Difference Between Search & Browse Methods in Odoo 17
Â
Generic e portfolios
1. Supporting Reflection
in ePortfolios
University of Alaska Anchorage (retired)
Seattle Pacific University (adjunct) Dr. Helen Barrett
New England College (adjunct) electronicportfolios.org
International Researcher & Consultant Twitter: @eportfolios
Founder, REAL ePortfolio Academy Slideshare.net/eportfolios
http://images.cdn.fotopedia.com/flickr-3341813162-hd.jpg
5. specialty case responsibilities
Portfolio
One Word,
Many Meanings
art work collection of artifacts investments
6. What is a Portfolio?
⢠Dictionary definition:
a flat, portable case
for carrying loose
papers, drawings, etc.
⢠Financial portfolio: document
accumulation of fiscalcapital
⢠Educational portfolio: document
development of humancapital
7. Who was the
first famous
âfolioâ keeper?
DEFINITIONS
11. Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development
12. Purpose
⢠The overarching purpose
of portfolios is to create a
sense of personal
ownership over oneâs
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
13. âmetacognition lies at the root of all learningâ
ââŚself-knowledge, awareness of how and why we
think as we do, and the ability to adapt and learn, are
critical to our survival as individualsâŚâ
- James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change
in Education
15. Experiential Learning Model
Lewin/Kolb with adaptations by Moon and Zull
Practice
Have an experience
Try out what you Reflect on the experience
have learned
Metacognition
Learn from the experience
17. Single & Double Loop Learning
Reflecting
http://simbeckhampson.com/2010/10/12/doing-things-right-vs-doing-the-right-things-rainerfalle/
18. Self-Regulated Learning
Abrami, 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
23. 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)
24. What functions can be achieved for each of
these processes?
⢠Capturing & storing evidence - this evidence of learning can be in
the form of text, images, audio or video
⢠Reflecting - âthe heart and soul of a portfolioâ - this reflection could
be captured in real time in different formats: writing, voice capture
(and voice-to-text conversion), video capture and digital stories
⢠Giving & receiving feedback - one of the most effective uses of a
portfolio is to review a learnerâs work and providing feedback for
improvement
⢠Planning & setting goals - a very important part of the portfolio
process is personal development planning and setting goals for
achievement
⢠Collaborating - learning is a social activity - technology provides
new forms of collaboration
⢠Presenting to an audience - at specific points in the learning
process, a learner may put together a presentation of their learning
outcomes for an audience, either real or virtual
27. Blogging* by eMail
*the act of sharing yourself
Tumblr Posterous
⢠Set up account on website ⢠Just email to
⢠Send email to: post@posterous.com
myaccount.tumblr.com ⢠iPhone App
⢠iPhone App ⢠Cross-post to Facebook&
⢠Call in your posts for audio Twitter
post to blog
⢠Cross-post to Facebook&
Twitter
36. 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.â
(Paulson & Paulson, 1991, p.2)
37. Do Your E-Portfolios have
CHOICE and VOICE?
⢠Individual Identity
⢠Reflection
⢠Meaning Making
⢠21 st Century Literacy
⢠Digital Story of Deep Learning
39. Digital Storytelling Process
⢠Create a 2-to-4 minute digital video clip
â First person narrative
[begins with a written script ~ 400 words]
â Told in their own voice [record script]
â Illustrated (mostly) by still images
â Music track to add emotional tone
40. Some Basic Concepts
ď âePortfoliois both process and
productâ
ď Process: A series of events (time
and effort) to produce a result
- From Old French
proces(ââjourneyââ)
ď Product: the outcome/results or
âthinginessâ of an activity/process
- Destination
ď Wiktionary
41. Balancing the Two Faces
of ePortfolios
Process Product
Story of Documentation
Learning of Achievement
Workspace Showcase
43. 1. Purpose
⢠Purpose. Decide on the purpose for the
portfolio. What are you trying to show with
this portfolio? Are there outcomes, goals, or
standards that are being demonstrated with
this portfolio? In this example, steps 2-4
represent an iterative process, using a blog to
provide formative feedback on student work
on a regular basis.
