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Eifel2010
- 1. Challenges for the Education/ePortfolioCommunity:Change! Keynote Address, July 7, 2010 EIFeL Conference Dr. Helen Barrett http://slideshare.net/eportfolios
- 2. Interactive ePortfolios A book under development “Using Web 2.0 to preserve memories, share stories of deep learning, document achievements, and envision the future”
- 3. Tentative Contents Intro -“Why”- Purposes Reflection Assessment Web 2.0 Tools Planning & Change Balancing 2 Faces Lifelong ePortfolios Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional How-to’s- GoogleApps- WordPress Digital Storytelling in ePortfolios
- 4. Roadmap for Change ePortfolios =complexCHANGErequiring a roadmap to: Assess need Plan Implement Evaluate
- 6. What Type of Change? Developmental Change Increasing skills of staff and leadership. Improving the performance of a team or group. Improving the quality of services. Transitional Change Doing something differently. Dismantling the old way of doing things and putting into place the new, desired state. Transformational Change A fundamental shift in the way stakeholders views themselves and their world that results in changes in how they operate and interact with others.
- 9. Roadmap pt. 3-4 Step 3: Conduct a Needs Assessment Assess Current State Determine technical requirements Assess staff and other stakeholders’ skills and attitudes Conduct a risk analysis Step 4: Design Desired State/Outcome Confirm the old way is going away Assess the impact of the desired change on all aspects of the organization Gather and respond to feedback from key stakeholders Ensure managerial alignment and commitment to support the new state
- 10. Roadmap Pt. 5-6 Step 5: Develop an Implementation Plan Build a Project Plan Develop a Human Resource Plan Develop a Process for Monitoring and Evaluating Develop a Communications Plan Step 6: Implement the Change Implement the project action plan(s) Monitor and acknowledge progress toward milestones Monitor and manage risks Communicate with key stakeholders
- 11. Roadmap pt. 7-8 Step 7: Evaluate and Course Correct Monitor desired outcomes Make course corrections Evaluate impact to business, technology and human systems Capture “lessons learned” for future efforts Establish a process for continuous improvement Step 8: Celebrate and Integrate the New State Declare and celebrate completion of the implementation phase Acknowledge and reward extra effort and achievements Share “lessons learned” with key stakeholders Reinforce desired state in performance reviews, policies and procedures
- 12. 13 Managing Complex Change graphic
- 13. Change Vision Clarity of Multiple Purposes Skills Portfolio Processes Resources Time Incentives Intrinsic Motivation Action Plan
- 14. Confusion Vision
- 15. Golden Circle 16 What? How? Why?
- 16. 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
- 17. 1 paragraph! What is your “elevator Speech” describing your Vision for ePortfolios?
- 18. 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.
- 19. 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.
- 20. Anxiety Skills
- 21. Two Skills across the Lifespan with ePortfolio Development and Social Networking Technology & Reflection
- 22. Boundaries Blurring (between e-portfolios & social networks) Structured Accountability Systems? or… Lifelong interactive portfolios Picasa Mash-ups Facebook Flickr blogs YouTube Ning wikis Twitter
- 23. Processes Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Portfolio Collecting Selecting Reflecting Directing Presenting Feedback Social Networks Connecting(“Friending”) Listening(Reading) Responding(Commenting) Sharing(linking/tagging)
- 24. Dual Skill Development Students Collection/ Digitizing Selection/ Organizing Reflecting Goal-Setting Presentation Teacher/Faculty/Mentor Pedagogy – Facilitate portfolio processes Role of Reflection Assessment Model own Portfolio Learning + Technology Skills
- 25. Reflection Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html Based on Bloom’s Taxanomy (Revised)
- 27. Tools, Tools, Tools! Recommendations Commercial Vendors: keep up with current technology trends – interactivity & mobile! Institutions: Value student learning as much as data collection or accountability Schools: Recognize/incorporate students’ out-of-school technology experiences – Don’t block! Educate about Digital Citizenship! Web 2.0 Tool Providers: Don’t pull a “Ning”
- 28. Groups Docs Video Sites Mail Calendar Wave Oregon, Colorado, Iowa States Adopt Google Apps for K-12 Schools
- 29. Add-ons to Google Apps by Fall Additional Google Applications soon to be included inside GoogleApps Education domains:
- 30. TIME Teachers’ biggest issue:
- 31. Integrate into everyday Activities Photos: Flickr by Kim Cofino
- 33. “everyday-ness” How can we make ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning
- 34. Mobile Phone Apps for ePortfolios Add: PebblePad & WordPress Apps
- 35. iPad?
- 36. XO-3 One Laptop per Child Available in 2012 ~$100 Android-based tablet
- 38. Think! Engagement Factors? Social networks? ePortfolios? 39
- 40. Self-Assessment
- 41. Ownership
- 43. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires Type I – Intrinsic Behavior is self-directed. I
- 44. Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
- 45. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy http://www.flickr.com/photos/kenturamon/342946821/
- 46. Mastery & ePortfolios Exhilaration in Learning Sports? Games? Compliance vs. Personal Mastery Open Source movement (Wikipedia vs. Encarta) Make a contribution
- 47. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
- 48. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp”
- 49. Use ePortfolios to documentMASTERY
- 50. Purpose & ePortfolios Relevance Big picture Engagement
- 51. Good Question…
- 52. Because Purpose and Passion Co-Exist
- 53. False Starts Action Plan
- 54. Components of Action Plan Vision Skills needed Students Teachers/Faculty Resources needed Human Systems Technological Systems Incentives Leadership Prepare for Change Develop Change Strategy Needs Assessment Design Desired Outcome Implementation Plan Implement Evaluate and Course Correct Celebrate New Outcome
- 55. 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?
- 58. Japanese
- 59. Catalan
- 60. Spanish
- 61. Mandarin
- 62. Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability/compliance in ePortfolios over improvement/reflection and deep learning?
- 63. Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!
- 64. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
- 65. A Reminder… Reflection &Relationships … the “Heart and Soul” of a Portfolio… (and Social Networking) NOT the Technology!
- 66. My Final Wish… dynamic celebrations stories of deep learning across the lifespan
- 67. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios http://slideshare.net/eportfolios
Hinweis der Redaktion
- Process of Change
- Drawn from the literature on Organizational Development
- What is the readiness level of key stakeholders – both attitude and skill?What change management and project management processes do we need to put in place?
- Most technology projects include two or more types of change. To support this change, different strategies, targets and tools may be needed, e.g.
- The ePortfolio Community needs to pay attention to the OD Community: those professional who understand and facilitate Change.
- Is this happening in your institution?
- There are two skills that are needed across the lifespan with both ePortfolio Development and social networking: Technology and Reflection.
- The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter,Facebook or Ning,Flickr or Picasa or YouTube, etc.?
- Reflection = higher retention (SPU’s iTunesU videos)
- Oregon in April, Colorado & Iowa yesterday.
- iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
- Just like Social NetworksRefer to my TEDxASB talk on YouTube
- There are many similarities between these two processes; the major differences are often in extrinsic vs. intrinsic motivation Dan Pink describes the essential elements of true (intrinsic) motivation in his new book, Drive, the concepts of autonomy, mastery, and purpose.
- Pink says, “It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.” (p. 80-81) Pink identifies two types of Motivation Behavior: Type X Extrinsic, fueled by extrinsic rewards or desires. And Type I Intrinsic, where behavior is self-directed. I am on a campaign to make electronic portfolios a more intrinsically-motivated process.
- Pink quotes Internet scholar Clay Shirky ...the most successful websites and electronic forums have a certain Type I approach [to motivation] in their DNA. They're designed-often explicitly--to tap into intrinsic motivation. You can do the same with your online presences if you listen to Shirky and: Create an environment that makes people feel good about participating.Give users autonomy.Keep the system as open as possible. That’s also good advice for developing ePortfolios.
- The urge for Self-Direction is basic human need.It is a Natural state to be Active and EngagedePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networksChoiceVoiceSharing and FeedbackImmediacy
- According to a tweet I read from ChadHamady, True Mastery NOT possible without FUN! (Chad Hamady@chamady Twitter, January 16, 2010)There is an inherent exhilaration in Learning“It’s fun to get better at something!” – Why do we play Sports and Games?Is it for Compliance or Personal MasteryLook to the Open Source movement (popularity of Wikipedia vs. the demise of Microsoft’s Encarta) – Authors and programmers look for Challenge and Improvement – To make a contribution to the greater good
- In their spare time, people gravitate toward activities where they gain masteryePortfolio Implementation should adopt the motivating characteristics of mastery found in social networksFlow,Showcasing Achievements,Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)
- Csíkszentmihályi popularized the concept of Flow as a feeling of energized focus. According to Wikipedia, it is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
- We should use ePortfolios to document our MASTERY of skills and content. Showcase our Achievements! Share our Expertise!Support Personal & Professional Development!
- Pink’s third concept is Purpose. All of us want to be part of something larger than ourselvesWhen people learn, they want to know the relevance of what they are learningThe more people understand the big picture, the more they will be engaged
- Here is a good question:
- Because Purpose and Passion Co-Exist.
- Japanese!
- Catalan
- Spanish!
- Mandarin
- “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
- As I close my presentation, I want remind us that reflection and relationships are the “heart and soul: of a portfolio (and Social Networking) NOT the Technology!