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Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning ,[object Object],Dr. Helen Barrett,[object Object],electronicportfolios.org,[object Object],Twitter: @eportfolios,[object Object],http://www.slideshare.net/eportfolios/,[object Object]
What are Interactive Portfolios?,[object Object],Online Portfolios using Web 2.0 tools to: ,[object Object],[object Object]
 showcase work online to different audiences
 dialogue about learning artifacts/reflections
 feedback to improve learning ,[object Object]
Context,[object Object],Why ,[object Object],Electronic Portfolios Now?,[object Object]
Draft National Educational Technology Plan (2010),[object Object],Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12),[object Object]
Technology & Reflection,[object Object],Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking,[object Object],6,[object Object]
Learner-Centered Philosophy,[object Object],	"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),[object Object]
QUOTE,[object Object],[object Object],[object Object]
Social networks ,[object Object],last five years ,[object Object],store documents and share experiences, ,[object Object],showcase accomplishments, ,[object Object],communicate and collaborate,[object Object], facilitate employment searches,[object Object],10,[object Object]
Boundaries Blurring (between e-portfolios & social networks),[object Object],Structured Accountability Systems?  or…,[object Object],Lifelong interactive portfolios,[object Object],Picasa,[object Object],Mash-ups,[object Object],Facebook,[object Object],Flickr,[object Object],blogs,[object Object],YouTube,[object Object],Ning,[object Object],wikis,[object Object],Twitter,[object Object],11,[object Object]
Some Basic Concepts,[object Object],ePortfolio and social networking are both:,[object Object],Process: Time and Effort - 		Journey,[object Object],Product: The outcome - 			Destination,[object Object],12,[object Object]
Processes,[object Object],Social Networking,[object Object],Connect(“Friending”),[object Object],Listen(Reading),[object Object],Respond(Commenting),[object Object],Share(linking/tagging),[object Object],Portfolio,[object Object],Collection,[object Object],Selection,[object Object],Reflection,[object Object],Direction/Goals,[object Object],Presentation,[object Object],Feedback,[object Object],Technology  ,[object Object],Archiving,[object Object],Linking/Thinking,[object Object],Digital Storytelling,[object Object],  Collaborating,[object Object],  Publishing,[object Object],13,[object Object]
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 ,[object Object]
What are Effective Self-Regulation Processes?,[object Object],Performance or Volitional Control,[object Object],Processes that occur in  action and affect attention and action,[object Object],DURING,[object Object],Capturing Process/,[object Object],Journals,[object Object],Goals,[object Object],Forethought,[object Object],Influential processes which precede efforts to act and set the stage for action.,[object Object],BEFORE,[object Object],Self-Reflection,[object Object],Processes which occur after performance efforts and influence a person’s response to that experience,[object Object],AFTER,[object Object],Change over time,[object Object],Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.,[object Object]
Deep Learning,[object Object],[object Object]
is developmental,
is integrative,
is self-directive, and
is lifelongCambridge (2004),[object Object]
Review Examples of Scaffolding for Reflection,[object Object],http://sites.google.com/site/reflection4learning  ,[object Object]
E-Portfolio Components,[object Object],[object Object]
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),[object Object]
Multiple Purposes of E-Portfolios in Education,[object Object],Learning/ Process/ Planning,[object Object],Marketing/ Showcase ,[object Object],Assessment/ Accountability,[object Object],"The Blind Men and the Elephant” by John Godfrey Saxe,[object Object]
Multiple Purposes from Hidden Assumptions,[object Object],What are yours?,[object Object],• Showcase • Assessment • Learning •,[object Object],http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png,[object Object]
Forms of Assessment,[object Object],[object Object]
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 institutionNick Rate (2008)  Assessment for Learning & ePortfolios, NZ Ministry of Ed,[object Object]
Crucial Distinction,[object Object],Assessment OF LearningHow much have students learned as of a particular point in time?,[object Object],Assessment FOR LearningHow can we use assessment to help students learn more?,[object Object],Rick StigginsAssessment Training Institute,[object Object]
www.qca.org.uk ages3-14,[object Object]
Principles of Assessment FOR Learning,[object Object],Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.,[object Object]
Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24),[object Object]
Learning to Learn Portfolio ModelIan Fox, New Zealand,[object Object]
Balancing the 2 Faces of E-Portfolios,[object Object]
Types of E-Portfolio Implementation,[object Object],Working Portfolio,[object Object],The Collection,[object Object],The Digital Archive,[object Object],Repository of Artifacts ,[object Object],Reflective Journal(eDOL),[object Object],Collaboration Space,[object Object],Portfolio as Process-- Workspace (PLE)“shoebox”,[object Object],Presentation Portfolio(s),[object Object],The “Story” or Narrative,[object Object],Multiple Views (public/private),[object Object],Varied Audiences(varied permissions),[object Object],Varied Purposes,[object Object],  Portfolio as Product-- Showcase,[object Object]
