1
Electronic PortfolioDevelopment in APTE
Combining . . .
Multimedia Development
and PortfolioDevelopment
2
...into 5 Stages ofElectronic Portfolio Development
• Defining the Portfolio Context & Goals
• The Working Portfolio
• The Reflective Portfolio
• The Connected Portfolio
• The Presentation Portfolio
1
Assumption
As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.
2
Portfolio concepts
l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on goals or standards) - NWREL
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)
3
What is an Electronic Portfolio?
l uses electronic technologies
l which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)
l using hypertext links to organize thematerial
l connecting evidence to appropriatestandards (in a standards-based portfolio)
4
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)
5
“A portfolio is not merely a collection ofcourse projects, assignments,videotapes, and pictures designed toimpress someone. If it is to meet its fullpotential, a portfolio must be organized,goal-driven, performance-basedevidence that indicates the attainment ofthe knowledge, skills, and attitudesneeded to be a teacher.” (p.21)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
6
“We have found that as students progressthrough a teacher education program thathas a portfolio assessment system, theyincreasingly understand the power andpotential of portfolios for giving direction toreflect on throughout their professionallives.” (p. x)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
7
Why use technology?(Barrett’s assumptions)
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)
8
Let’s Get Real(see some examples)
l Helen’s portfolio (UAA faculty ‘99)Purpose: Annual Review/Tenure & Promotion
l Holly’s portfolio (UAA MAT student ‘99)Purpose: MAT Certification
l Judy’s portfolio (UAA undergraduate ‘99)Purpose: demonstrate ISTE/NCATE technology standards
l Christine’s portfolio (ASD teacher ‘99)Purpose: multimedia class and ASD evaluation
9
Electronic Portfolio Development isbased on two bodies of literature:
Portfolio DevelopmentLiterature
l Collectionl Selectionl Reflectionl Projection
(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.
Multimedia DevelopmentLiterature
l Assess/Decidel Designl Developl Implementl Evaluate
Ivers, K., & Barron, A. E. (1998) MultimediaProjects in Education. Englewood, CO: LibrariesUnlimited, Inc.
10
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
l PROJECT purposes
l COLLECT andorganize artifacts
l SELECT key artifacts
l INTERJECTpersonality
l REFLECTmetacognitively
l INSPECT to self-assess
l PERFECT and evaluate
l CONNECT andconference
l INJECT/EJECT toupdate
l RESPECTaccomplishments
11
Multimedia Development
InstructionalDesign Stages
l Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or Publish
MultimediaAuthoring Skills
l Use Authoring Toolto structure navigation
l Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W or
Post to WWW
12
Combining Portfolio Development& Multimedia Development
PortfolioDevelopment
lPurpose & Audience
lCollectlInterject
lSelectlReflect, Direct
lPerfect, InspectlConnect
lRespect (Celebrate)
MultimediaDevelopment
lDecide, Assess
lDesign, Plan
lDevelop
lImplementlEvaluate
lPresentlPublish
Electronic PortfolioDevelopment
Defining the PortfolioContext & Goals
The Working Portfolio
The Reflective Portfolio
The Connected Portfolio
The Presentation Portfolio
© 1999, Helen C. Barrett, Ph.D.
Levels of digital portfolio development based on ease of use
0 All documents are in paper format. Some portfolio data may be stored onvideotape.
1 All documents are in digital file formats, using word processing or othercommonly 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 orHyperStudio 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 (PDF) withhyperlinks between standards, artifacts, and reflections using AcrobatExchange and stored on a hard drive, Zip, Jaz, CD-R/W, or LAN server.
4 Documents are translated into HTML, complete with hyperlinks betweenstandards, artifacts, and reflections, using a Web authoring program andposted to a Web server.
5 Portfolio is organized with a multimedia authoring program, incorporatingdigital sound and video, then converted to digital format and pressed to CD-R/W or posted to the Web in streaming format.
The "5-by-5" Model of Electronic Portfolio Development - Overview of Technology Options
© 2000, Helen C. Barrett Stages of Electronic Portfolio Development
Shaded areas represent minimumtechnology requirements for APTEelectronic portfolio.
http://transition.alaska.edu/www/portfolios/apte.html
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.Select the appropriatelevel/technology to begin.
APTE: Alaska Teacher &ISTE/NCATE TechnologyStandards
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.
APTE: every course/semester
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).
APTE: midterm Fall & Spring,end of Methods, Capstone Course
4The Connected
Portfolio
Organize the digital artifacts.Create hypermedia links betweengoals, artifacts, reflections.Identify patterns through the"linking" process.
APTE: end of Fall & Springsemesters, Capstone Course
5The Presentation
Portfolio
Record the portfolio to anappropriate presentation andstorage medium. Share theportfolio with an appropriateaudience.
APTE: end of Capstone Course
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:Any Word Processor
Development Software:Any Word Processor
Development Software:Microsoft Word (linking toother Word documents)AppleWorks (linking to otherWorks documents)
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
Publishing Tools:Videotape (digital-back-to-analog conversion, orvideotape of portfolioartifacts)
2b - With Audio & Video
Portfolio incorporates digitized audio andvideo artifacts linked to the portfolio, andstored on CD-ROM or server.
Camcorders and VCRs(analog video capture onvideo tape)
Audio capturing/conversionVideo capturing/conversion(analog-to-digital conversionrequires hardware & software)
Digital audio and/orvideo editing (requireshardware and software)
Publishing Tools:Videotape of lessons(analog)
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.
Publishing Software:Adobe Acrobat (PDFWriter,Exchange, Distiller)
Publishing Software:Adobe Acrobat (PDFWriter,Exchange, Distiller)
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
Development & PublishingSoftware:HTML authoring software
Development & PublishingSoftware:HTML authoring software
PowerPoint*
Publishing Tools:WWW Server
5 - With Interactive MultimediaPortfolio is organized with a multimediaauthoring program pressed to CD-R/W orposted to WWW in streaming format.
Development & PublishingSoftware:Macromedia Director
Development & PublishingSoftware:Macromedia Director
Development & PublishingSoftware:Macromedia Director
Publishing Tools:Streaming Server
13
Stage 1Defining the Portfolio Context & Goals
l Portfolio DevelopmentPurpose, Audience
l Multimedia DevelopmentDecide, Assess
• Identify the purpose of the portfolio.
• Identify the learner outcome goals or standards
• Identify the resources available
• Identify the hardware and software
• Identify time, staff development, etc.
• Assess the technology skills of students/teachers
• Identify the audience for the portfolio
14
Focus of Portfolio Planning
lPurpose
lAudience
lProcess (not Product)
15
Stage 1APTE Tools & Strategies
• Use whatever software tools are currently being used to collectartifacts, storing them on a hard drive, a server, or videotape.Set up electronic folders for each standard to organize the artifacts(any type of electronic document). [Level 1] AND
• Use a word processor, database, hypermedia software or slideshow to articulate the standards to be demonstrated in the portfolioand to organize the artifacts. [Level 2]
• Organize to demonstrate Alaska Teacher andISTE/NCATE Technology Standards as well asperformance indicators in each course.
16
A few words about the primaryaudience for the portfolio
l If you focus on electronic portfolios foremployment AND the primary audience(principals) don't look at it, then studentsbecome frustrated.
l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)use the portfolio to validate that growth,then students become empowered.
17
What is the best electronicportfolio program???
IT DEPENDS . . .l on the assessment contextl and a variety of other factors, human and
technological, that exist in a classroom,school or district.
APTE will use many different tools.
Learning & Leading with Technology Volume 27 Number 714
Feature
Subject: Electronic portfoliodevelopment
Grade Level: K–12 (Ages 5–18)
Technology: Internet/Web; video;word processing, database, spread-sheets, e-mail, desktop publishing,multimedia, graphics software
Standards: NETS•S 1–6. (Readmore about the NETS Project atwww.iste.org—select StandardsProjects.)
Online: www.iste.org/L&L
C r e a t e Yo u r O w nE l e c t r o n i c P o r t f o l i o
U s i n g O f f - t h e - S h e l f S o f t w a r e t oS h o w c a s e Yo u r O w n o r S t u d e n t W o r k
By Helen C. Barrett
Learning & Leading with Technology Volume 27 Number 714
An electronic portfolio is not a haphazardcollection of artifacts but rather a reflectivetool that demonstrates growth over time.
18
Generic Construction Tools(off-the-shelf software)
•Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access
•Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.
•Multimedia authoring software, such as MacromediaAuthorware, Macromedia Director
•Network-compatible hypermedia:• HTML/WWW Pages• Adobe Acrobat (PDF)
•Office “Suite” Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks
See article in Learning & Leading with Technology, April, 2000
19
Stage 2The Working Portfolio
l Portfolio DevelopmentCollect, Interject
l Multimedia DevelopmentDesign, Plan
• Identify the content of portfolio items and the type ofevidence to be collected
• Select the most appropriate software development toolsbased on the portfolio context and the resources available.
• Identify the storage and presentation/publishing mediummost appropriate for the situation
• Gather the multimedia materials that represent learningachievement. Interject personality into the portfolio design.
20
Stage 2APTE Technology Tools & Strategies
l Select software to organize selected artifacts:
• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to list and organize the artifacts thatwill be placed in the Working Portfolio. [Level 2]
• Students will collect digital artifacts in every courseeach semester plus video taped lessons
• Text, images, video tapes
• Some documents will be converted into AdobeAcrobat and posted to SOE lab server forfeedback
21
Stage 2APTE Technology Tools & Strategies
l Convert student work into digital format
• Use appropriate multimedia to add style &individuality to portfolio.
• Use a scanner (or camera) to digitize images[Level 2a]
• Use a microphone and sound digitizing programto digitize audio artifacts [Level 2b]
• Use a video camera/VCR, digitizing hardware andsoftware to digitize video artifacts [Level 2b]
22
Stage 3The Reflective Portfolio
l Portfolio DevelopmentSelect, Reflect, Direct
l Multimedia DevelopmentDevelop
• Write general reflective statements on achieving eachstandard.
• Select artifacts that represent achievement of thestandards or goals.
• Write reflective statements for each artifact, elaboratingon why it was selected and its meaning and value in theportfolio.
• From the reflections and feedback, set learning goals forthe future.
23
A portfolio without reflections:
lis just a multimedia presentation
lor a fancy electronic resume
lor a digital scrapbook
24
Stage 3APTE Technology Tools & Strategies
• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to record the reflections and futuregoals that will become the Reflective Portfolio. [Level 2]
• Students will present reflective portfolios:
• Midterm Fall & Spring Semesters
• End of Methods II course
• During Capstone Course
25
We also like the three questionssuggested by Van Wagenenand Hibbard (1998)”
1. “What?”2. “So what?”3. “Now what?” (p.22)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
26
“To use these questions, thestudent would first
summarize the artifact thatdocuments the experience, inorder to answer the question
“What?”(p.22)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
27
Second, the student wouldreflect on what he or she
learned and how this leadsto meeting the standard,
which answers thequestion “So what?” (p.22)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
28
“And third, the studentwould address implicationsfor future learning neededand set forth refinementsor adaptations, in order toanswer “Now what?” (p.22)
Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.
Boston: Allyn & Bacon.
29
Setting goals for future learning
This is the stage that turns
portfolio development
into powerful
professional development
30
Stage 4The Connected Portfolio
l Portfolio DevelopmentPerfect, Inspect,Connect
l Multimedia DevelopmentImplement, Evaluate
Unique to the Electronic Portfolio• Organize the digital artifacts using hypertext links.
• Identify patterns through the "linking" process.
• Final review and editing of the portfolio & goals.
• Share the portfolios with an appropriate audience.
• Use the portfolio to make instruction/learning or professionaldevelopment decisions.
