Presentation at 2nd Annual Public Education Transformation Convening: Getting Learning Right the First Time, November 1, 2011, Brookfield, WI

1. Eportfolios for Educational
Transformation
Darren Cambridge
American Institutes for Research, 1 November 2011

2. • What?: Eportfolio components
• Why?: Eportfolios and next generation learning
• How?: Models at scale
Thanks to Helen Barrett for pointing me to many of
the examples in this presentation.
Overview

3. • Authentic and diverse artifacts in multiple media and
modalities
Archive • Reflections, feedback, assessment
• Interaction
Toolset • Scaffolding and analysis
• Selections from archive
• Interpreted and integrated in relationship to identity and
Message competencies
Eportfolio components

4. Archive Example

5. Mobile archiving at Trillium
Charter, Grades 3-5, Portland

6. Trillium artifact reflection checklist

7. Toolset examples

8. Blogfolio at Pt. England School

9. PebblePad action planner

10. Interpretation examples

11. Integrative reflection on
evidence at Conserve School

13. Voicethread for 5th grade student-led
conferences in Thailand

14. • At what level(s) might digital portfolio integrate into your
initiatives?
• How do you see them interacting?
• What are you already doing that contributes to
archiving, gives students tools to analyze and reflect on
their learning, or provides them opportunities for
synthesis?
Discussion

15. Eportfolios and next
generation learning

16. • Personalized learning
• Comprehensive systems of learning supports
• World-class knowledge and skills
• Performance-based learning
• Anytime, anywhere opportunities
• Authentic student voice
NxGL Design Principles

17. • Flexible, Anytime/Everywhere Learning
• Redefine Teacher Role and Expand “Teacher”
• Project-Based and Authentic Learning Opportunities
• Student-Driven Learning Path
• Mastery- and Competency-Based Progression/Pace
Personalized Learning
Key Components

18. E-Portfolio “projects … at their most effective … are (in very
good ways) highly disruptive. They throw up needs for
organizational change; change in governance; changes in the
roles of many [educators], and the consequent need for
professional development, changes in pedagogy, and hence to
the nature and shape and form of [subjects], and the
consequent needs for educational development support;
changes to the student‟s „contract‟ with her school … If they
are to deliver maximum effect … projects must accept and
embrace all of these areas of implication, and no doubt others.”
−David Baume
A Disruptive Innovation

19. • Students need to be prepared for real world challenges
that require multidisciplinary solutions
• Students need to make connections between subjects
• Students need to connect their learning in the classroom
to their learning throughout life
• Students need to find patterns in their learning over time
• Students need to connect their learning to their identity
Integrative learning

20. Good Work
(Gardner, Csikszentmihalyi, Damon)
Expertise Ethics
Doing work well Doing good work
Competencies Values and meaning
Social Individual
Professional contribution to society Personal integrity and meaning

21. Lived Experienced
Delivered
Three curricula

22. Students are privileged informants
about their own learning
Kathleen Yancey, Reflection in the Writing Classroom

23. The deep engagement of students in
directing and owning their individual
learning and shaping the nature of the
educational experience among their peers.
Authentic Student Voice

24. • Students need to develop the skills that enable them to
become self-directed, lifelong learners
• Students should expect to have a significant role in
shaping their school experience, including how they are
assessed.
Two Implications

25. • Student are privileged informants about their own
learning.
• Evidence of learning needs to come from multiple
contexts, and the relationships between them need to be
articulated.
• Assessment should be a system of deliberative processes
inclusive of all stakeholders, including students, that
makes programs more responsive to them.
Deliberative Assessment

28. • Which of these characteristics and assumptions do you
embrace?
• Which do you question?
• In what ways might you use eportfolios to enhance the
authentic student voice in your schools and districts
Discussion

29. Models at Scale

30. Participating Groups: Goals:
• Develop and share portfolio-
• Rhode Island Network for worthy assignments
Technology • Assess student learning according
• Rhode Island Department of to state standards and district
Education expectations
• 15 High School Districts • All graduates submit a Graduation
Portfolio (as diploma assessment)
• 25 High Schools
• Provide reports of student learning
to state and accrediting
organizations
Rhode Island Electronic Portfolio System

31. Teachers link portfolio
assignments to shared
goals and rate student
work according to goals
Assignments are Linked to
State Standards and District Expectations

32. Graduation Portfolios
Each high school provides a
portfolio template for students to
use in re-purposing portfolio
assignments to meet graduation
requirements

33. • Curricular goals and five dimensions of learning
• Observations (by teachers and students) and samples
of work throughout year
• Interpretation and rating on reading and math scales
• Moderations (school, district, national)
Learning Record

34. Observations

35. High Tech High School:
Students and Teachers

36. ePEARL Project Phases of Self-Regulation
• Software for primary and • Forethought
secondary school students • Goal Setting
• In use in schools across • Self-efficacy
Quebec and elsewhere in • Performance
Canada • Self-recording
• Research on use in French • Self-reflection
immersion school for grades • Self-judgment
5-6 shows gains in self- • Self-reaction
regulated learning attitudes
and behaviors

42. • Youth learning framework
• I want to be (taking on roles)
• I want to do (activity-oriented exploration)
• I want to make (artifact-creation driven)
• Badge types
• Skill-based – tied to artifacts to provide evidence
• Community – granted by both mentors and peers
• Automatic – reward smaller scale and more granular
activity
• Portable through the Mozilla Open Badges infrastructure
Digital Youth Network Badges

43. Nottingham Passportfolio

45. • Published by
Jossey-Bass in 2010
• In depth examination
of educational
philosophy and
technology
• Mostly higher ed and
adult learning
examples and
research, but many
transferrable ideas

46. • dcambridge@air.org
• (202) 403-6924
• Home page: ncepr.org/darren (a bit out of date)
• Twitter and Skype: dcambrid
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