1 Multimedia Authoring Environments and Electronic Portfolios New Media Centers Conference - Santa Barbara June 26, 1999 Helen C. Barrett, Ph.D. Web Site on Electronic Portfolios Listserv: [email protected]http://transition.alaska.edu/www/portfolios.html E-mail: [email protected]
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As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.
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Overview
This session will provide an overviewof different electronic portfoliodevelopment tools and will emphasizea strategy for using PortableDocument Format (Adobe AcrobatPDF) files to store and organizeElectronic Portfolios.
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What is a portfolio?
l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)
l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment
l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)
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What is an Electronic Portfolio?
l A portfolio that uses electronic technologies
l allowing the developer to collect andorganize portfolio artifacts in many mediatypes (audio, video, graphics, text);
l AND using hypertext links, organize thematerial to
l connect evidence to appropriate standards.
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Electronic or Digital Portfolio?
l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form
l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)
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Scrapbook or portfolio?
“...Tom Bird...asked us to think about thedistinction between the teachers’ filingcabinet and the teachers’ portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.”(Shulman, 1998)
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Why use technology?Sheingold’s Reasons (1992)
l To make work in many mediaaccessible, portable, examinable, widelydistributable
l To make performance replayable andreviewable; it is important to see morethan once
l To address ownership issues of student-created work
l To address storage issues
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Why use technology?(Barrett’s assumptions, 1998)
l Today, many documents are initially createdwith a computer, anyway.
l Hypertext links allow clear connectionsbetween standards and portfolio artifacts
l Creating an EP can develop teachers’ skills inusing multimedia technology
l Modeling: A teacher with an EP will be morelikely to have students with EPs.
l It’s fun & easier to manage the process,especially storage, presentation, and duplication
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What are the phases ofPortfolio Development?
l Collectionl Selectionl Reflectionl Projection
From traditional portfolioliterature (ASCD)
l Decidel Designl Developl Evaluate
From multimediadevelopment literature
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DDD-E Process (1)
lDecide:• goals of portfolio based on learner outcome goals
that should be based on national/state/localstandards with associated evaluation rubrics
• describe the assessment context
• describe the audience(s) for the portfolio (student,parent, college, community?)
• content of portfolio items (determined by context)
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Elements of Portfolio Planning
lPurpose
lAudience
lProcess
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A few words about the primaryaudience for the portfolio
l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.
l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)uses the portfolio to validate that growth,then students become empowered.
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DDD-E Process (2)
lDesign•Determine which software tools are
most appropriate for the portfoliocontext
•Determine which storage andpresentation medium is mostappropriate for the situation
•Storyboard the portfolio
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What is the best electronic portfolio program?
lIt depends!l on the assessment context l and a variety of other factors, human
and technological, that exist in a classroom, school or district.
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Authoring software
There are a variety of authoringsoftware packages which allow thecreation of
hypertext linksbetween goals, student work samples inmultiple forms of media, rubrics, andassessment.
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Importance of UsingAppropriate Software
The software used to create the electronicportfolio will control, restrict, or enhance theportfolio development process.
Form should follow function,and the electronic portfolio softwareselected should match the vision, style andskills of the portfolio developer, as well asthe technology available.
Level 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabase
Level 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)
Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabase
Level 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabase
Level of Technology Required
1 2 3 4 5No computer A single
computer with8 MB RAM, 80MB HD, noAVinput/output
One or twocomputers with16 MB RAM,250+ MB HD,simple AVinput (likeQuickCam)
Three or fourcomputers, oneof which has32+ MB RAM,500+ MB HD,AV input andoutput, scanner,VCR, videocamera, high-density storagedevice (such asZip drive)
Level 4 PLUSCD-Recorder,at least twocomputers with48+ MB RAM
Optional: videoeditinghardware andsoftware
Comparison of Construction ToolsRelationaldata base
Portable Document Format. lIt was developed by Adobe
Corporation to allow efficient electronic distribution of large documents.
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What is PDF?
l A PDF file will look the same on the screen and in print regardless of what kind of computer you are using or which software package it was created from.
l A large document can be compressed small enough to download quickly, and displays text and pictures as if you were looking at the original book or brochure.
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Why create a digital portfolio in PDF rather than HTML?
l NO programming or coding files - easier to learn
l WYSIWYG - PDF files look exactly like the original document
l All one document, not fragmented files (graphics & text)
l Easier to integrate multimedia (sound and video)
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Why create a digital portfolio in PDF rather than HTML?
l Ideal format for CD-ROMl Easily integrate documents created by a
variety of different software packagesl A variety of ways to navigate a
document: –Bookmarks–Links
–Thumbnails–Toolbar
HTML or PDF?HTML Works Best Both Work Well PDF Works Best
HTML WSSIWYG editors Word processing programs Desktop publishing programsText editors Spreadsheet programs Illustration programsDatabase programs Document yet to be created Presentation softwareDocuments already tagged (SGML) Document in RTF format Document already producede-mail Basic specification sheets Document exists on paper onlyMemos Graphs NewslettersBasic letters Order forms (information receipt) MagazinesSimple reports Links to URL's (WWW) PostersVarious text-based documents Mailto: links Annual reportsServer side information (two-way) CGI's (Image maps) Books, brochuresServer-push information Forms URL's with links over text & graphicsIndex service (search and retrieve) Document-based securityDatabase connectivity Movie and sound playbackFrames High-resolution imagesJava applets Page numbers
Text over images
Source: Kent, G. Internet Publishing with Acrobat Adobe Press, San Jose, CA, 1996.
