Workshop files for Google Summit, Columbia, SC, June 6. 2012.

1. Email: Twitter hashtag:
eportfolios@gmail.com #eportfolios
with
Twitter: electronicportfolios.org/
@eportfolios slideshare.net/eportfolios/

3. Agenda
 What? Why? How? (of ePortfolios)
 Using GoogleApps for ePortfolios
 Level 1: Collection: GoogleDocs
 Level 2: Reflection/Feedback: Blogger
 Level 3: Google Sites
 Teacher Dashboard
 Digital Storytelling
 Professional Development

4. 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”

5. The Power of
Portfolios
what children can teach us
about learning and assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com

6. The Power of Portfolios
Author:
Dr. Elizabeth
Hebert, Principal
Crow Island School,
Winnetka, Illinois
Picture taken by Helen Barrett at
AERA, Seattle, April, 2001

7. From the Preface (1)
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
“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.”

8. From the Preface (2)
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
“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.”

9. From the Preface (3)
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
“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.”

10. 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…

11. 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.

12. Outline
 Definitions (What?)
 Reflection (Why?)
 Google Apps (How?)
 Blogger
 Docs & Sites
 Teacher Dashboard
 Using Mobile Apps
 Digital Storytelling

13. Twitter hashtag:
#mportfolios

14. Reflect
What do you want
to get out of this
workshop?
(Use
Edmodonow. Use
blog, PlainText,
Evernote, or
other app later.)
Tag: goals

15. Golden Circle
What?
How?
Why?
15

16. Context
Why…
Electronic Portfolios Now?

17. 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)

18. 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/

20. Balanced?
Student-Centered School-Centered
 Focus on Interests,  Focus on Standards,
Passions, Goals Outcomes
 Choice and Voice  Accountability,
Reflection Achievement
 Lifelong Learning  Term, Graduation

22. 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) – Blogger
See links on 1-AM Agenda page

24. Specialty Case Responsibilities
Portfolio
Workspace
Showcase
One Word,
Many Meanings
Art Work Investments
Collection of Artifacts

25. 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

27. Leonardo da Vinci’s Folio

28. 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)

29. Reflect
What is your prior
experience with
portfolios/ social
networks?
-Personal?
-Professional?
-Students? Tag: Experience

31. 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

32. Begin Planning Process
 Online course website:
 https://sites.google.com/site/k12eportf
olios/planning
 Open Google Doc, share with school
team partners, begin developing plan.

34. 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/)

35. 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?)

36. 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.

37. 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.

38. Lifelong Context for ePortfolios

39. Digital Identity
 Creating a positive digital footprint

40. Passion and Self-Directed
Learning
Lisa Nielsen’s “The Innovative Educator” blog entries:
 Preparing Students for Success
by Helping Them Discover and
Develop Their Passions
(Renzulli’s Total Talent Portfolio)
 10 Ways Technology Supports
21st Century Learners in Being Self Directed
http://theinnovativeeducator.blogspot.com/

41. “Know Thyself”
Temple at Delphi

42. 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

43. 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.

44. 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!

45. Step 3
What is your
Vision
and Purpose
for
implementing
ePortfolios in
this school? Tag: Vision

47. 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

48. Process/Product
ePortfoliois 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

49. Social
Networking Technology
Connect Archiving
(“Friending”)
Linking/Thinking
Listen
(Reading) Digital Storytelling
Respond Collaborating
(Commenting)
Share Publishing
(linking/tagging)
49

50. Reflection
 Source:
http://peterpappas.blo
gs.com/copy_paste/20
10/01/taxonomy-
reflection-critical-
thinking-students-
teachers-principals-
.html
 Based on Bloom’s
Taxonomy (Revised)

51. 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
Captions/Journals
blog
Now what? What?
blog pages So what? Sites

52. Balancing the Two Faces of
E-Portfolios
Working Portfolio Presentation Portfolio(s)
Digital Archive The “Story” or Narrative
(Repository of Docs Multiple Views
Artifacts)
Collaboration Space
Sites (public/private)
Varied Audiences &
Reflective Journal Blog Purposes
Portfolio as Process Portfolio as Product
Workspace Showcase

53. Why?
Integrated EcoSystem
Single Sign-On
Walled Garden
Transferable

54. Using Google Apps

55. Creating an ePortfolio with
GoogleApps
1. Storage = Google Docs
2. Reflective Journal = Blogger or
Google Sites
Announcements page type
3. Presentation =
Google Sites

56. Level 1 - Collection

58. 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

59. Share
What are a few
strategies to
create digital
artifacts
with GoogleApps
integrated into
the curriculum?
Audio, Video, I
mages, Text

60. Level 2: Primary Purpose: Learning/Reflection

61. Social Learning
Interactivity!
61

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

63. Post to from Mobile
 Send email to pre-arranged email address
 Use new Blogger app (free) or
BlogPressiOS app ($2.99) or
Blogsy for iPad ($4.99)
 Set up Blogger Mobile and
send SMS

64. Blogging* by eMail
*the act of sharing yourself
Tumblr Posterous
 Set up account on website  Just email to
post@posterous.com
 Send email to:
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

65. 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”
65

66. Level 3: Primary Purpose:Level 3:
Showcase/Accountability Showcase
Portfolio

67. Timeline
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: Collection
Level 2: Collection +
Reflection
Level 3: Selection + 67

68. Step 5.2
 Level 2 Portfolio as Workspace
 Plan for scaffolding reflection
 http://sites.google.com/site/refle
ction4learning/

69. Brainstorm
Advantages Disadvantages Advantages Disadvantages
Teachers Teachers Students Students
Open – Free
Form
Template-
Driven – can
be modified
Fill in blanks on
a Web-based
form

70. Step 5.3
Develop plan for Level 3 -
Portfolio as Showcase
(optional for lower grades)

71. 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]

72. Digital
Tools for
Reflection
Reflective
Journal (Blog)
Digital
Storytelling
and
Engagement

73. Convergence

74. Do Your e-Portfolios have
CHOICE and VOICE?
Individual
Identity
Reflection
Meaning Making
21st Century Literacy
Digital Story of Deep Learning

75. Voice
6+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

76. 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)

77. 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.

78. 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

79. http://hapara.com/

80. Managing Complex Change graphic
80

82. 1 paragraph!
What is your
“elevator
Speech”
describing
your Vision for
ePortfolios?

83. 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.

84. 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.

86. Dual Skill Development
Portfolio Skills
Students Teacher/Faculty/Mentor
 Collecting/ Digitizing  Pedagogy – Facilitate
portfolio processes
 Selecting/ Organizing
 Role of Reflection
 Reflecting
 Assessment/ Feedback
 Goal-Setting
 Model own Portfolio
 Presenting Learning
+ Technology Skills

87. *Reflection REAL*
Engagement ePortfolio
Assessment for Academy
for K-12
Learning Teachers

88. Initial Online Courses Planned
1. Overview of Student-Centered Electronic Portfolios
in K-12 Education (tool-neutral – focus on “Portfolio”
Reflection Process & Feedback) – online NOW
2. Supplemental courses:
 Implement Electronic Portfolios with K-12 Students using
Google Apps (Docs, Sites, Blogger, YouTube, Picasa,
Digication, Teacher Dashboard) (Focus on “Electronic”)
 Implement Electronic Portfolios with K-12 Students using
Mobile Devices (iOS, Android)
 Create Your Professional Portfolio (tool neutral)

89. Step 6
Brainstorm Skills/Training
Needed.
Develop plan for building e-
portfolio skills of various
stakeholders.

92. Photos: Flickr by Kim Cofino

93. “everyday-ness”
How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning

94. Step 7
Identify Resources &
Assistance needed,
Challenges and Barriers

97. Components of Action
Plan
 Vision 1. Prepare for Change
 Skills needed 2. Develop Change Strategy
 Students
3. Needs Assessment
 Teachers/Faculty
4. Design Desired Outcome
 Resources needed
 Human Systems 5. Implementation Plan
 Technological Systems
6. Implement
 Incentives
7. Evaluate and Course Correct
 Leadership
8. Celebrate New Outcome

98. 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?

99. Step 8
Develop evaluation plan -
Establish
expectations/targets and
timeline

100. Reflect
What are your “AHA”
moments in this
workshop?
What do you want to
explore further?
What are your next
steps?
Tag: Feedback or Goals
eportfolios@gmail.com

101. A Reminder…
Reflection & Relationships
… the “Heart and Soul” of an
ePortfolio…
 NOT the Technology!
101

103. My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
103

105. Collect Attendee Feedback
Complete the session evaluation at:
http://www.edmodo.com/fetcsurvey