Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Coe nov 2010
1. E-Portfolios in Higher Education:
Engagement and Communication
Dr. Helen Barrett
November 5, 2010
www.slideshare.net/eportfolios
2. 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
3. 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”
4. The Power of
Portfolios
what children can
teach us about
learning and
assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
5. The Power of Portfolios
Author:
Dr. Elizabeth
Hebert, Principal
Crow Island
School,
Winnetka,
Illinois
Picture taken by Helen Barrett at
AERA, Seattle, April, 2001
6. 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
7. 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
8. 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
9. 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 you
What you collect…
Why you collect…
10. 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.
13. 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
14. 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)
16. 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
17. Four key pillars of Lifelong Learning
(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
18. Knowing the learner
(Self-awareness)
• Understanding prior knowledge
• Motivation for and attitudes
toward learning
• Help learners understand
themselves
• See their growth over time
20. 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
21. 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
22. Deep Learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong
Cambridge (2004)
24. Managing Oneself
• “Success in the
knowledge economy
comes to those who
know themselves –
their strengths, their
values, and how best
they perform.”
• New 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
26. 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
28. 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)
29. 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
30. 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
31. 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
32. 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
33. Forms of Assessment
Formative
Assessments
Provides insights
for the teacher
Assessment FOR
Learning
Provides 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
34. 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)
Internal
Engagement
Multiple/Triangulation
Quantitative and
Qualitative
Over Time, Comparative,
Established Goal
Multiple Internal Channels
and Media
Multiple Feedback Loops
Summative (Judgment)
External
Compliance
Standardized
Quantitative
Comparative or Fixed
Standard
Public Communication
Reporting
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
35. 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
action
What is the opportunity cost of
emphasizing accountability in portfolios
over reflection, deep learning, and
continuous improvement?
36. Goal: Balance in Electronic Portfolios
Accountability
(Institution-Centered)
Improvement
(Student-Centered)
(Or Course-Centered)
Opportunity Cost
?? ??
Purpose
Along a Continuum
37. Goal: Balance in Electronic
Portfolios
Accountability
Highly Structured
Uniformity and Standardization
Required Assignments
Faculty Evaluation
Complexity
Checklist
Data!
Improvement
Opportunity Cost
Engagement
Deep Learning
Personalization
Choice and Voice
Lifelong Skills
Ease of Use
Ownership
Time
Purpose
38. Goal: Balance in Electronic
Portfolios
Accountability
Opportunity Cost
Faculty Time
Ease of Scoring
Collection of Data
for Accountability
Institutional
Support
& Funding?
Improvement
Flexible Structure
Self-Assessment & Feedback
Lifelong Learning Skills
More Social Learning
Personalization
Choice and Voice
Engagement
Story
Purpose
39. Goal: Balance in Electronic Portfolios
Accountability
Faculty Feedback
Uniformity
Flexible Requirements
Data
Program Improvement
Improvement
Self-Assessment
Personalization
Choice and Voice
Student Engagement
Increased Achievement
Opportunity Cost
Social LearningFaculty Time Involvement
Complexity
Purpose
40. 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
41. 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
Dialogue
Selecting
Synthesizing
Recording
Organizing
Planning
Conceptualizing
& Constructing
Meaning
43. Creating Digital Identity
• “YouTube and other social media can mitigate
the cultural tension between teens’ conflicting
needs for independence and community by
offering them ‘connection without constraints.’
What looks like narcissism and individuality is
actually a search for identity and recognition.
• Wesch: ‘In a society that doesn’t automatically
grant identity and recognition, you have to create
your own.’
• PopTech: Michael Wesch on Using Social Networking For Good, September
23, 2010
45. 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
47. Types of E-Portfolio Implementation
Working Portfolio
– The Collection
– The Digital
Archive
– Repository of
Artifacts
– Reflective Journal
– Collaboration
Space
Portfolio as Process
-- Workspace
(PLE)“shoebox”
Presentation
Portfolio(s)
– The “Story” or
Narrative
– Multiple Views
(public/private)
– Varied Audiences
(varied permissions)
– Varied Purposes
Portfolio as Product
-- Showcase
48.
49. Structure of E-Portfolio Types
• Portfolio as Process/
Workspace
– Organization:
Chronological –
eDOL (Electronic Documentation
of Learning – U. of Calgary)
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)
51. Electronic Portfolios
• almost two decades (since 1991)
• used primarily in education to
–store documents
–reflect on learning
–feedback for improvement
–showcase achievements for
accountability or employment
52. Social networks
• last five years
–store documents and share
experiences,
–showcase accomplishments,
–communicate and collaborate
– facilitate employment searches
55. The Future?
• Future of Personal Metadata in the cloud
• World Economic Forum: potential impact on
human capital development and economic
implications.
(Quite big picture!)
• (Paul Kim, Stanford University)
PrPl and PCB: a new e-portfolio environment in th
56. Portfolios Can help learners
find their Voice…
and explore their
Purpose and Passions
through Choice!
57. ePortfolios should be more
Conversation
than Presentation
(or Checklist)
Because Conversation transforms!
58. Do Your e-Portfolios have
CHOICE and VOICE?
• Individual
Identity
• Reflection
• Meaning Making
• 21st
Century Literacy
59. Voice
6+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
60. Strategies for Helping
Students Reflect
• Interactive tools
–Journals: Blogs & Wikis
–ePortfolio tools with built-in reflection
–Survey tools
• Student self-expression
–Digital Storytelling
• http://electronicportfolios.org/reflection.html
62. 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”
64. Learner-Centered Philosophy
"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)
65. 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
66. Norm – Montclair State
• http://video.google.com/videoplay?docid=-382852
68. My Story - Choices
• http://www.youtube.com/watch?v=CHMUwdUCX
Or
• http://video.google.com/videoplay?docid=566362
69. My Final Wish…
• dynamic celebrations
• stories of deep learning
• across the lifespan
70. Dr. Helen Barrett
• Researcher & Consultant
Electronic Portfolios & Digital Storytelling for
Lifelong and Life Wide Learning
• eportfolios@gmail.com
• http://electronicportfolios.org/
• http://www.slideshare.net/eportfolios
Notes de l'éditeur
Adjectives to describe purpose
What is a portfolio? Some people think about their investments. But the dictionary provides this definition: a flat, portable case for carrying loose papers, drawings, etc. A portfolio in education is a purposeful collection of work that demonstrates efforts, progress and achievement in one or more areas over time. Portfolios in education have traditionally been collections of papers, often stored in a notebook or file folder.
Lifelong learning is understood as a cyclical process with four key pillars: e-portfolios can support them all.
While the above pillars are of importance in any effective teaching and learning process, the main characteristic of lifelong learning is the reflective nature of the entire cycle. A portfolio provides the best environment for that reflection.
&quot;Knowing the learner (Self awareness)&quot; focuses on understanding the learner&apos;s prior knowledge, motivation for and attitudes towards learning. A portfolio can serve as a mirror, helping a learner understand themselves and see their growth over time.
&quot;Planning for learning (Self management)&quot; refers to the setting of goals and the development of a plan to achieve these goals. A portfolio can serve as a map for future learning.
&quot;Understanding how to learn (Meta-learning)&quot; describes the awareness that a learner has developed with respect to different approaches to learning (deep versus surface learning; rote versus meaningful learning) and different learning styles. Portfolios can contain different artifacts that can help learners recognize their successful learning strategies and become more aware of how to accommodate those learning approaches that are not as successful.
&quot;Evaluating learning (Self monitoring)&quot; refers to a systematic analysis of all aspects of the learner&apos;s performance. &quot;Self monitoring is synonymous with responsibility to construct meaning ... [and] is very much associated with the ability to be reflective and think critically&quot; Portfolios can include reflective journals where learners construct meaning, monitor their own learning, and evaluate their own outcomes. Some more advanced portfolio management systems allow learners to align artifacts to outcomes, goals or standards on a systematic basis, which could help find gaps in performance.
Who knows what this means?
Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student 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)
Portfolios in Formal Education: Exploring Personal and Professional Identity
Building a Professional Online Brand.