44. Students Reflect - Before
â Students: Create a blog page to use as a reflective
journal. Call the page "Journal" or "Blog." Create a
first post that describes the purpose for
developing this portfolio.
â Teachers: Set up templates for student work, if
appropriate.â¨
â Students: Set personal goals for learning
(reflection âin the future tenseâ).
45. 2. Collection/Classification
⢠What artifacts will you include in your
portfolio? How will you classify these entries?
⢠Students: convert all attached artifacts into
web-compatible formats (JPEG or PDF)
46. 3. Reflection.
⢠Reflection is the heart and soul of a portfolio.
Reflection provides the rationale for why
these artifacts represent achievement of a
particular outcome, goal or standard. Blog
entries provide an opportunity for reflection
"in the present tense" or "reflection in action."
â¨â¨
47. Students Reflect â During
â Dr. Barrett's Google Site on Reflection for Learning)
â Students: Write a blog entry with a reflection on each
learning activity or artifact (what is the context in
which this artifact was developed? What did you
learn?).
â Students: Add your own
classification using Tags
â Students: Add appropriate
artifacts (through hyperlinks)
or as an attachment to the
journal entry.
48. Resource on
Reflection
https://sites.google.com/
site/reflection4learning/
REFLECTION FOR
LEARNING
49. 4.
Connection/Interaction/Dialogue/
Feedback.
⢠This stage provides an opportunity for
interaction and feedback on the work
posted in the portfolio.
â provide feedback on the work posted in the
ePortfolio/blog entries. Guidelines should
be provided to support more effective
feedback.
⢠REPEAT steps 3-4 for each learning
activity or artifact,including updating
goals when appropriate.â¨
50. 5. Summative
Reflection/Selection/Evaluation.
⢠At the end of a course (or program),
students would write a reflection that
looks back over the course (or
program) and provides a
meta-analysis of the
learning experience as
represented in the
reflections stored in the
blog/journal entries.
51. Students Reflect - After
â Students: Review the blog/journal entries for that
category, and write a "retrospective reflection"
about the learning represented in the artifacts,
selecting one or two examples that best represent
achievement.
â Students: Prepare a Page for each Outcome, Goal
or Standard, and link to the selected
"best" blog entries, writing a reflection
on each page (by outcome/goal/standard)
which should also have the artifact
attached or linked.
52. 6. Presentation/Publishing
⢠The portfolio developer decides what parts of the
portfolio are to be made public.
â Student: Create a set of pages that highlight the best
components of the portfolio, linking to specific entries
in the blog. Add the
evidence (through hyperlinks to blog entries or artifacts)
to the appropriate sub-pages in the portfolio.
53. Students Organize Showcase
Portfolio
â Students: Create an Introduction page, which
should contain an overview of the portfolio. It
serves as a âletter to the readerâ and provides an
explanation of the overall goals of the portfolio.
Provide links to other pages developed
in the portfolio.
Advertise this Introduction
page as the initial access
point in your portfolio.
â Students: Create a page with
Future Learning Goals
(reflection in the future tense).
54. A ReminderâŚ
Reflection & Relationships
⌠the âHeart and Soulâ of an e-
portfolioâŚ
NOT the Technology!
54
55. My Final WishâŚ
⢠dynamic celebrations
⢠stories of deep learning
⢠across the lifespan
56. DR. HELEN BARRETT
@EPORTFOLIOS
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
Founder, REAL*ePortfolio Academy for K-12 Teachers
*Reflection, Engagement, Assessment for Learning
eportfolios@gmail.com
http://electronicportfolios.org/
http://slideshare.net/eportfolios
Hinweis der Redaktion
Adjectives to describe purpose
In his newest book still to be released, called From Brain to Mind: Using Neuroscience to Guide Change in Education, coming out in May
How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
Common Tools vs. Proprietary systems
Common Tools vs. Proprietary systems
Common Tools vs. Proprietary systems
Common Tools vs. Proprietary systems
Common Tools vs. Proprietary systems
Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.
Do your e-portfolios have Voice? As Maya Angelou said, âWhen words are infused by the human voice, they come alive.âDo your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios can showcase 21st Century Literacy.