ISTE 2010
Japanese,[object Object]
Catalan,[object Object]
Spanish,[object Object]
Mandarin,[object Object]
Structure of E-Portfolio Types,[object Object],Portfolio as Product/ Showcase,[object Object],Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences,[object Object],Primary Purpose: Accountability or Employment or Showcase,[object Object],Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes),[object Object],Portfolio as Process/ Workspace,[object Object],Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences,[object Object],Primary Purpose: Learning or Reflection,[object Object],Reflection: immediate focus on artifact or learning experience,[object Object]
Level 1 - Collection,[object Object]
Level 2: Primary Purpose: Learning/Reflection/Feedback,[object Object]
Level 3: Primary Purpose: Showcase/Accountability,[object Object]
Timeline,[object Object],38,[object Object],Level 1: Collection,[object Object],Level 2: Reflection/Goals + Feedback,[object Object],Level 3: Selection + Presentation + 			Evaluation,[object Object]
Social Learning,[object Object],Interactivity!,[object Object],39,[object Object]
Think!,[object Object],Engagement Factors?,[object Object],Social networks?,[object Object],ePortfolios?,[object Object],40,[object Object]
Architecture of InteractionArchitecture of Participation (Web 2.0) ,[object Object],allows a,[object Object],Pedagogyof Interaction,[object Object],(ePortfolio 2.0),[object Object]
Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”,[object Object],Learning that is… ,[object Object],[object Object]
Lifelong and Life Wide
Increasingly Self-Directed
Motivating and Engaging
… and Online!,[object Object]
Oregon, Colorado, Iowa,[object Object],States Adopt Google Apps for Schools,[object Object],Groups,[object Object],Docs,[object Object],Video,[object Object],Sites,[object Object],Mail,[object Object],Calendar,[object Object],Wave,[object Object]
Add-ons to GoogleAppsby Fall,[object Object],Additional Google Applications soon to be included inside GoogleApps Education domains,[object Object]
electronicportfolios.org/Google,[object Object]
GoogleAppsePortfolios,[object Object]
Interactive ePortfolios,[object Object],A book under development,[object Object],“Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”,[object Object]
Tentative Contents,[object Object],Intro -“Why”- Purposes,[object Object],Reflection in ePortfolios,[object Object],Assessment,[object Object],Web 2.0 Tools,[object Object],Planning & Change,[object Object],Balancing 2 Faces,[object Object],Lifelong ePortfolio Scenario,[object Object],Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional,[object Object],How-to’s- GoogleApps- WordPress,[object Object],Digital Storytelling in ePortfolios,[object Object]
Golden Circle        ,[object Object],What?,[object Object],How?,[object Object],Why?,[object Object],50,[object Object]
Engage!,[object Object],[object Object]
Self-Assessment
Ownership
Intrinsic Motivation,[object Object]
Pink’s Motivation Behavior,[object Object],X  ,[object Object],Type X - Extrinsic,[object Object],fueled more by extrinsic rewards or desires (Grades?),[object Object],Type I – Intrinsic,[object Object],Behavior is self-directed.,[object Object],I  ,[object Object],53,[object Object]
Successful websites = Type I Approach,[object Object],[object Object]
Give users autonomy.
Keep system as open as possible.- Clay Shirky,[object Object],54,[object Object]
Autonomy & ePortfolios,[object Object],Choice,[object Object],Voice,[object Object],Sharing ,[object Object],Feedback,[object Object],Immediacy,[object Object],55,[object Object],http://www.flickr.com/photos/kenturamon/342946821/,[object Object]
Mastery & ePortfolios,[object Object],[object Object]
Sports? Games?
Compliance vs. Personal Mastery
Open Source movement (Wikipedia vs. Encarta)
Make a contribution56,[object Object]
Mastery & ePortfolios (2),[object Object],ePortfolio:,[object Object],Flow,[object Object],Showcasing Achievements,[object Object],Increased self-awareness and self-understanding,[object Object],“Only engagement can produce Mastery.” (Pink, 2009, p.111) ,[object Object],57,[object Object]
FLOW,[object Object],a feeling of energized  focus (Csíkszentmihályi) ,[object Object],“Reach should exceed the Grasp”,[object Object],58,[object Object]
Student Engagement!,[object Object],CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence],[object Object],Find voice and passions through choice and personalization!,[object Object],Portfolio as Story,[object Object],Positive Digital Identity Development - Branding,[object Object],“Academic MySpace”,[object Object],59,[object Object]
Use ePortfolios to documentMASTERY,[object Object],60,[object Object]

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ISTE 2010

Notes de l'éditeur

  1. 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)
  2. Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
  3. How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
  4. Is this happening in your institution?
  5. 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'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.
  6. Japanese!
  7. Catalan
  8. Spanish!
  9. Mandarin
  10. Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  11. Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
  12. Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
  13. Oregon in April, Colorado & Iowa yesterday.
  14. Just like Social Networks
  15. Perhaps most predominant in many teacher education programs today.
  16. “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton