Slides for workshops at ITESM in Monterrey and Mexico City, June 2013.

1. electronicportfolios.org/
slideshare.net/eportfolios/
Email:
eportfolios@gmail.com
Twitter hashtag:
#eportfolios
Twitter:
@eportfolios
with
ITESM 2013

3. Course Lessons
1. Focus on the big picture, look at some examples, and begin a planning
process.
2. Focus on creating a vision for implementing electronic portfolios.
(Benefits and Purpose)
3. Look at creating and storing digital artifacts based on the integration
of technology into the curriculum. (Collection/Digital Archive)
4. Look at reflection (metacognition) on a day-to-day basis (including
goal-setting), organized chronologically.
(Reflection/Direction/Feedback)
5. Focus on different types of showcase portfolios, organized
thematically, more retrospective reflection. (Showcase/Presentation)
6. Look at evaluating portfolios and developing rubrics. (Evaluation)

4. Agenda Day 1
Introductions & Overview
Review Lesson 1, Lesson 2,
What? Why? How? (of ePortfolios)
Lesson 3 - Collection - Google Drive
 Day 2
Lesson 7 - Hands-on - saving various media files
Mobile Apps
Lesson 4 – Reflection/Feedback - Blogger
Lesson 5 – Presentation/Showcase - Sites
 Day 3
Digital Storytelling
Lesson 6 - Assessment & Evaluation – Rubrics
Planning for Change

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

6. 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”

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

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

9. 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

10. 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

11. 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

12. 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…

13. 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.

14. Twitter hashtag:
#mportfolios

15. Reflect
What do you
want to get out
of this
workshop?
(Use blog or
Google Doc
document)
Tag: goalsLesson 1

16. Simon Sinek’s Golden Circle
16
motivation
process
product

17. Context
Why…
Electronic Portfolios Now?

18. 2012 Horizon Report
Higher Ed Time-to-adoption:
 One Year or Less
 Mobile Apps
 Tablet computing
 Two to Three Years
 Game-Based Learning
 Learning Analytics
 Four to Five Years
 Gesture-based computing
 the Internet of Things
K-12 Time-to-adoption:
 One Year or Less
 Mobiles and Apps
 Tablet Computing
 Two to Three Years
 Game-Based Learning
 Personal Learning
Environments
 Four to Five Years
 Augmented Reality
 Natural User Interfaces

19. 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)

20. National
Educational
Technology Plan
(2010) - Assessment
 Many schools are using electronic portfolios and other digital
records of students’ work as a way to demonstrate what they
have learned. Although students’ digital products are often
impressive on their face, a portfolio of student work should be
linked to an analytic framework if it is to serve assessment
purposes. The portfolio reviewer needs to know what
competencies the work is intended to demonstrate, what the
standard or criteria for competence are in each area, and what
aspects of the work provide evidence of meeting those criteria.
Definitions of desired outcomes and criteria for levels of
accomplishment can be expressed in the form of rubrics. (p.34)

22. QUOTE
 The e-portfolio is the central
and common point for the student
experience… It is a reflection of the
student as a person undergoing
continuous personal development,
not just a store of evidence.
-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in
JISC, 2008, Effective Practice with e-Portfolios

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

24. handohttp://electronicportfolios.org/balance/

26. Student examples
 My portfolio
 Ryan’s portfolio

27. 3 Levels of My Portfolio
1. My website (where most artifacts are stored)
http://electronicportfolios.org/
PDF version from 2000:
http://electronicportfolios.org/samples/
2. My Blog = My Reflective Journal
(Blogger) http://blog.helenbarrett.org/
3. My Professional/Presentation Portfolio
(Google Sites)
https://sites.google.com/site/helenbarrettpor
tfolio/

29. Portfolio
One Word,
Many Meanings
Specialty Case Responsibilities
InvestmentsArt Work
Collection of Artifacts
Workspace
Showcase

30. 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

31. What is a Portfolio in
Education?
A portfolio is a purposeful collection of
student work that exhibits the student's
efforts, progress and achievements in one
or more areas [over time].
The collection must include:
 student participation in selecting
contents
 the criteria for selection
 the criteria for judging merit
 evidence of student self-reflection
(Northwest Evaluation Association, 1990)

33. Leonardo da Vinci’s Folio

34. Electronic Portfolios
 More than two decades (since 1991)
 used primarily in education to:
 store documents
 reflect on learning
 feedback for improvement
 showcase achievements for
accountability or employment

35. +Electronic
digital artifacts organized online
combining various media
(audio/video/text/images)
interactivity/conversation/feedba
ck

36. Social networks
 Last six years (or so)
 store documents and share
experiences,
 showcase accomplishments,
 communicate and collaborate
 facilitate employment searches

37. 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)

38. Reflect
Share your prior
experience with
portfolios/ social
networks:
-Personal?
-Professional?
-Students? Tag: Experience
Lesson 1

40. http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-
346082.png

41. 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

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

44. 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?)
Lesson 2

45. 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.

46. 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.

47. Lifelong Context for ePortfolios

48. Digital Identity
 Creating a positive digital footprint

49. No More Resumes

50. 5 Reasons Why Your Online Presence Will
Replace Your Resume in 10 years
1. Social networking use is skyrocketing while email is
plummeting
2. You can’t find jobs traditionally anymore
3. People are managing their careers as entrepreneurs
4. The traditional resume is
now virtual and easy to build
5. Job seeker passion has become the
deciding factor in employment
http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-
presence-will-replace-your-resume-in-10-years/

51. Dan Schawbel, Forbes
“personal branding guru”
“Your online presence
communicates, or should
communicate, what you’re truly and
genuinely passionate about… I
firmly believe that you won’t be able
to obtain and sustain a job without
passion anymore.”
 http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-
presence-will-replace-your-resume-in-10-years/

52. Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development

53. 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/

54. “Know Thyself”
Temple at Delphi

55. Managing Oneself
 “Success in the
knowledge economy
comes to those who
know themselves –
their strengths, their
values, and how best
they perform.”
 Purpose: Use
ePortfolios for
managing knowledge
workers' career
development
 What are my strengths?
 How do I perform?
 What are my values?
 Where do I belong?
 What should I contribute?
 Responsibility for
Relationships
 The Second Half of your
Life
Peter Drucker, (2005) Harvard Business Review

56. Step 3
What is your
Vision
and Purpose
for
implementing
ePortfolios in
this school? Tag: Vision
Lesson 2

58. 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.

59. 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!

60. Vision statement for a
university in the South
We envision students using an electronic
portfolio as an integral part of their education
 to reflect on learning,
 to integrate their knowledge,
 to learn more deeply,
 to shape curricular choices and goals, and
 to showcase skills and accomplishments.

61. 1 paragraph!
What is your
“elevator
Speech”
describing
your Vision for
ePortfolios?

62. Google Docs
 Open Google Docs
Documents
 Start a document
exploring your vision for
ePortfolio development
 Share with a partner
from your program

63. 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
Lesson 3

64. Your Team’s Task
 Brainstorm Vision using GoogleDoc
 What is your vision for e-portfolios?
(“your elevator speech”)
 Brainstorm Action Plan Steps
 What is on your “to do” list?
 What changes need to happen?
 What support do you need?

66. Process/Product
ePortfolio 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

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

68. 68
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
Social
Networking
Connect
(“Friending”)
Listen
(Reading)
Respond
(Commenting)
Share
(linking/tagging)

69. 69

70. 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

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

72. Handout

73. 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)

75. Process Product
Workspace Showcase
Story of
Learning
Documentation of
Achievement

76. Matching Portfolio Purpose
to Portfolio Tools
Purposes Strategies
Processes
Tools
Learning/Process
Projects
Collection
Reflection
Capture Experience
Journal/Blog
Productivity Tools
Mobile tools?
Showcase/
Employment/
College
Selection
Presentation
Website/Wiki/Social
Network
Assessment/
Accountability
Evaluation (Self &
Teacher) Evidence
w/Rubrics
Database
Excel

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

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

79. Google Apps E-Portfolio
Workflow

80. Using Google Apps
handout

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

82. Level 1 - Collection
Google Drive

83. Level 1
Portfolio Development
• Collection -- Creating the Digital
Archive (regularly –
weekly/monthly)
– Digital Conversion (Collection)
– Stored in Google Drive (Office docs)
or Picasa (images) or YouTube (video)
or links to other websites
– Outcome of integrating technology
across the curriculum

85. Day 2
Lesson 7
Saving various media files
YouTube, Vimeo
Using mobile apps

86. 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
Lesson 3

87. Share
What are a few
strategies to
create digital
artifacts
with GoogleApps
integrated into
the curriculum?
Audio, Video,
Images, Text
Google Drive

88. Level 2: Primary Purpose: Learning/Reflection

89. Level 2
Portfolio Development
• Collection/Reflection (Immediate
Reflection on Learning & Artifacts in
Collection) (regularly)
– Organized chronologically (in Blogger or
Google Sites Announcements Page Type)
– Captions (Background Information on
assignment, Response)
– Feedback (Comments from Teachers and/or
Peers
– Goals set on a regular basis
– In Blogger, use Labels to classify entries

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

91. 91
Social Learning
Interactivity!

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

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

94. 94
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”

95. Step 5.2
How will your
students set goals,
reflect on their
learning and create a
reflective journal as
part of a personal
learning record or
working portfolio? Tag: Evidence
Lesson 4

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

97. Level 3
Portfolio Development
• Selection/Reflection and Direction (each
semester? End of year?)
– organized thematically (in web pages or wiki)
– Select Blogger entries using labels?
– Reflect: Why did I choose these pieces? What am I
most proud to highlight about my work?
– Reflect: What do they show about my learning?
– Reflect: What more can I learn
(Goals for the Future)?
• Presentation (annually)

98. Timeline
98
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 +

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

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

102. Convergence

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

104. 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

105. 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)

106. 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.

107. 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

108. 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

109. Sample Storyboard
Script/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.

110. Sample Storyboard

111. Video Editing on iOS
iMovie $4.99
ReelDirector $3.99
Splice $1.99 Free

112. Evaluation – Lesson 6

113. Step 5.3
How will your
students create a
showcase portfolio,
reflecting on growth
over time and setting
new learning goals?
Including digital
stories? Tag: Evidence
Lesson 5

114. 114
Managing Complex Change graphic

117. 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

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

119. Step 6
What is your
professional
development plan
for helping teachers
facilitate the
portfolio
development
process? Tag: Evidence
Lesson 4

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

123. Photos: Flickr by Kim Cofino

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

125. Step 7
What resources &
assistance do you
need? What are
your challenges &
barriers? What
tools are you going
to use?
Tag: Evidence
Lesson 5

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

129. 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

130. 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?

131. Step 8
How will you use
these portfolios for
formative and
summative
assessment?
How will you
evaluate your
progress? What are
your expectations,
targets, timeline? Tag: Evidence
Lesson 6

132. Step 8
Develop evaluation plan -
Establish expectations/targets
and timeline
Develop Rubrics for formative &
summative assessment
https://sites.google.com/site/ass
ess4learning/rubrics

133. Add-ons
 Managing IMAGES in Google Apps with PicasaWeb
Albums, Aviary Tools
 Managing VIDEO in Google Apps with YouTube and
Google Docs
 Add-ons to GoogleApps to support portfolio
development: Teacher Dashboard, Aviary, others
Lessons 7,8

134. Reflect
What 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

135. 135
Reflection & Relationships
… the “Heart and Soul” of an
e-portfolio…
NOT the Technology!
A Reminder…

137. 137
My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan