Presentation at Hostos Community College on April 29, 2011.

1. Balancing the Two Faces of E-Portfolios Dr. Helen Barrett University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) New England College (adjunct) International Researcher & Consultant Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning

2. Key Concepts Definitions Portfolios for Lifelong Learning Balancing the 2 Faces of E-Portfolios Identity Development Online Professional Branding Reflection, Motivation & Engagement Digital Storytelling and Reflection

4. 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.”

11. What your parents saved for you

12. What you collect…

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

15. 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.

16. Golden Circle What? How? Why? 11

17. Audio • Video • Text • Images WHAT? Digital Repository Electronic Portfolio Showcase Workspace

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

19. Who was the first famous “folio” keeper? Definitions

20. Leonardo da Vinci’s Folio

21. 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

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

23. +Electronic digital artifacts organized online combining various media (audio/video/text/images)

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

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

27. WHY? Reflection Assessment Identity Guidance Employment Showcase Learning Accountability

28. 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

29. Your Vision To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.

30. Your Mission Encourage integrative learning bycreating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.

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

33. Knowing the learner (Self-awareness) Understanding prior knowledge Motivation for and attitudes toward learning Help learners understand themselves See their growth over time

34. Planning for learning (Self management) Setting goals Develop a plan to achieve these goals

35. Understanding how to learn (Meta-learning) Awareness of learners to different approaches to learning Deep vs. Surface Learning, Rote vs. Meaningful Learning Different Learning Styles Help learners recognize success Accommodate approaches that are not successful

36. Evaluating learning (Self monitoring) Systematic analysis of learners’ performance Responsibility to construct meaning Be reflective & think critically Learners construct meaning, monitor learning, evaluate own outcomes

37. Deep Learning involves reflection, is developmental, is integrative, is self-directive, and is lifelong Cambridge (2004)

39. “Know Thyself” Temple at Delphi

40. Managing Oneself Peter Drucker, (2005) Harvard Business Review “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

41. Portfolio Learning Experience Feeling Reviewing Recording Organizing Planning Publishing & Receiving Feedback Sharing & Collaborating Selecting Synthesizing Dialogue Reflecting Understanding Conceptualizing & Constructing Meaning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9

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

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

47. Japanese

48. Structure of E-Portfolio Types Portfolio as Process/ Workspace Organization: Chronological – Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience 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)

49. Level 1 Workspace: Collection in the Cloud

50. Level 2 Workspace: Learning/Reflection

51. Showcase Level 3: Primary Purpose: Showcase/Accountability

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

53. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches

54. 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 46

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

56. HOW? “Telling My Story” Digital Storytelling Reflective Journal Blogging “Capture the Moment” Mobiles Evidence Multimedia Artifacts Portfolios

57. Tools? Expressive vs. Structured Models

58. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code

60. Lifelong and Life Wide

61. Increasingly Self-Directed

62. Motivating and Engaging

64. Is the Futureof ePortfolio Development in your Pocket? “Capture the Moment” – Reflection in the Present Tense What am I learning at this moment? Using the tools in our pockets!

65. With iOS (iPod Touch, iPhone, iPad) Text Images Audio Video Capture the Moment

66. Reflection with WordPress App

67. Post to from Mobile Phones Send email to pre-arranged email address Use BlogPressiOS app ($2.99) Set up Blogger Mobile and send SMS

68. Blogging* by eMail*the act of sharing yourself Tumblr Posterous Set up account on website Send email to: myaccount.tumblr.com iPhone App Call in your posts for audio post to blog Cross-post to Facebook & Twitter Just email to post@posterous.com iPhone App Cross-post to Facebook & Twitter

69. Learning is a Conversation! E-portfolios should be more Conversation than Presentation Because Conversation transforms!

70. Twittermicro-blogging “tiny bursts of learning”

71. What about Motivation? Why would a student want to put all that work into developing an ePortfolio? How do we make it relevant?

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

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

75. Give users autonomy.

76. Keep system as open as possible.- Clay Shirky

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

78. Mastery & ePortfolios Exhilaration in Learning Sports? Games? Compliance vs. Personal Mastery Open Source movement (Wikipedia vs. Encarta) Make a contribution

80. Flow

81. Showcasing Achievements

82. Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)

83. FLOW a feeling of energized focus (Csíkszentmihályi) Creativity

85. Find voice and passions through choice and personalization!

86. Portfolio as Story

87. Positive Digital Identity Development - Branding

89. Purpose & ePortfolios Relevance Big picture Engagement

90. Good Question…

91. Because Purpose and Passion Co-Exist

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

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

94. 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 Goals Captions/Journals Change over Time

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

96. Voice6+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

97. 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)

98. 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.

99. 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

100. Chevak Link to video:http://vimeo.com/eportfolios/chevak YouTube:http://www.youtube.com/watch?v=oKV4mM2gBjM

101. A Reminder… Reflection & Relationships … the “Heart and Soul” of an e-portfolio… NOT the Technology! 82

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

103. Dr. Helen Barrett@eportfolios Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios https://sites.google.com/site/mportfolios/