1. 10 Steps: A framework for developing
eportfolios in your school
Pre-Conference Workshop ULearn11
Nick Rate nick.rate@core-ed.org http://nickrate.com
Integrating new technologies to empower learning and
transform leadership
2. The plan...
10:00am Introductions
10 Steps Framework & discussion/activities
12:30pm Lunch
1:15pm ePortfolios in practice:
•Jamin Leitze - Bethlehem College
•Janette Hoggard & Sandy McFadyen - Magpie ICTPD
Cluster
•Karen Mills - iTeam Tauranga ICTPD Cluster
•Jess Hall - Kimi Ora Special School
3:00pm Afternoon tea
3:15pm Focus group discussions
Your questions
4:30pm? Finish
3. Introductions
Pair up with somebody in the room you don’t know.
Find out:
•Where do they teach/lead?
•What experience to date do they have with eportfolios?
•What is one question regarding eportfolios they want
answered today?
You will quickly introduce your buddy and share their
questions with the group.
Please enter you questions here:
http://tinyurl.com/eportfolios2011
4. Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view eportfolios
• best practice visits
• network with practitioners
5.
6. parents and caregivers as
...working with
key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.
http://flickr.com/photos/todbaker The New Zealand Curriculum
7. learn as they engage in
Students
shared activities and
conversations with other people...
http://flickr.com/photos/torres21/ The New Zealand Curriculum
8. ...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.
http://flickr.com/photos/torres21/ The New Zealand Curriculum
9. Schools should explore not only how
ICT can supplement traditional ways of
teaching but also how it can open up new
and different ways of learning.
http://www.flickr.com/photos/bz3rk/ The New Zealand Curriculum
10. !"#$%&"'()*+'#*
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Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd http://assessment.tki.org.nz/
11. ...young people should be educated in ways
that support them to assume control of
their own learningand that they can
only do this if they develop the
capability to assess their own learning.
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
12. ...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of
where they are going, how they are going, and
where they might go next.
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
13. Parents and the wider school community will
also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
15. Effective reporting systems will be ones where
student voice’ is an integral
‘
part of the reporting process.
Student Led Conferences: How effective are they...?
17. Confident schools have positive
relationships with, and are supported
by, specialist service providers and
other agencies.
Success for All – Every School, Every Child
19. ...a mechanism for both collecting evidence of
thinking and action and as a means
of stimulating and supporting further
professional development
through group discussion and
critique.
http://flickr.com/photos/torres21/ Digital Portfolios for Teachers
21. Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional
leaders...
Registered Teacher Criteria
23. Teachers also need to develop the self-
regulatory skills that will enable
them to monitor and reflect on the
effectiveness of changes they make
to their practice.
Teacher Professional Learning and Development
24. evidence from research and from
...
their own past practice and that of
colleagues to plan teaching and
learning opportunities...
The New Zealand Curriculum
26. significant student
...
engagement with self-
reflection can potentially be made
through the use of online
journaling tools.
http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
27.
28. mobile devices in the
...we can best use
Workspace portfolio, to capture
learning and reflect
contemporaneously (in the middle of the
learning process)...
http://www.flickr.com/photos/ari/ Helen Barrett, 2011
30. If you don’t have an online
presence, you won’t appear to be
relevant and you will be passed over for
more savvy applicants that have
visibility.
http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/
32. learning as
Innovative, authentic, deep
part of an evidence-based cycle of
critical reflection and review
is facilitated by appropriate
technologies.
http://www.vln.school.nz/pg/groupcms/view/114323/
33. What...
• pedagogical beliefs
• research
• trends
...have/will shaped your eportfolio pedagogy?
34. Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
beliefs
• benefits
36. “An e-portfolio is an electronic format
for learners to record their work,
their achievements and their
goals, to reflect on their
learning, and to share and be
supported in this.”
