Slides from presentation to teachers on September 15, 2010.

1. Portfolio LearningePortfoliosfor Student Engagement,Professional 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

9. Leverager

10. Adapter

11. Explainer

12. Synthesizer

13. Model builder

14. Localizer

15. Personalizer

16. Think across disciplines

17. Able to tell stories

18. Build things with intelligence in them

19. Create networks

20. Aggregate pieces horizontally

21. CreativityFriedman, 2006

22. 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

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

24. ISTE NETS

25. Enhancing students' computer & multimedia skills through ePortfolios

26. 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)

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

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

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

31. 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.”

32. 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.”

33. 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.”

35. What your parents saved for you

36. What you collect…

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

39. 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.

40. 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.

41. Technology & Reflection Two Themes across the Lifespan with ePortfolio Development and Social Networking 21

42. 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

43. 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)

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

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

47. 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

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

49. Balancing the 2 Faces of E-Portfolios

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

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

55. 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

56. Level 1 - Collection

58. Digital Conversion (Collection)

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

62. organized chronologically (in a blog?)

63. Captions (Background Information on assignment, Response)

66. organized thematically (in web pages or wiki)

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

68. What do they show about my learning?

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

71. 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 39

73. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 42

74. Social Learning Interactivity! 43

75. Boundaries Blurring (between e-portfolios & social networks) Structured Accountability Systems? or… Lifelong interactive portfolios Picasa Mash-ups Facebook Flickr blogs YouTube Ning wikis Twitter 44

76. Digital Archive (for Life) Supports Lifelong & Life-wide Learning 45

77. 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

78. Discuss! Engagement Factors? Social networks? ePortfolios? 47

79. Golden Circle What? How? Why? 48

81. is developmental,

82. is integrative,

83. is self-directive, and

84. is lifelongCambridge (2004)

85. 50 Similarities in Process Major differences: extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose

86. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 51

88. Give users autonomy.

89. Keep system as open as possible.- Clay Shirky 52

90. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy 53 http://www.flickr.com/photos/kenturamon/342946821/

92. Sports? Games?

93. Compliance vs. Personal Mastery

94. Open Source movement (Wikipedia vs. Encarta)

95. Make a contribution54

96. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 55

97. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 56

98. 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” 57

99. Use ePortfolios to documentMASTERY 58

101. Big picture

102. Engagement59

103. 60 Good Question…

104. 61 Because Purpose and Passion Co-Exist

106. New possibilities

107. Visualize a new life

108. Not “retirement” but “rewirement”62

109. 63

111. What really matters in life?

112. Discover or rediscover passion…

113. Create a legacy…

114. Turn careers into callings, success into significance…

115. To make a difference…

117. 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)

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

119. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 68

120. Convergence

121. Examples Student Digital Stories

122. Victoria’s 2nd Grade Autobiography

123. Tori – 2nd Grade

124. Tori – 6th grade poem

125. Naya’s Portfolio Naya, Anchorage School District, May 2000

126. High School Student Trey – “I am From” – Bremerton High School, 2009

127. Reflection – Retrospective“Good Moring Sunshines”

128. Examples Online Portfolios & Blogs

129. Student examples Templates – public on Google Sites Hunter Park Kindergarten & Abigail's E-Profile - Blogger 3rd Grade – American School of Bombay – Google Sites Ryan’s Senior Project – Google Sites My Google Sites Presentation Portfolio

130. 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/

131. Developing Plans K-2– no individual student accounts & Class Portfolios Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)

132. Professional Development January 17-18, 2011 Selection of hands-on activities: Create your Professional Portfolio Introduction to Digital Storytelling Blogging Share your emerging student portfolio experiences Other ideas as requested

133. Create a Professional Portfolio Model Intrinsic Motivation! Share with Students! Prepare for the Portfolio Life!

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

135. 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

137. About Me

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

139. Themes (Competencies or Goals or Standards)

141. Brainstorm

142. 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

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

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

145. My Story

146. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 92

147. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 93

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