learning”

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

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

Digital Tools for ReflectionReflective Journal

(Blog)Digital Storytelling and Engagement

Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian

Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238

Goals Captions/Journals

Change over Time

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

From Mead School District’s Student Portfolio Handbook:

• Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!

Video Editing on iOS

iMovie $4.99

ReelDirector $3.99

Splice $1.99 Free

Victoria’s Autobio – 2nd Grade

Victoria’s 6th Grade Poem

Trey’s Story – High School

My Story

84

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

portfolio…

NOT the Technology!

A Reminder…

REAL*

ePortfolio

Academy

for K-12Teachers

*Reflection

Engagement

Assessment for

Learning

Initial Online Courses Planned

1. Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral)

2. Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard)

3. Add Voice to ePortfolios with Digital Storytelling4. Create Your Professional Portfolio (tool neutral)5. Assessment and Evaluation with Electronic Portfolios 6. Classroom-Based Research on Implementing Electronic

Portfolios in K-12 Education

Is the Future of ePortfolios in your

pocket?Bring your iOS devicesiPod TouchiPhone, iPad

ISTE Pre-Conference WorkshopPhiladelphiaJune 25, 2011, 12:30-3:30 PM

My Final Wish…

• dynamic celebrations• stories of deep learning • across the lifespan

DR. HELEN BARRETT@EPORTFOLIOS

Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

Founder, REAL* ePortfolio Academy*Reflection, Engagement, Assessment for Learning

[email protected] http://electronicportfolios.org/

http://slideshare.net/eportfolios