Banks, 2004
37. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the perspective from
which a particular person is approaching
the concept...”
http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit
45. The benefits...
The power of ‘student voice’
should
not be underestimated. To hear students
reflecting on their own work, in their
own voice, with their own intonations and
expressions, conveys meaning in a manner that
is simply not possible in written form.
http://flickr.com/photos/torres21/ Ian Fox 2008
46. ...thesocial networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006
47. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998
48. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
49. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
51. How do you define eportfolios?
What is the purpose of your eportfolios?
What type of eportfolios are yours?
What are the key benefits you will aim to
utilise?
52. Step 3: Consult
Seek input from all stakeholders:
• students
• teachers
• school leadership
• curriculum leaders, HODs
• parents
• BoT
• providers
53. Shaping your ePortfolio beliefs
Students
Staff Parents
ePortfolios
School
BOT Management/
Leadership
Expertise
55. Step 4: Framework
• an ongoing process for eportfolio
construction
• reinforces purpose and beliefs
• aligned to a pedagogical approach
• relationship to formal processes e.g.
reports, achievement, appraisal,
registration...
56. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
58. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards Celebrating success
matrices/rubrics new goals in their learning and achievement
1st draft “finished”
teachers example
of writing
peers Learning Learning
Feed back, story Feed back,
artifact artifact video
feed forward & board feed forward & embedded in
embedded in
self reflection/self reflection/self
portfolio portfolio
assessment assessment
brainstorm 2nd draft
family
Nick Rate: ePortfolios and Assessment for Learning (2008)
59. Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Learning
Feed back,
artifact
feed forward &
embedded in
reflection/self
portfolio
assessment
Nick Rate: ePortfolios and Assessment for Learning (2008)
74. The dimensions...
The Dedicated
The Managed
The Blogged
The Mashed
The Saved
The Integrated
http://nickrate.com/2010/12/13/dimensions-and-dashboards/
77. What support have/will you give your:
• teachers
• students
• parents
...in reflecting, self-assessing, providing
quality feedback, setting goals, being part
of a critical friend relationship..?
78. Step 8: Implement
• seamlessly integrated into teaching and
learning
• high access to hardware/internet tools
• targeted teaching of reflecting/feedback
• maintaining a balance between creating/
reflection/uploading
• timelines: staggered vs. all at once
79. Step 9: Update
• digital literacy, internet use policies and
user agreements
• reporting and assessment guidelines and
procedures
• appraisal and teacher registration process
80. Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next steps?
81. The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose, vision, beliefs, audience
Consult with your students, teachers, leadership teams and parents
Framework a process linking the pedagogy/andragogy to the eportfolio
Criteria list the functionality required for your eportfolio tool
Tool trial, observe, question, rate and select the best tool or tools
Educate training in use of new technologies, giving feedback and change
Implement roll out the system to intended group of students and/or teachers
Update assessment & digital literacy policies, guidelines & agreements, appraisal
Review identify progress, key lessons and next steps
82. Step 11: Infrastructure
• access to tools & hardware
• increased bandwidth
• aligned to long term strategic purchasing
83. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq
84. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy
85. Who owns the eportfolio?
www.flickr.com/photos/sveinhal
87. Are your parents and teachers ready? Is the
principal?
http://flickr.com/photos/torres21/
88. Do your current policies cater for eportfolios
and use of Web 2.0 tools?
89. Will your eportfolios play a role in reporting
achievement against the National Standards?
90. Is one eportfolio system enough or should you
use a mash-up of tools?
www.flickr.com/photos/diathesis
91. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/
92. Should your school expect the teachers to
have a reflective eportfolio just as the students
do?
www.flickr.com/photos/raigverd/
93. Should students and teachers use the same
tool for their eportfolios?
http://flickr.com/photos/torres21/
94. Where to next?
Follow the discussions in the MLE Reference Group:
http://groups.google.com/group/mle-reference-group/
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Ian Fox: http://www.foxedu.co.nz
Helen Barrett: http://electronicportfolios.org/
Follow Jamin Lietze’s Journey: http://lietze.org/
Join the ePortfolio group in the VLN:
http://www.vln.school.nz/pg/groups/29034/eportfolios/
Twitter: #eportfolios