This document discusses the use of interactive portfolios and web 2.0 tools to support assessment for learning. It describes how tools like blogs, wikis and Google apps can be used to enable teacher and peer feedback to improve student achievement. The document advocates for student-managed electronic portfolios that allow students to take ownership of their learning and set goals. It also discusses how portfolios can facilitate reflection, feedback, and social learning to engage students and support deep, lifelong learning.

1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning Dr. Helen Barrett electronicportfolios.org Twitter: @eportfolios http://www.slideshare.net/eportfolios/

3. showcase work online to different audiences

4. dialogue about learning artifacts/reflections

6. Context Why Electronic Portfolios Now?

7. Draft National Educational Technology Plan (2010) 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)

8. Technology & Reflection Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking 6

9. 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)

11. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 10

12. Boundaries Blurring (between e-portfolios & social networks) Structured Accountability Systems? or… Lifelong interactive portfolios Picasa Mash-ups Facebook Flickr blogs YouTube Ning wikis Twitter 11

13. Some Basic Concepts ePortfolio and social networking are both: Process: Time and Effort - Journey Product: The outcome - Destination 12

14. 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 13

15. 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

16. What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Capturing Process/ Journals Goals 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 Change over time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

18. is developmental,

19. is integrative,

20. is self-directive, and

21. is lifelongCambridge (2004)

22. Review Examples of Scaffolding for Reflection http://sites.google.com/site/reflection4learning

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

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

26. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe

27. 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

29. Provides insights for the teacher

30. Assessment FOR Learning

31. Provides insights for the learner

32. Summative Assessments (Assessment OF Learning or Evaluation)

33. Provides insights (and data) for the institutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

34. Crucial Distinction Assessment OF LearningHow much have students learned as of a particular point in time? Assessment FOR LearningHow can we use assessment to help students learn more? Rick StigginsAssessment Training Institute

35. www.qca.org.uk ages3-14

36. Principles of Assessment FOR Learning 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.

37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)

38. Learning to Learn Portfolio ModelIan Fox, New Zealand

39. Balancing the 2 Faces of E-Portfolios

40. 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

42. Japanese

43. Catalan

44. Spanish

45. Mandarin

46. Structure of E-Portfolio Types 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) 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

47. Level 1 - Collection

48. Level 2: Primary Purpose: Learning/Reflection/Feedback

49. Level 3: Primary Purpose: Showcase/Accountability

50. Timeline 38 Level 1: Collection Level 2: Reflection/Goals + Feedback Level 3: Selection + Presentation + Evaluation

51. Social Learning Interactivity! 39

52. Think! Engagement Factors? Social networks? ePortfolios? 40

53. Architecture of InteractionArchitecture of Participation (Web 2.0) allows a Pedagogyof Interaction (ePortfolio 2.0)

55. Lifelong and Life Wide

56. Increasingly Self-Directed

57. Motivating and Engaging

59. Oregon, Colorado, Iowa States Adopt Google Apps for Schools Groups Docs Video Sites Mail Calendar Wave

60. Add-ons to GoogleAppsby Fall Additional Google Applications soon to be included inside GoogleApps Education domains

61. electronicportfolios.org/Google

62. GoogleAppsePortfolios

63. Interactive ePortfolios A book under development “Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”

64. Tentative Contents Intro -“Why”- Purposes Reflection in ePortfolios Assessment Web 2.0 Tools Planning & Change Balancing 2 Faces Lifelong ePortfolio Scenario Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional How-to’s- GoogleApps- WordPress Digital Storytelling in ePortfolios

65. Golden Circle What? How? Why? 50

67. Self-Assessment

68. Ownership

70. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 53

72. Give users autonomy.

73. Keep system as open as possible.- Clay Shirky 54

74. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy 55 http://www.flickr.com/photos/kenturamon/342946821/

76. Sports? Games?

77. Compliance vs. Personal Mastery

78. Open Source movement (Wikipedia vs. Encarta)

79. Make a contribution56

80. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 57

81. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 58

82. 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” 59

83. Use ePortfolios to documentMASTERY 60

85. Big picture

86. Engagement61

87. 62 Good Question…

88. 63 Because Purpose and Passion Co-Exist

90. New possibilities

91. Visualize a new life

92. Not “retirement” but “rewirement”64

93. 65

95. What really matters in life?

96. Discover or rediscover passion…

97. Create a legacy…

98. Turn careers into callings, success into significance…

99. To make a difference…

101. Another Vision of ePortfolios

102. Draft National Educational Technology Plan (2010) Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)

103. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content

104. 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/compliance in ePortfoliosover improvement/reflection and deep learning?

105. Goal: Balance in Electronic Portfolios Purpose Improvement (Student-Centered) (Or Course-Centered) Accountability/ Compliance (Institution-Centered) Along a Continuum ?? ?? Opportunity Cost

106. Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Formal Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost

107. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost

108. Goal: Balance in Electronic Portfolios Purpose Accountability Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Time Complexity Social Learning Opportunity Cost

109. Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management andstudent e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools forinteractivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video,into their e-portfolios Enable exporting e-portfolio to students’ lifetimepersonal webspace

110. Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio asworkspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios forvisual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity

111. Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!

112. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 79

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

114. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 81

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

116. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios