Student-Centered

Interactive E-Portfolios

Dr.

Hele

n B

arr

ett

electronicportfolios.org/slideshare.net/eportfolios/

Email:eportfolios@gmail.com

Twitter hashtag:#eportfolios

Twitter:@eportfolios

with

Workshop

& Class Sites

https://sites.google.com/site/

richlandsd2/https://

sites.google.com/site/k12eportfolios/

Agenda

https://sites.google.com/site/richlandsd2/agenda-sept-2011

Tuesday AM: overview, collection & reflection, overview of GoogleApps

Tuesday PM: GoogleDocs, Blogger, prepare script for story

Wednesday AM: Google Sites, Digital Storytelling

Wednesday PM: share stories, planning for implementation

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”

The Power of

Portfolios

what children can teach us about learning and assessment

Author: Elizabeth Hebert

Publisher: Jossey-Bass

Picture courtesy of Amazon.com

The Power of Portfolios

Author: Dr. Elizabeth Hebert, Principal

Crow Island School, Winnetka, Illinois

Picture taken by Helen Barrett at AERA, Seattle, April, 2001

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

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

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

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…

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.

Outline Definitions (What?)

Reflection (Why?)

Google Apps (How?) Blogger Docs & Sites Teacher Dashboard

Using Mobile Apps

Digital Storytelling

Install the following FREE* apps

EverNote (for note taking, capturing websites)

Edmodo (school-based social networking)

StoryRobe (digital storytelling) $0.99

Dropbox (for document storage) + DropVox (audio recording stored in Dropbox) + PlainText (text editor stored in Dropbox)

Piconhand

Establish the following accounts:

Google account– Share with me so that I can share a Google Doc template

Dropbox.com

Edmodo.com

Evernote.com

Model the process in this

workshop

Twitter hashtag: #mportfolios

Use one of the downloaded apps on your mobile device

throughout the workshop to

reflect & take notes

EDMODO.COMJoin this group:

Use like Twitter (add tags)

ReflectWhat do you

want to get out of this

workshop?

(Use Edmodo now. Use blog,

PlainText, Evernote, or

other app later.)Tag: goals

ContextWhy…

Electronic Portfolios

Now?

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)

2011 Horizon Report – K-12

Time-to-adoption:

One Year or Less Cloud Computing Mobiles

Two to Three Years Game-Based Learning Open Content

Four to Five Years Learning Analytics Personal Learning

Environments New Media Consortium http://www.nmc.org/

What are Interactive Portfolios?

Portfolios using Web 2.0 tools to: • reflect on learning in multiple formats• showcase work online to multiple audiences• dialogue about learning artifacts/reflections• provide feedback to improve learning

Balanced?

Student-Centered

Focus on Interests, Passions, Goals

Choice and VoiceReflection

Lifelong Learning

School-Centered

Focus on Standards, Outcomes

Accountability, Achievement

Term, Graduation

ExamplesOnline

Portfolios & Blogs

Student examples ASB Google Sites portfolios &

Victoria example

Explore: Hunter Park Kindergarten &

Abigail's E-Profile (NZ) – Blogger Kim Cofino’s 6th graders (Japan) -

Blogger Pt. England School (NZ) – BloggerSee links on 1-AM Agenda page

Golden Circle

25

Why?

How?

What?

WHAT?

Electronic

PortfolioSocial

Networks

Digital Repository

Multimedia Artifacts

Audio • Video • Text • Images

PortfolioOne Word,

Many Meanings

Specialty Case Responsibilities

InvestmentsArt WorkCollection of Artifacts

Work

space

Sh

ow

case

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

Definitions

Who was the first famous

“folio” keeper?

Leonardo da Vinci’s Folio

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)

ReflectWhat is your

prior experience with portfolios/

social networks?

- Personal?

-Professional?

- Students? Tag: Experience

WHY?

Learning

Assessment

Employment

GuidanceReflection

Accountability

Showcase

Identity

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

Begin Planning Process

Online course website:

https://sites.google.com/site/k12eportfolios/planning

Open Google Doc, share with school team partners, begin developing plan.

Google Docs Open Google Docs

Documents using Google App/Safari

Start a document exploring your vision for ePortfolio development

(No collaboration in docs.google.com/m/)

Step 2: Benefits of Portfolios

Identify Incentives for participation in e-portfolio development (self-awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)

Benefits…from the PROCESS: They will discover a valuable exercise in self

assessment through the reflection process Learning will take on a new depth through the

reflection process Their self esteem and self-confidence will be

enhanced as they take control of their learning. They may develop their own goals for their

learning. Assessment of their learning may become more

student centered; the learner is involved and authorized to make decisions about will be evaluated.

They will receive more recognition for individual learning abilities and preferences.

They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.

Benefits…from the PRODUCT:

They will have a tool for personal development. They will have a personal learning record. They may receive credit for informal and non-formal

learning as well as formal learning. They will have direction for career planning. They will have a tool for feedback from teachers and

peers; feedback in the form of comments, as opposed to marks.

They will have a concrete way of showcasing strengths to teachers or future employers.

They may have needed documentation for prior learning assessment or program credits.

They may receive credit towards a course completion or towards graduation

They will have an extremely portable tool to use no matter where they are in the world.

Lifelong Context for ePortfolios

Digital Identity

Creating a positive digital footprint

Passion and Self-Directed Learning

Lisa Nielsen’s “The Innovative Educator” blog entries:

Preparing Students for Successby Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio)

10 Ways Technology Supports21st Century Learners in Being Self Directedhttp://theinnovativeeducator.blogspot.com/

“Know Thyself”

Temple at Delphi

Student Literacy Achievement through

Blogging The Project definitely provided a

motivation for writing, an improvement in audience awareness and purpose and in presentation skills. Other school interventions also had an impact on literacy achievement; however the Project has provided a purpose and enthusiasm for literacy.

The students of Manaiakalani were provided with a “hook” (e-learning outcomes published in on-line spaces) which gave these decile 1 students a voice to be heard globally. Subsequently, participating in the Manaiakalani Project enhanced their literacy, engagement, oral language and presentation. (p.70)

Tamaki Schools, Auckland, NZ

United #7 ePortfolio Vision Statement

(Draft)By implementing e-portfolios, United#7 will empower students to become active participants in their own personalized education. Through use of reflection, technology, and collaboration, students and teachers will develop skills that will lead them to achieve their lifelong goals.

From Mead School District’s Student Portfolio Handbook:

Remember, you are telling us a story, and not just any story. Your portfolio is meant to be your story of your life over the last four years as well as the story of where your life might be going during the next four years: tell it with pride!

Step 3What is your

Vision and

Purpose for

implementing ePortfolios in this school?

Tag: Vision

HOW?Workspace

ShowcaseTools

“Capture the Moment”

Step 4: Stakeholders

Step 4: Stakeholders - Who is involved and how will you introduce them to ePortfolios?

Identify Stakeholders in Portfolio Implementation Process and Develop Initial Communication Plan for each stakeholder group

Process/ProductePortfolio 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

Wiktionary

52

ProcessesPortfolio

Collection

Selection

Reflection

Direction/Goals

Presentation

Feedback

Technology

Archiving

Linking/Thinking

Digital Storytelling

Collaborating

Publishing

Social Networking

Connect(“Friending”)

Listen(Reading)

Respond(Commenting)

Share(linking/tagging)

Reflection

Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html

Based on Bloom’s Taxonomy (Revised)

blog

Sites

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

blog pages

Captions/Journals

Balancing the Two Faces of E-Portfolios

Working PortfolioDigital Archive

(Repository of Artifacts)

Collaboration Space

Reflective Journal

Portfolio as ProcessWorkspace

Presentation Portfolio(s)The “Story” or

Narrative

Multiple Views (public/private)

Varied Audiences & Purposes

Portfolio as Product

Showcase

BlogSites

Docs

Why?Integrated EcoSystem

Single Sign-OnWalled GardenTransferable

Using Google Apps

Creating an ePortfolio with GoogleApps

1. Storage = Google Docs

2. Reflective Journal = Blogger or Google Sites Announcements page type

3. Presentation = Google Sites

Level 1 - Collection

Capture the Moment

With iOS

(iPod Touch,

iPhone,

iPad)

Text

Images

Audio

Video

Integrate file storage with computer and

website

Hyperlink to files in Public folder!

Try it!

Dropbox AppsPlainText DropVox

Records audio (.m4a) and sends it directly to your Dropbox account

Creates plain text file (.txt) and saves directly to Dropbox account. Can create folders inside PlainText folder.

Try it!

Dragon Dictation

Voice recognition (adult)

Share in many ways

Try it!

EvernoteOne Account, Many Devices

Capture Anything

Access Anywhere

Find Things Fast

Capture something with one tool-- access it from another

Web page accessEmailing your memoriesEmail notes, snapshots, and audio directly into your account. Emailed notes will go directly into your default notebook.

Evernote All in one recording/saving to

Evernote Account (email address)

Grades 3-5, Trillium Charter School, Portland (see my blog)

iPod Touch4 $239 & Lexmark Pinnacle Pro901 $199

Case Study: Grades 3-5

Trillium Charter School, Portland, ORhttp://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html

iPod Touch 4

Try it!

Step 5.1

What type of evidence do you want to capture?

How would you “capture the moment”?

Where will you store these artifacts? Tag: Evidence

Hands-On

Explore a few tools to

address your portfolio

purpose & process

Level 2: Primary Purpose:

Learning/Reflection

70

Social Learning

Interactivity!

ePortfolios should be more

Conversationthan

Presentation(or Checklist)

Because Conversation transforms!

Post to from Mobile

Send email to pre-arranged email address

Use BlogPress iOS app ($2.99) or Blogsy for iPad ($4.99)

Set up Blogger Mobile and send SMS

Blogging* by eMail*the act of sharing yourself

Tumblr Posterous Set up account on website

Send email to:

myaccount.tumblr.com

iPhone App

Call in your posts for audio post to blog

Cross-post to Facebook & Twitter

Just email to post@posterous.com

iPhone App

Cross-post to Facebook & Twitter

74

Student Engagement!

CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]

Find voice and passions through choice and personalization!

Portfolio as StoryPositive Digital Identity Development - Branding

“Academic MySpace”

Level 3: Primary Purpose:

Showcase/Accountability

Level 3: Showcase Portfolio

Timeline

76

Sept Oct

Nov

Dec

Jan Feb Mar Apr May

Level 1

X X X X X X X X X

Level 2

X X X X X X X X

Level 3

? XXX

Level 1: CollectionLevel 2: Collection + ReflectionLevel 3: Selection + Presentation

Step 5.2

Level 2 Portfolio as Workspace

Plan for scaffolding reflection

http://sites.google.com/site/reflection4learning/

BrainstormAdvantages Teachers

Disadvantages Teachers

Advantages Students

Disadvantages Students

Open – Free Form

Template-Driven – can be modified

Fill in blanks on a Web-based form

Step 5.3

Develop plan for Level 3 - Portfolio as Showcase (optional for lower grades)

Developmental Plans

K-2– no individual student accounts & Class Portfolios [Blogger]

Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection [Blogger & Docs]

Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) [All tools]

Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation) [All tools]

Hands On

Create Google Site

& Digital Story

Digital Tools for

Reflection

Reflective Journal (Blog)

Digital Storytelling

and Engagement

Convergence

Do Your e-Portfolios have CHOICE and VOICE?Individual Identity

Reflection

Meaning Making

21st Century Literacy

Digital Story of Deep Learning

Voice6+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

Portfolio as Story

"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)

Roger Schank, Tell Me a Story“Telling stories and listening

to other people's stories shape the memories we have

of our experiences.”

Stories help us organize our experience and define our sense of

ourselves.

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

Sample StoryboardScript/Sound Effect/Music

Image/Video

Mary had a little lamb•(Sound: birds singing, girl humming tune of Mary Had a Little Lamb)

Drawing of Mary with her lamb in a field with flowers.

Whose fleece was white as snow•(Sound: girl continues to hum  Mary Had a Little Lamb)

Drawing of snowflake.

And everywhere that Mary went•(Sound: girl continues to hum  Mary Had a Little Lamb)

Drawing of Mary walking into the mall.

Sample Storyboard

Video Editing on iOS

iMovie $4.99

ReelDirector $3.99

Splice $1.99 Free

Victoria’s 2nd Grade Autobiography

Tori – 2nd Grade

http://www.youtube.com/watch?v=tyTi_2ZR2L4

Tori – 6th grade poem

http://www.youtube.com/watch?v=7v18VvMmCJY

Lucy the Cat (created with StoryRobe)

http://www.youtube.com/watch?v=_E1VpczjEaU

Successful ePortfolio Process:

Develop multimedia artifacts through Project-Based Learning with Docs & Learning with Laptops/Mobiles

Engage students in

reflection to facilitate deep learning through…Digital storytelling Journal/Blog & Presentation

Portfolios – Balance Workspace + Showcase

ReflectWhat are your

“AHA” moments in this workshop?

What do you want to explore further?

What are your next steps?

eportfolios@gmail.com

Tag: Feedback or Goals

Teacher Dashboard Demo(Optional)

A tool to help teachers manage Google Apps in the

classroom (being built in New Zealand)

http://hapara.com/

99

Managing Complex Change graphic

Confusion

Vision

1 paragraph!What is your

“elevator Speech”

describing your Vision for

ePortfolios?

A California School District K-12 Vision

Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.

One NYC school’s Vision

An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.

Anxiety

Skills

Dual Skill Development

Students

Collecting/ Digitizing

Selecting/ Organizing

Reflecting

Goal-Setting

Presenting

Teacher/Faculty/Mentor

Pedagogy – Facilitate portfolio processes

Role of Reflection

Assessment/ Feedback

Model own Portfolio Learning+ Technology Skills

Portfolio Skills

REAL*

ePortfolio

Academy

for K-12Teachers

*Reflection

Engagement

Assessment for

Learning

Initial Online Courses Planned1. Overview of Student-Centered Electronic

Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback)

2. Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (focus on “Electronic”)

3. Add Voice to ePortfolios with Digital Storytelling

4. Create Your Professional Portfolio (tool neutral)

Step 6

Brainstorm Skills/Training Needed.

Develop plan for building e-portfolio skills of various stakeholders.

Frustration

Resources

TIME

Teachers’ biggest issue:

Integrate into everyday Activities

Photos: Flickr by Kim Cofino

“everyday-ness”How can we make ePortfolio development

a natural process integrated into

everyday life with everyday tools?

Lifelong and Life Wide Learning

Step 7

Identify Resources & Assistance needed, Challenges and Barriers

Gradual Change

Incentives

False Starts

Action Plan

Components of Action Plan

Vision

Skills needed Students Teachers/Faculty

Resources needed Human Systems Technological

Systems

Incentives

Leadership

1. Prepare for Change

2. Develop Change Strategy

3. Needs Assessment

4. Design Desired Outcome

5. Implementation Plan

6. Implement

7. Evaluate and Course Correct

8. Celebrate New Outcome

Some Questions to Ask at Beginning:

What is the context for ePortfolio development?

What is the organization’s readiness for change?

Who are the various stakeholders?

What is the leadership’s commitment to the process?

What is the vision for ePortfolios in the organization?

Step 8

Develop evaluation plan - Establish expectations/targets and timeline

119

Reflection & Relationships… the “Heart and Soul”

of an ePortfolio… NOT the Technology!

A Reminder…

Portfolios help learners find their

Voice… and explore their Purpose

and Passions through Choice!

121

My Final Wish…dynamic celebrations stories of deep learning

across the lifespan

Dr. Helen Barrett

Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide

Learning

Founding Faculty, REAL* ePortfolio Academy for K-12 Teachers

*Reflection, Engagement, Assessment for Learning

eportfolios@gmail.comhttp://electronicportfolios.org/

Twitter: @eportfolioshttp://slideshare.net/eportfolios