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Balancing the Two Faces
of E-Portfolios
Dr. Helen Barrett
University of Alaska Anchorage (retired)
Seattle Pacific University (adjunct)
REAL ePortfolio Academy (founding faculty)
International Researcher & Consultant
Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning
Key Concepts
• Definitions, Portfolios for Lifelong
Learning
• Balancing the 2 Faces of E-Portfolios
• Peter Ewell’s 2 paradigms of assessment
• Identity Development & Online
Professional Branding
• Metacognition, Reflection, Motivation & Engagement
• Digital Storytelling and Reflection
• Change Process
Resources
• http://slideshare.net/eportfolios/
(these slides)
• https://sites.google.com/site/mportfolios/
(resources & links)
• http://electronicportfolios.org/
(further information)
• https://sites.google.com/site/reflection4learni
ng/
• Twitter hashtag: #mportfolios
The Power of
Portfolios
what children can
teach us about
learning and
assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
The Power of Portfolios
Author:
Dr. Elizabeth
Hebert, Principal
Crow Island School,
Winnetka, Illinois
Picture taken by Helen Barrett at
AERA, Seattle, April, 2001
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
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
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
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…
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.
Simon Sinek’s Golden Circle
11
motivation
process
product
WHAT?
Portfolio
One Word,
Many Meanings
Specialty Case Responsibilities
InvestmentsArt Work
Collection of Artifacts
Workspace
Showcase
DEFINITIONS
Who was the
first famous
“folio” keeper?
Leonardo da Vinci’s Folio
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
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)
+Electronic
• digital artifacts organized online
combining various media
(audio/video/text/images)
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)
WHY?
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
Hostos CC Vision
To bring about an integrated
institution-wide e-Portfolio
environment to maximize the
creative, academic, and
professional potential of
every student.
Hostos CC Mission
Encourage integrative learning by
creating online learning spaces
that foster student reflection on
academic learning, personal and
professional goals, and career planning to
increase student performance, retention, and
engagement.
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
E-Portfolios in
Generational Contexts
1.Family – Birth & up
2.Formal Education
– K-12 - Schools
– Adult/Post Secondary Education
3.Workplace – Professions
4.Retirement – Legacy
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.
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.
Four key pillars of Lifelong Learning
(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
Knowing the learner
(Self-awareness)
• Understanding prior knowledge
• Motivation for and attitudes
toward learning
• Help learners understand
themselves
• See their growth over time
Planning for learning
(Self management)
• Setting goals
• Develop a plan to
achieve these
goals
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
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
Deep Learning
• involves reflection,
• is developmental,
• is integrative,
• is self-directive, and
• is lifelong
Cambridge (2004)
QUOTE
 The e-portfolio is the central
and common point for the student
learning 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
Portfolio Learning
Figure 2 A model of e-portfolio-based learning, adapted
from Kolb (1984)
JISC, 2008, Effective Practice with e-Portfolios, p. 9
Experience
Understanding
FeelingReviewing
Reflecting
Publishing &
Receiving Feedback
Sharing &
Collaborating
Dialogue
Selecting
Synthesizing
Recording
Organizing
Planning
Conceptualizing
& Constructing
Meaning
“metacognition lies at the root of
all learning”
“…self-knowledge, awareness of how and why
we think as we do, and the ability to adapt and
learn, are critical to our survival as
individuals…”
- James Zull (2011) From Brain to Mind: Using Neuroscience to
Guide Change in Education
Lifelong Context for E-Portfolios
Handout
Digital Birth:
Welcome to the Online World
• Mothers with children aged under two (N=2200) that have
uploaded images of their child (2010)
• Overall – 81%
– USA – 92%
– Canada - 84%
– (EU5 - 73%)
UK - 81% France - 74% Italy - 68% Germany - 71% Spain –
71%
– Australia – 84%
– New Zealand – 91%
– Japan - 43%
The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27
September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan
were polled.
http://www.businesswire.com/news/home/201
01006006722/en/Digital-Birth-Online-World
http://www.flickr.com/photos/sailbit/3329477282/
Digital Identity
• Creating a positive digital footprint
No More Resumes
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/
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/
“Know Thyself”
Temple at Delphi
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
Some Basic Concepts
 “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
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
Docs
Blog
Sites
Handout
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)
blog website
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
Multiple Purposes of
E-Portfolios in Education
–Learning/ Process/ Planning
–Marketing/ Showcase/ Employment
–Assessment/ Accountability
"The Blind Men and the Elephant”
by John Godfrey Saxe
ePortfolio designs/strategies for
different purposes
• Learning Portfolios
–Organized chronologically
–Focus of Reflection:
Learning Activities &
Artifacts
–Tools: Reflective Journal (blog)
–Faculty/peer role: Feedback on
artifacts and reflection
ePortfolio designs/strategies for
different purposes
 Showcase Portfolios
(Employment, Self-marketing)
 Organized thematically
(position requirements)
 Focus of Reflection:
Suitability for position
 Tools: Choice of portfolio
owner – personalized web
pages – digital footprint
 Personal online branding
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
Forms of Assessment
Formative
Assessments
Provides insights
for the teacher
Assessment FOR
Learning
Provides insights
for the learner
Summative
Assessments
(Assessment OF
Learning or
Evaluation)
Provides insights
(and data) for the
institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
Two “Paradigms” of Assessment (Ewell, 2008)
Assessment for
Continuous Improvement
Assessment for
Accountability
Strategic Dimensions:
Purpose
Stance
Predominant Ethos
Application Choices:
Instrumentation
Nature of Evidence
Reference Points
Communication of Results
Uses of Results
Formative (Improvement)
Internal
Engagement
Multiple/Triangulation
Quantitative and
Qualitative
Over Time, Comparative,
Established Goal
Multiple Internal Channels
and Media
Multiple Feedback Loops
Summative (Judgment)
External
Compliance
Standardized
Quantitative
Comparative or Fixed
Standard
Public Communication
Reporting
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
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 in portfolios over reflection,
deep learning, and continuous improvement?
Goal: Balance in Electronic Portfolios
Accountability
(Institution-Centered)
Improvement
(Student-Centered)
(Or Course-Centered)
Opportunity Cost
?? ??
Purpose
Along a Continuum
Goal: Balance in Electronic
Portfolios
Accountability
Highly Structured
Uniformity and Standardization
Required Assignments
Faculty Evaluation
Complexity
Checklist
Data!
Improvement
Opportunity Cost
Engagement
Deep Learning
Personalization
Choice and Voice
Lifelong Skills
Ease of Use
Ownership
Time
Purpose
Goal: Balance in Electronic
Portfolios
Accountability
Opportunity Cost
Faculty Time
Ease of Scoring
Collection of Data
for Accountability
Institutional
Support
& Funding?
Improvement
Flexible Structure
Self-Assessment & Feedback
Lifelong Learning Skills
More Social Learning
Personalization
Choice and Voice
Engagement
Story
Purpose
Goal: Balance in Electronic Portfolios
Accountability
Faculty Feedback
Uniformity
Flexible Requirements
Data
Program Improvement
Improvement
Self-Assessment
Personalization
Choice and Voice
Student Engagement
Increased Achievement
Opportunity Cost
Social LearningFaculty Time Involvement
Complexity
Purpose
Finding Balance in E-Portfolio
Implementation
Tools
 Use separate tools for assessment management and
student e-portfolios?
 Ball State’s rGrade & WSU’s Harvesting Gradebook
 Incorporate blogging and social networking tools for
interactivity and engagement
 Open Source Tools: WordPress, Movable Type, Mahara
 Allow embedding student Web 2.0 links, including
video, into their e-portfolios
 Enable exporting e-portfolio to students’ lifetime
personal webspace
Finding Balance in E-Portfolio
Implementation
Strategies
 Acknowledge the importance of both portfolio as
workspace (process) & showcase (product)
 Support student choice and voice in e-portfolios
 Facilitate reflection for deep learning
 Provide timely and effective feedback for improvement
 Encourage student use of multimedia in portfolios for
visual communication and literacy
 Digital Storytelling & Podcasting
 Picasa/Flickr slideshows
 Acknowledge/Encourage students’ Web 2.0 digital
identity
Boundaries Blurring
(between e-portfolios & social networks)
• Structured
Accountability
Systems? or…
• Lifelong interactive portfolios
Mash-ups Flickr
YouTubeblogs
wikis Twitter
Picasa
Facebook
Ning
Social networks
• last five years
–store documents and share
experiences,
–showcase accomplishments,
–communicate and collaborate
– facilitate employment searches
65
Processes
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
Social
Networking
Connect
(“Friending”)
Listen
(Reading)
Respond
(Commenting)
Share
(linking/tagging)
HOW?
Expressive vs.
Structured Models
Why Web 2.0?
Access from Anywhere!
Interactivity!
Engagement!
Lifelong Skills!
Mostly FREE!
All you need is an <EMBED> Code
Mobile Web is becoming the
Personal Learning Environment
of the “Net Generation”
Learning that is…
oSocial and Participatory
oLifelong and Life Wide
oIncreasingly Self-Directed
oMotivating and Engaging
o… and Online all the time!
Think!
Engagement
Factors?
Social networks?
ePortfolios?
Is the Future
of 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!
E-portfolios should be
more Conversation
than Presentation
Because Conversation transforms!
Learning is a Conversation!
What about Motivation?
Why would a student want to put all
that work into developing an ePortfolio?
How do we make it relevant?
Similarities in Process
• Major differences:
– extrinsic vs.
– intrinsic motivation
• Elements of True
(Intrinsic) Motivation:
– Autonomy
– Mastery
– Purpose
Pink’s Motivation Behavior
Type X - Extrinsic
• fueled more by extrinsic
rewards or desires
(Grades?)
Type I – Intrinsic
• Behavior is self-directed.
X
I
Successful websites = Type I
Approach
People
feel good
about
participating.
Give users
autonomy.
Keep system as open as possible.
- Clay Shirky
Autonomy & ePortfolios
–Choice
–Voice
–Sharing
–Feedback
–Immediacy
http://www.flickr.com/photos/kenturamon/342946821/
Mastery & ePortfolios
• Exhilaration in Learning
• Sports? Games?
• Compliance vs.
Personal Mastery
• Open Source movement
(Wikipedia vs. Encarta)
• Make a contribution
Mastery & ePortfolios
 ePortfolio:
Flow
Showcasing
Achievements
Increased self-awareness and self-
understanding
“Only engagement can produce Mastery.”
(Pink, 2009, p.111)
FLOW
• a feeling of energized focus
(Csíkszentmihályi)
• Creativity
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”
USE E-PORTFOLIOS TO
DOCUMENT MASTERY
Purpose & ePortfolios
• Relevance
• Big picture
• Engagement
Good Question…
Because Purpose and Passion
Co-Exist
Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development
Digital Tools
for Reflection
Reflective Journal
(Blog)
Digital Storytelling
and Engagement
Do Your e-Portfolios have
CHOICE and VOICE?
• Individual
Identity
• Reflection
• Meaning Making
• 21st Century Literacy
• Digital Story of Deep Learning
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
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)
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.
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
Chevak
94
Managing Complex Change graphic
Vision
Confusion
?
Managing Complex Change
1 paragraph!
What is your
“elevator
Speech”
describing your
Vision for
ePortfolios?
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.
Skills
Anxiety
?
Managing Complex Change
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 Portfolio Learning
– Faculty portfolios
+ Technology Skills
Portfolio Skills
Resources
Frustration
?
Managing Complex Change
TIME
Teachers’ biggest
issue:
Incentives
Gradual Change
?
Managing Complex Change
INTEGRATE INTO EVERYDAY
ACTIVITIES
Photos: Flickr by Kim Cofino
Action Plan
False Starts
?
Managing Complex Change
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
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?
107
Reflection & Relationships
… the “Heart and Soul” of an e-
portfolio…
NOT the Technology!
A Reminder…
PORTFOLIOS HELP LEARNERS FIND
THEIR VOICE…
and explore their Purpose and
Passions through Choice!
My Final Wish…
• dynamic celebrations
• stories of deep learning
• across the lifespan
My Story
DR. HELEN BARRETT
@EPORTFOLIOS
Researcher & Consultant
Electronic 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/

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Epic2014 balancing

  • 1. Balancing the Two Faces of E-Portfolios Dr. Helen Barrett University of Alaska Anchorage (retired) Seattle Pacific University (adjunct) REAL ePortfolio Academy (founding faculty) 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 • Peter Ewell’s 2 paradigms of assessment • Identity Development & Online Professional Branding • Metacognition, Reflection, Motivation & Engagement • Digital Storytelling and Reflection • Change Process
  • 3. Resources • http://slideshare.net/eportfolios/ (these slides) • https://sites.google.com/site/mportfolios/ (resources & links) • http://electronicportfolios.org/ (further information) • https://sites.google.com/site/reflection4learni ng/ • Twitter hashtag: #mportfolios
  • 4. The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of Amazon.com
  • 5. The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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…
  • 10. 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.
  • 11. Simon Sinek’s Golden Circle 11 motivation process product
  • 12. WHAT?
  • 13. Portfolio One Word, Many Meanings Specialty Case Responsibilities InvestmentsArt Work Collection of Artifacts Workspace Showcase
  • 14. DEFINITIONS Who was the first famous “folio” keeper?
  • 16. 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
  • 17. 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)
  • 18. +Electronic • digital artifacts organized online combining various media (audio/video/text/images)
  • 19. 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)
  • 20. WHY?
  • 21. 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
  • 22. Hostos CC Vision To bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.
  • 23. Hostos CC Mission Encourage integrative learning by creating online learning spaces that foster student reflection on academic learning, personal and professional goals, and career planning to increase student performance, retention, and engagement.
  • 24. 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
  • 25. E-Portfolios in Generational Contexts 1.Family – Birth & up 2.Formal Education – K-12 - Schools – Adult/Post Secondary Education 3.Workplace – Professions 4.Retirement – Legacy
  • 26. 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.
  • 27. 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.
  • 28. Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  • 29. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
  • 30. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
  • 31. 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
  • 32. 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
  • 33. Deep Learning • involves reflection, • is developmental, • is integrative, • is self-directive, and • is lifelong Cambridge (2004)
  • 34. QUOTE  The e-portfolio is the central and common point for the student learning 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
  • 35. Portfolio Learning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9 Experience Understanding FeelingReviewing Reflecting Publishing & Receiving Feedback Sharing & Collaborating Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
  • 36. “metacognition lies at the root of all learning” “…self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals…” - James Zull (2011) From Brain to Mind: Using Neuroscience to Guide Change in Education
  • 37. Lifelong Context for E-Portfolios Handout
  • 38. Digital Birth: Welcome to the Online World • Mothers with children aged under two (N=2200) that have uploaded images of their child (2010) • Overall – 81% – USA – 92% – Canada - 84% – (EU5 - 73%) UK - 81% France - 74% Italy - 68% Germany - 71% Spain – 71% – Australia – 84% – New Zealand – 91% – Japan - 43% The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27 September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan were polled. http://www.businesswire.com/news/home/201 01006006722/en/Digital-Birth-Online-World http://www.flickr.com/photos/sailbit/3329477282/
  • 39. Digital Identity • Creating a positive digital footprint
  • 41. 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/
  • 42. 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/
  • 44. 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
  • 45. Some Basic Concepts  “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
  • 46. 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 Docs Blog Sites
  • 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) blog website
  • 50. Multiple Purposes of E-Portfolios in Education –Learning/ Process/ Planning –Marketing/ Showcase/ Employment –Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
  • 51. ePortfolio designs/strategies for different purposes • Learning Portfolios –Organized chronologically –Focus of Reflection: Learning Activities & Artifacts –Tools: Reflective Journal (blog) –Faculty/peer role: Feedback on artifacts and reflection
  • 52. ePortfolio designs/strategies for different purposes  Showcase Portfolios (Employment, Self-marketing)  Organized thematically (position requirements)  Focus of Reflection: Suitability for position  Tools: Choice of portfolio owner – personalized web pages – digital footprint  Personal online branding
  • 53. 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
  • 54. Forms of Assessment Formative Assessments Provides insights for the teacher Assessment FOR Learning Provides insights for the learner Summative Assessments (Assessment OF Learning or Evaluation) Provides insights (and data) for the institution Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
  • 55. Two “Paradigms” of Assessment (Ewell, 2008) Assessment for Continuous Improvement Assessment for Accountability Strategic Dimensions: Purpose Stance Predominant Ethos Application Choices: Instrumentation Nature of Evidence Reference Points Communication of Results Uses of Results Formative (Improvement) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
  • 56. 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 in portfolios over reflection, deep learning, and continuous improvement?