Other References:
1. Adobe Acrobat Classroom in a Book (with CD-ROM). The official training workbook (Mac and Windows). Adobe Systems Incorporated, San Jose, CA, 1997.
2. Alspach, Ted Acrobat for Macintosh and Windows Peachpit Press, Berkeley, CA, 1997
Any authoring application
Print to PDF Printer Driver
PDF Writer
Postscriptprinter driver
Postscriptfile
AcrobatDistiller
PDF File
Print to File
Edit/Links/BookmarksAcrobat Exchange$40 ed. price
View/Print/SearchAcrobat Reader (free)
DistributeBrowserE-mailPrintCDFile ServerDiskette
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Storing the Working Portfolio
• Computer diskette
• CD-Recordable (CD-R) & CD-ReWritable (CD-RW)
• Video Tape
• High density floppy (Zip disk)
• WWW or Intranet
• Jaz disk
• DVD-RAM (coming soon)
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Publishing the Presentation(Formal) Portfolio
l CD-R
l Video Tape
l WWW
l DVD-RAM
The choice depends on the audience for theportfolio
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DDD-E Process (3)
lDevelop• gather multimedia materials to include in the portfolio
which represent learner's achievement (preferably linkedto standards, preferably in a relational database)
• record student self-reflection on work and achievementof goals
• record teacher feedback on student work andachievement of goals
• organize with hypermedia links between goals, studentwork samples, rubrics, and assessment
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Collection
l The primary activity of a working portfolio.
l Don’t save everything!
l Purpose and audience and future use ofartifacts will determine content.
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Selection
l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.
l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)
l This is where many electronic portfolios end!
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Reflection
l Students articulate their thinking abouteach piece in their portfolio.
l Through this process of reflection,students become increasingly aware ofthemselves as learners.
l Use reflective prompts.l Include reflections on every piece plus
l “The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.”(Danielson & Abrutyn [ASCD], 1997, p. 26)
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Organizing framework
lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.
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A portfolio without standards:
lis just a multimediapresentation
lor a fancy electronic resumelor a digital scrapbook
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DDD-E Process (4)
lEvaluate• present portfolio to appropriate audience (by
student, in age-appropriate situations)
• evaluate effectiveness of portfolio related tothe purpose and assessment context
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Projection
l Looking ahead and setting goals forthe future.
l Students see patterns in their work.l These observations can help
identify goals for future learning.
(Danielson & Abrutyn [ASCD], 1997, p. 18)
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Wright State University
l Graduate students create their electronicportfolios with whatever tools they have
l Must demonstrate four specific outcome typesfrom their program standards
l Students write a two-page synopsis of theirportfolios, which the program keeps (+resumé)
l Former students used to create a videotape“tour” to document their “paper-based”portfolios, which the program kept (NECC, 1999)
Several Electronic Portfolio examples:
Faculty Portfolio (Adobe Acrobat on CD-R)UA Anchorage MAT Student PortfolioMacromedia Director Teaching PortfolioAnchorage Sch. Dist. Teacher Portfolio
Templates: Ed Tech EndorsementAlaska State Teacher StandardsAlaska State Administrator Standards
Other ExamplesCoalition of Essential Schools Model
Kathleen Fischer - HTML on WWW
RMIT (Australia) - HTML on WWW
Student (Alaska) - HyperStudio
Teacher (Alaska) - HyperStudio
Draft Table of Contents
Learning with Electronic PortfoliosA Handbook for Educators
Meeting Standards for Students and Professionals in an Information Age
Draft Table of Contents
I. Why Electronic Portfolios for Educators Today?
1. What is a portfolio?Why is it a critical tool in today’s standards age?
2. What is an electronic portfolio?How can it be a learning tool in today’s information age?
3. What is your purpose for developing a portfolio?What is the role of electronic portfolios in today's standards age?Strategic questions, basic decisions, portfolio context.
