Slides from workshop at Colegio Montserrat, Barcelona, Spain

1. Portfolio LearningBuilding a Culture of ePortfoliosforProfessional Development and Lifelong Learning Dr. Helen Barrett electronicportfolios.org http://www.slideshare.net/eportfolios/

2. Outline Context Definitions Process - Reflection Product - Technology Intrinsic Motivation Hands-on Google Sites

4. showcase work online to multiple audiences

5. dialogue about learning artifacts/reflections

7. Context Why Electronic Portfolios Now?

10. Leverager

11. Adapter

12. Explainer

13. Synthesizer

14. Model builder

15. Localizer

16. Personalizer

17. Think across disciplines

18. Able to tell stories

19. Build things with intelligence in them

20. Create networks

21. Aggregate pieces horizontally

22. CreativityFriedman, 2006

23. The Right Stuff - Learning in a Flat World “How we educate our children may prove to be more important than howmuch.” Abilities for a flat world: Learn how to learn CQ (curiosity) + PQ (passion) > IQ People Skills Right Brain Stuff Friedman, 2006

26. Framework for 21st Century Skillshttp://www.21stcenturyskills.org/

27. ISTE NETS

28. Enhancing students' computer & multimedia skills through ePortfolios

29. 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)

31. As adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”

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

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

34. 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.”

35. 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.”

36. 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.”

38. What your parents saved for you

39. What you collect…

41. Is there a difference between what you purposefully save and what you can’t throw away?

42. 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.

43. Technology & Reflection Two Themes across the Lifespan with ePortfolio Development and Social Networking 23

44. 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

45. What is a Portfolio in Education? A portfolio is a purposeful collection of [academic] work that exhibits the [learner’s]efforts, progress and achievements in one ormore areas[over time]. (Northwest Evaluation Association, 1990)

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

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

49. 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

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

51. ePortfolio designs/strategies for different purposes Assessment/Accountability Portfolios (Summative assessment) Organized thematically (outcomes, goals or standards) Focus of Reflection: Achievement of Standards (rationale) Tools: Assessment system with data from scoring rubrics Faculty role: Evaluation

53. Provides insights for the teacher

54. Assessment FOR Learning

55. Provides insights for the learner

56. Summative Assessments (Assessment OF Learning or Evaluation)

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

59. Organized thematically (position requirements)

60. Focus of Reflection: Suitability for position

61. Tools: Choice of portfolio owner – personalized web pages – digital footprint

63. Balancing the 2 Faces of E-Portfolios

65. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)

66. Product: the outcome/results or “thinginess” of an activity/process- Destination

69. Japanese

70. Catalan

71. 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

72. Level 1 - Collection

74. Digital Conversion (Collection)

75. Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)

78. organized chronologically (in a blog?)

79. Captions (Background Information on assignment, Response)

82. organized thematically (in web pages or wiki)

83. Why did I choose these pieces? What am I most proud to highlight about my work?

84. What do they show about my learning?

85. What more can I learn (Goals for the Future)?

87. Electronic Portfolios almost two decades (since 1991) used primarily in education to store documents reflect on learning feedback for improvement showcase achievements for accountability or employment 47

89. Social Learning Interactivity! 50

90. Boundaries Blurring (between e-portfolios & social networks) Structured Accountability Systems? or… Lifelong interactive portfolios Picasa Mash-ups Facebook Flickr blogs YouTube Ning wikis Twitter 51

91. http://www.google.com/a/cmontserrat.net Username: name.surname Password: name00

93. Reflection in Google Sites or Blogger

94. Presentation Portfolio in Google Sites

96. Digital Archive (for Life) Supports Lifelong & Life-wide Learning 55

97. 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 56

98. Discuss! Engagement Factors? Social networks? ePortfolios? 57

99. Create a Professional Portfolio Find the Intrinsic Motivation! Apply the process to Student Learning!

100. Golden Circle What? How? Why? 59

101. Focus on ePortfolios for Teacher Professional Development & Student Lifelong Learning

102. Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

104. Motivation for and attitudes toward learning

105. Help learners understand themselves

108. Deep vs. Surface Learning, Rote vs. MeaningfulLearning

109. Different Learning Styles

110. Help learners recognize success

112. Responsibility toconstruct meaning

113. Be reflective & think critically

115. is developmental,

116. is integrative,

117. is self-directive, and

118. is lifelongCambridge (2004)

119. 67 Similarities in Process Major differences: extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose

120. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 68

122. Give users autonomy.

123. Keep system as open as possible.- Clay Shirky 69

124. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy 70 http://www.flickr.com/photos/kenturamon/342946821/

126. Sports? Games?

127. Compliance vs. Personal Mastery

128. Open Source movement (Wikipedia vs. Encarta)

129. Make a contribution71

130. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 72

131. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 73

132. 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” 74

133. Use ePortfolios to documentMASTERY 75

135. Big picture

136. Engagement76

138. What really matters in life?

139. Discover or rediscover passion…

140. Create a legacy…

141. Turn careers into callings, success into significance…

142. To make a difference…

144. and more about talking!”[conversation]” Julie Hughes, University of Wolverhampton

145. …Because Conversation transforms!

147. Lifelong and Life Wide

148. Increasingly Self-Directed

149. Motivating and Engaging

151. Successful ePortfolio Process: Develop multimedia artifacts through Project-Based Learning & Learning with Laptops Engage students in reflection to facilitate deep learning through… Digital storytelling Journal/Blog & Presentation Portfolio – Workspace + Showcase

152. 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)

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

154. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 84

155. Convergence

156. A Reminder… Reflection &Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 86

157. 3 Levels of My Portfolio My website (where most artifacts are stored)http://electronicportfolios.org/ PDF version from 2000: http://electronicportfolios.org/samples/ My Blog = My Reflective Journal(Blogger) http://blog.helenbarrett.org/ My Professional/Presentation Portfolio(Google Sites) http://sites.helenbarrett.net/

158. My Story

159. Creating a Professional Portfolio Hands-On Activity Using GoogleApps

160. ePortfolio Work Flowhttp://electronicportfolios.org/google/

162. “Me Publishing (blog and wiki)

163. Shared Writing (GoogleDocs)

165. Mostly not secure websites“Small Pieces, Loosely Joined”

166. Process & Web 2.0 Tools

167. All you need is… an <Embed> Code! Hall Davidson

169. WordPress allows additional pages and sub-pages.

170. Interactivity is maintained through RSS feeds and Comments that can be added.

171. WordPress file limit 3 GB!

173. Does not allow organizing attached files into folders.

174. Limited attachments in Blogger.

176. Maintains a record of all revisions, with identity of author.

177. Interactivity is maintained through comments and co-authoring.

178. Easily embed presentations into blog.

180. Requires full time high speed Internet access.

182. Easy-to-use

183. Flexibility and creativity in portfolio authoring.

184. Helps students build technology skills.

185. Automatically store pages online.

187. Google Sites ePortfolios

188. Process Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Collection/Classification. What artifacts will you include in your portfolio? How will you classify these entries? (Level 1) Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.” (Level 2) Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. (Level 2) Summative Reflection/Selection/Evaluation. 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. (Level 3) Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. (Level 3) REPEAT for each learning activity or artifact.

189. Organize a Presentation Portfolio based on Themes Use Pages in Blogger or WordPresshttp://blog.helenbarrett.org/ Use Google Siteshttp://sites.helenbarrett.net/portfolio/

191. More options:*

192. Guess Captcha!

193. Create Site*can be changed

194. Manage Site Select More Actions – Manage Site to change some of your Site Settings

195. Manage Site – General Make Site name more appropriate Establish consistent Site Categories so that you can search by category

196. Page Types in Google Sites Web Page – create your own structure Announcements – blog with RSS feeds File Cabinet – upload files, organize in folders List – simple flat-file data base

197. Explore Google Sites Capabilities for ePortfolio Requirements File Cabinet page type to upload artifacts Comments for feedback on pages or entries in Announcements page Announcements page type (blog) with RSS feeds List page type as data base Subscribe to page or site changes What’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html

198. Begin with a Working Portfolio Adopt social networking strategies: Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post Collect digital copies of your work Set up GoogleDocs account and upload Office Docs into one place

200. About Me

201. Journal (Announcements page type)OR Blogger (when available in GoogleApps)

202. Themes (Competencies or Goals or Standards)

204. Create an inventory of your work What themes emerge in your work?

205. Brainstorm

206. Hands-on Activity: #2 GoogleDocs Create a Document to describe your portfolio context and goals for either professionalor student e-portfolios. Share your document with your neighbors Collaboratively edit each others’ documents Describe your assessment context, experience with ePortfolios, and experience with Web 2.0 What do you want to learn about e-portfolios?

207. GoogleDocs Advantages Documents, presentations or spreadsheets can be edited Maintains a record of all revisions, with identity of author. Interactivity is maintained through comments and co-authoring. Easily embed presentations into blog. Convert all documents to Microsoft Office or OpenOffice or PDF. Disadvantages Set up own system for managing the feedback on student work. Requires full time high speed Internet access. No attachments, only hyperlinks to documents.

208. Day 3Review Examples of Scaffolding for Reflection http://sites.google.com/site/reflection4learning

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

210. 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

211. Reflections in journals, surveys, and conferences should be elicited occasionally and receive quick feedback so they do not become repetitive or boring. (p.81) Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association

212. Resource on Biology of Learning Enriching the Practice of Teaching by Exploring the Biology of Learning James E. Zull Stylus Publishing Co.

213. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull

214. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull Practice Have an experience Reflect on the experience Try out what you have learned Metacognition Learn from the experience

215. What is Reflection? Major theoretical roots: Dewey Habermas Kolb Schön Dewey: “We do not learn from experience…we learn from reflecting on experience.” Discuss…

216. Moon on Reflection One of the defining characteristics of surface learning is that it does not involve reflection (p.123)

217. How might an e-portfolio support development of personal knowledge, reflection, and metacognition? knowledge for acting/doing reflection in action performance context forethought self-reflection knowledge for planning actions and imagination reflection for action knowledge of self derived from doing reflection on action Norman Jackson Higher Education Academy, U.K.

218. 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 Captions/Journals Goals Change over Time

219. What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING 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 Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

220. Before Goal setting increases self-efficacy and intrinsic interest Task Analysis Goal setting Strategic Planning Self-motivation beliefs increase commitment Self-motivational beliefs: Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation Forethought Influential processes which precede efforts to act and set the stage for action. GOALS Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

221. During Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation Performance or Volitional Control Processes that occur action and affect attention and action Captions Journals Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

222. After Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment Self-evaluation Casual attribution Self-reaction Self-satisfaction/affect Adaptive-defensive response Change over Time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

223. Reflective Questions that tie the Past to the Future

224. North Carolina Reflection Cycle Self-Assessment: The Reflective Practitioner

225. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm Select: What evidence/artifacts have you included? Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed: Who was involved? What were the circumstances, concerns, or issues? When did the event occur? Where did the event occur?

227. "How" of its relationship to teaching practiceAppraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

228. Strategies for Helping Students Reflect Interactive tools Journals: Blogs & Wikis ePortfolio tools with built-in reflection Survey tools Student self-expression Digital Storytelling http://electronicportfolios.org/reflection.html

229. 7 Principles of Good Feedback Practice for Formative Assessment: helps clarify what good performance is (goals, criteria, expected standards); facilitates the development of reflection and self-assessment in learning; delivers high quality information to students about their learning; encourages teacher and peer dialogue around learning; encourages positive motivational beliefs and self-esteem; provides opportunities to close the gap between current and desired performance; provides information to teachers that can be used to help shape the teaching.

230. Feedback - Use the acronym THIRD... TIMELY: Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment. HONEST: or assignment better. IMPROVING: Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this. RELEVANT: Make sure your feedback makes sense. DIRECT: If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html

231. Checklist of Observable Behaviors for Feedback Practice: Students exercise with the purpose of enhancing knowledge and skills. Teacher: The instructor gives students verbal or written input. Peer feedback: Peers provide verbal or written input. Cues about how to improve: The learner gets information back that includes suggestions on how to do better. Corrective feedback: This input is meant to help improve performance. Supportive feedback: A mentor or peer provides encouragement. Reference: Ewell, P. T. (1997). Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). p.9 Available: http://www.intime.uni.edu/model/learning/learn_summary.html

232. Reflection Prompt Create a blog entry with a link to at least one of the GoogleDocs documents you created. Reflect on how collaborative documents and reflection could be used to facilitate collaborative projects as well as feedback on student work.

233. Share your Professional Portfolio with your PLN Invite conversation and collaboration

234. More Learning Resources http://mosep.org MOre Self-Esteem with my ePortfolio (European Study & Tutorial)

235. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 139

236. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/