This diagram of the components of an e-portfolio system was developed for an e-portfolio research report published in 2007 by Becta in the U.K. This diagram shows some major distinctions: between the collection of work (the archive of evidence) on the bottom, the various presentations of a subset of that work (what we think of as multiple portfolios, depending on purpose and audience) on the top and the various tools used to mediate the process, in the middle.
There are multiple purposes for ePortfolios, which has led to a lot of confusion. It reminds me of the famous poem of the six blind men from India touching an elephant. Each man touched a different part of the elephant and, not seeing the big picture, described the animal as a snake or a spear or a fan, etc. The same can be said for ePortfolios, as shown in the picture on the right. There is no single purpose for creating an ePortfolio. A portfolio can be created for each of those purposes.
I will be emphasizing this purpose for portfolio development.
My vision of portfolios is David Weinberger’s concept of the Internet as “small pieces, loosely joined.” This is a visual model that I created that showed the ePortfolio as a “mash-up”. Many of my artifacts are on my website. My digital stories are stored on my .Mac account, or could be stored on YouTube. I have a blog where I maintain my learning journal. I store my images on Picasa, another Google service. Other people use Flickr. I can put my bookmarks in del-icio,us, my podcasts on iTunes, my social network on MySpace or FaceBook. My presentation portfolio is comprised of my reflections and links to my artifacts that are spread all over the Internet.
Michael Wesch is a cultural anthropologist from Kansas State University, famous for his YouTube videos on the impact of the Internet on our lives and learning (The computer is us/using us
There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person&apos;s life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
There is a difference between the building blocks of a Personal Learning Environment [PLE} often called the working portfolio, and a particular story that is told to a specific audience -- often called a presentation portfolio. The working portfolio is the repository or the digital archive of the artifacts. A working portfolio also includes a lot of personal information about a learner, and may also include a reflective journal, sometimes called a blog if it is stored online. The presentation portfolio is the narrative or the story that the portfolio tells. There may be multiple views, both private or public, for various audiences and for various purposes.
With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system.
The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter, Facebook or Ning, Flickr or Picasa or YouTube, etc.?
Electronic Portfolios have been with us for almost two decades (since 1991) used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievements for accountability or employment.
How is social networking impacting ePortfolio development? It is having a huge impact on our social and political world!
Social networks have emerged over the last five years, and are used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches.
[Erin’s story – Messiah – feedback immediate.]
The traditional portfolio literature identifies the processes shown in the left column. The value-added of technology shows in the right column. Social Networking is added in the middle. First, we have the collection process; with technology, that leads to creating a digital archive of the work. The second step involves selecting specific pieces or work from the collection to demonstrate a particular outcome, goal or standard. With technology, that process is done by creating a hyperlink to the documents in the archive. Some researchers have found that the process of hyperlinking may lead to higher levels of thinking about learning, or meta-cognitioin. The process of reflection helps the learner construct meaning from the work they have selected, and technology creates new models of storytelling to help with that meaning-making. Direction is setting goals for the future, and celebration is a formal exhibition before an audience, either real or virtual. Technology creates new opportunities for collaborating and publishing, especially with Web 2.0 tools. Social networks involve…
So I’d like you to think: What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?
“Portfolios should be less about telling and more about talking!” Julie Hughes, University of Wolverhampton
Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”
Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios are essential for 21st Century Literacy.
According to Will Richardson, “Our job in education is to engage, deepen, and extend a student&apos;s passions and interests
Thomas Friedman, in his book, The World is Flat, presents this formula: CQ + PQ &gt; IQ (Friedman, 2006) [Curiosity + Passion &gt; Innate Intelligence]
Learners find their voice and passions through choice and personalization!
A portfolio is a student’s Story of their own Learning. It’s Positive Digital Identity Development or Personal Online Branding – In my earlier research, some students called their ePortfolios, their “academic MySpace”
Not Digital Paper!
As I close my presentation, I want remind us that reflection and relationships are the “heart and soul: of a portfolio (and Social Networking)
NOT the Technology!
My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan as we are preparing and nurturing today’s children to create and inspire tomorrow’s world!
I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!