Draft Table of Contents
II. Developmental Contexts for Electronic Portfolios
4. The College Student Portfolio“Beyond Transcripts”
Case Study: HTML, PowerPoint & Web-based portfolios
5. Professional Portfolios“Beyond Resumes and Vitas”Using the Professional Portfolio for Lifelong Learning
Case Study: Adobe Acrobat PDFs & CD-ROM-based portfolios
6. The Young Child and Family Portfolio“Beyond the Baby Book” - Birth through 3rd Grade
Case Studies: Video tape, KidPix & parent involvement
7. The Middle Level Student Portfolio“Beyond the Report Card & Cum Files” - 4th–8th Grade
Case Studies: Hypermedia programs, AppleWorks & propriety software
8. The Adolescent Student PortfolioBeyond GPA and SATs” - High School
Case Studies: Multimedia authoring software & relational database
Draft Table of Contents
III. Tools and Strategies for Constructing Electronic Portfolios
9. Multimedia Technology: Tools and Strategies for LearningHow to Learn
10. Navigation Models & Portfolio Construction ProcessesA Comparison of Multimedia Presentations and Electronic Portfolios
11. Digitizing and Using Images and Graphics
12. Digitizing and Using Sound
13. Digitizing and Using Video
14. Digitizing and Using Text
15. Using Mixed Media Products
16. Organizing Electronic Portfolio Artifacts for Easy Storage &Retrieval to meet your purpose
17. Decision Time: Using Strategic Questions to Choose BestOptions
Draft Table of Contents
Appendices – How to create your own Electronic Portfolio using:
A. FileMaker Pro
B. HyperStudio
C. Netscape Communicator Composer
D. PowerPoint
E. AppleWorks
E. Adobe Acrobat Exchange and PDFWriter
F. Macromedia Director or Authorware
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Electronic Portfolio Process
l Using Adobe Acrobat as an electronicportfolio development environment
l Process can also apply to Hypermediaprograms (such as HyperStudio) andHTML (Web pages)
l Focus on the stages of development
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Skills for developing ElectronicPortfolios with Acrobat
1. Converting files from any application to PDF using PDFWriter orAcrobat Distiller
2. Scanning/capturing and editing graphic images
3. Digitizing and editing sound files
4. Digitizing and editing video files (VCR -> computer)
5. Organizing portfolio artifacts with Acrobat Exchange, creatinglinks & buttons
6. Organizing multimedia files and pre-mastering CD-ROM usingJaz disks
7. Writing CD-Recordable disc using appropriate CD masteringsoftware
8. Recording computer images with narration to video tape(computer -> VCR)
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Phases of Portfolio Development
l Collectionl Selectionl Reflectionl Projection
From traditional portfoliodevelopment literature(Danielson & Abrutyn, ASCD, 1997)
l Decidel Designl Developl Evaluate
From multimediadevelopment literature(Ivers & Baron, 1998)
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Become a “digital pack rat”
l Set up an electronic filing systeml Use “high density storage” devices
- Zip disks, Jaz disks- CD-R, DVD-RAM
l Don’t leave the “collection/selection”until the last minute
l Plan for an electronic portfolio from thebeginning of the program
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Identify standards
l Use for portfolio organizationl Set up “folders” to store artifact for each
standardl Suggested Standards:
NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards
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Select artifacts
l Select the artifacts that demonstrateachievement of each standard
l Possible types of artifacts to include:• significant papers, projects;• evaluations from all practicum/field experiences;• professional correspondence, letters of reference;• letters of recognition, awards, certificates, etc.;• samples of effective and reflective writing;• stories, journal entries, articles, manuals ;• photographs, drawings, sketches;• lesson plans/curriculum that you have created;• audio, video, or other electronic evidence;
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Write reflective statements
l For each standardOR
l For each artifact
l Could set up a standard form to becompleted» Using a database program» Using a PDF form with “fields”
Name ofArtifact
Date
Source
RationaleStatement
1Artifact forStandard #
1.1.4Indicator
Basic Technology Operations andConcepts
operate and interface peripheral devices with a computer system supportingimaging including scanner, digital camera, and/or video camera.
Type ofMedia
Artifact
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Create an outline or storyboard
l Use word processor with outlining(such as Microsoft Word)
ORl Use slide show with outlining
(such as PowerPoint)OR
l Use mapping software(such as Inspiration)
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Create a Table of Contents
l Divide into sections:» Introduction
– Acknowledgement– Table of Contents
» The Standards and Reflections» The artifacts
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Create a portfolio matrix
l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard
1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.
1.1.2 use terminology related to computers and technology appropriately in written and oral communications.
1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices.
1.1.4 operate and interface peripheral devices with a computer system supporting imaging including scanner, digital camera, and/or video camera.
1.1.5 observe demonstrations or uses of specific-purpose electronic devices and adaptive assistive devices for special needs.
1.1.6 observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.
1.1.7 demonstrate knowledge of uses of computers and technology in business, industry, and society.
1.2.1 use productivity tools for word processing, database management, and spreadsheet applications.
1.2.2 apply productivity tools for creating basic multimedia presentations.
1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making.
1.2.5 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
1.2.6 identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.
1.3.2 describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources.
1.3.3 design, deliver, and assess student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations.
1.3.4 design student learning activities that foster equitable, ethical, and legal use of technology by students.
1.3.5 practice responsible, ethical and legal use of technology, information, and software resources.
Educational Technology Foundations Standards International Society for Technology in Education
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Convert Artifacts to PDF
l Create PDF files from word processingor slide show files (or any application)
l Use PDF Writerl OR convert Postscript files with