31
Stage 4APTE Technology Tools & Strategies
• Convert word processing, database or slide showdocuments into either PDF [Level 3] or HTML
• Create hypertext links between goals, student worksamples, rubrics, and assessment. Insert multimediaartifacts [Level 3 ] - Digital audio and video optional.
• Students organize their electronic portfolios at:
• End of Fall and Spring Semesters
• End of Capstone Course
32
Stage 5 The Presentation Portfolio
l Portfolio Development Respect (Celebrate)
l Multimedia DevelopmentPresent, Publish
• Record the portfolio to an appropriatepresentation and storage medium.
• Present the portfolio before an audience (realor virtual).
• Evaluate the portfolio's effectiveness in lightof its purpose and the assessment context.
33
Stage 5APTE Technology Tools & Strategies
l Record lesson to videotape -presented at Capstone Course
l Write the portfolio to CD-ROMby end of Capstone Course
34
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)
35
A few final wordsElectronic Portfolios are not just for UAAInterns or K-12 students!
Mentor teachers and faculty will receiveassistance in developing their ownelectronic teaching portfolios beginning inFall, 2000 (thanks to TLCF funding)
If you want to get started:
36
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
37
Write reflective statements
l For each standardAND
l For each artifact
l Could set up a standard form to becompleted» Using a database program» Using a PDF form with “fields”
38
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)
Thursday, April 13, 2000 GIF image 742x1010 pixels Page: 1
http://transition.alaska.edu/ed626/portfolio.gif
39
Create a Table of Contents
lDivide into sections:»Introduction
–Acknowledgement–Table of Contents
»The Standards and Reflections»The artifacts
40
Create a portfolio matrix
l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard
l Use spreadsheet or table in wordprocessor
Graduate Course OnlyGraduate Course Only
Indicator Artifact ------ Indicator Artifact---> 1 2 3 4 5 6 7 8 9 10Projects completed for Undergraduate and Graduate courses -->
(UAA's ED 320 and ED 626)Word
processingInternet
toolsDatabase Spread
sheetGraphics Non-linear
multimedia presentatio
Plan for portfolio
developmen
Personal Philosophy of Tech Use
Research paper
online discussion of readings
1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. X X
1.1.2 use terminology related to computers and technology appropriately in written and oral communications. X
1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices. X
1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. X
1.1.5 demonstrate knowledge of uses of computers and technology in business, industry, and society. X X
1.2.1 use productivity tools for word processing, database management, and spreadsheet applications. X X X
1.2.2 apply productivity tools for creating multimedia presentations. X X X1.2.3 use computer-based technologies including telecommunications to
access information and enhance personal and professional productivity. X X1.2.4 use computers to support problem solving, data collection, information
management, communications, presentations, and decision making. X X X1.2.5 demonstrate awareness of resources for adaptive assistive devices
for students with special needs. X X1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues
concerning use of computers and technology. X X1.2.7 Identify computer and related technology resources for facilitating
lifelong learning and emerging roles of the learner and the educator. X X1.2.8 Observe demonstrations or uses of broadcast instruction, audio/video
conferencing, and other distant learning applications. X X1.3.1 explore, evaluate, and use computer/technology resources including
applications, tools, educational software, and associated documentation.
X X1.3.2 describe current instructional principles, research, and appropriate
assessment practices as related to the use of computers and technology resources in the curriculum.
X X X1.3.3 design, deliver, and assess student learning activities that integrate
computers/technology for a variety of student grouping strategies and for diverse student populations.
X X X1.3.4 design student learning activities that foster equitable, ethical, and
legal use of technology by students. X1.3.5 practice responsible, ethical and legal use of technology, information,
and software resources. X X
Educational Technology Foundations Standards International Society for Technology in Education
41
Don’t double your learning!
lWhen learning new tools,use familiar tasks;
lWhen learning new tasks,use familiar tools.
Barrett, 1991
42
Above all else:
Let your love oflifelong learning
shine!
3
Dr. Helen BarrettSchool of Education e-mail:
University of Alaska Anchoragehttp://portfolios.alaska.edu/http://transition.alaska.edu/