Presentation to Mt. San Antonio College, October 15, 2010.

1. Lifelong Context for ePortfolios

3. 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) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “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.”

7. From the Preface (2) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “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.”

8. From the Preface (3) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “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.”

10. What your parents saved for you

11. What you collect…

13. Is there a difference between what you purposefully save and what you can’t throw away?

14. 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.

16. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience

17. Digital Repository(Becta, 2007; JISC, 2008)

18. 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

19. 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

20. What disciplines are best suited for employment portfolios ? Fields requiring demonstrations of competency (welders, cosmetology, carpentry) (Mostly visual) Professional Education: Teachers, Nurses, Doctors, Allied Health, Scientists Technology: web design, multimedia development, game developers, architects Performance/Art: artists, dancers, musicians, (mostly video/audio) Composition/Writers: advertising, journalism

22. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)

23. Product: the outcome/results or “thinginess” of an activity/process- Destination

25. Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) 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

27. Creating an ePortfolio with GoogleApps or WordPress Storage = Google Docs Reflective Journal = Blogger or WordPress Presentation =Google Sites

28. Level 1 – Collection in the Cloud

29. Level 2: Primary Purpose: Learning/Reflection

30. Level 3: Primary Purpose: Showcase/Accountability

31. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

32. Knowing the learner (Self-awareness) Understanding prior knowledge Motivation for and attitudes toward learning Help learners understand themselves See their growth over time

33. Planning for learning (Self management) Setting goals Develop a plan to achieve these goals

34. 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

35. 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

37. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code

38. ePortfolio “Mash-up” Lifetime Personal Web Space ePortfolio “Mash-up” Small pieces, loosely joined

39. 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

40. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches

41. Think! Engagement Factors? Social networks? ePortfolios?

42. Processes Social Networking Connect(“Friending”) Listen(Reading) Respond(Commenting) Share(linking/tagging) Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing 34

43. Boundaries Blurring (between e-portfolios & social networks) Structured Accountability Systems? or… Lifelong interactive portfolios Picasa Mash-ups Facebook Flickr blogs YouTube Ning wikis Twitter

44. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice!

45. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!

46. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?

47. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy

48. Digital Stories

49. How might an e-portfolio support development of personal knowledge, reflection, and metacognition? knowledge for acting/doing reflection in action performance context forethought self-reflection knowledge for planning actions and imagination reflection for action knowledge of self derived from doing reflection on action Norman Jackson Higher Education Academy, U.K.

50. Reflective Questions that tie the Past to the Future

51. 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

52. What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTER Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

53. Before Goal setting increases self-efficacy and intrinsic interest Task Analysis Goal setting Strategic Planning Self-motivation beliefs increase commitment Self-motivational beliefs: Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation Forethought Influential processes which precede efforts to act and set the stage for action. GOALS Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

54. During Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation Performance or Volitional Control Processes that occur action and affect attention and action Captions Journals Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

55. After Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment Self-evaluation Casual attribution Self-reaction Self-satisfaction/affect Adaptive-defensive response Change over Time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

56. North Carolina Reflection Cycle Self-Assessment: The Reflective Practitioner

57. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm Select: What evidence/artifacts have you included? Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed: Who was involved? What were the circumstances, concerns, or issues? When did the event occur? Where did the event occur?

59. "How" of its relationship to teaching practiceAppraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

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

61. How do you motivate students to develop ePortfolios? Discussion

62. Similarities in Process Major differences: extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose

63. Pink’s Motivation Behavior Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. X I

65. Give users autonomy.

66. Keep system as open as possible.- Clay Shirky

67. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy http://www.flickr.com/photos/kenturamon/342946821/

68. Mastery & ePortfolios Exhilaration in Learning Sports? Games? Compliance vs. Personal Mastery Open Source movement (Wikipedia vs. Encarta) Make a contribution

70. Flow

71. Showcasing Achievements

72. Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)

73. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp”

75. Find voice and passions through choice and personalization!

76. Portfolio as Story

77. Positive Digital Identity Development - Branding

79. Purpose & ePortfolios Relevance Big picture Engagement

80. Good Question…

81. Because Purpose and Passion Co-Exist

82. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 65

83. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://www.slideshare.net/eportfolios