  • 57. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
  • 58. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose
  • 59. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose
  • 60. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social LearningFaculty Time Involvement Complexity Purpose
  • 61. Finding Balance in E-Portfolio Implementation Tools  Use separate tools for assessment management and student e-portfolios?  Ball State’s rGrade & WSU’s Harvesting Gradebook  Incorporate blogging and social networking tools for interactivity and engagement  Open Source Tools: WordPress, Movable Type, Mahara  Allow embedding student Web 2.0 links, including video, into their e-portfolios  Enable exporting e-portfolio to students’ lifetime personal webspace
  • 62. Finding Balance in E-Portfolio Implementation Strategies  Acknowledge the importance of both portfolio as workspace (process) & showcase (product)  Support student choice and voice in e-portfolios  Facilitate reflection for deep learning  Provide timely and effective feedback for improvement  Encourage student use of multimedia in portfolios for visual communication and literacy  Digital Storytelling & Podcasting  Picasa/Flickr slideshows  Acknowledge/Encourage students’ Web 2.0 digital identity
  • 63. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
  • 64. Social networks • last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
  • 66. HOW?
  • 68. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
  • 69. Mobile Web is becoming the Personal Learning Environment of the “Net Generation” Learning that is… oSocial and Participatory oLifelong and Life Wide oIncreasingly Self-Directed oMotivating and Engaging o… and Online all the time!
  • 71. Is the Future of 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!
  • 72. E-portfolios should be more Conversation than Presentation Because Conversation transforms! Learning is a Conversation!
  • 73. What about Motivation? Why would a student want to put all that work into developing an ePortfolio? How do we make it relevant?
  • 74. Similarities in Process • Major differences: – extrinsic vs. – intrinsic motivation • Elements of True (Intrinsic) Motivation: – Autonomy – Mastery – Purpose
  • 75. Pink’s Motivation Behavior Type X - Extrinsic • fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic • Behavior is self-directed. X I
  • 76. Successful websites = Type I Approach People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
  • 78. Mastery & ePortfolios • Exhilaration in Learning • Sports? Games? • Compliance vs. Personal Mastery • Open Source movement (Wikipedia vs. Encarta) • Make a contribution
  • 79. Mastery & ePortfolios  ePortfolio: Flow Showcasing Achievements Increased self-awareness and self- understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
  • 80. FLOW • a feeling of energized focus (Csíkszentmihályi) • Creativity
  • 81. 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”
  • 83. Purpose & ePortfolios • Relevance • Big picture • Engagement
  • 85. Because Purpose and Passion Co-Exist
  • 86. Help students find their Purpose and Passion through Reflection & Goal-Setting in E-Portfolio Development
  • 87. Digital Tools for Reflection Reflective Journal (Blog) Digital Storytelling and Engagement
  • 88. Do Your e-Portfolios have CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy • Digital Story of Deep Learning
  • 89. 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
  • 90. 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)
  • 91. 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.
  • 92. 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
  • 96. 1 paragraph! What is your “elevator Speech” describing your Vision for ePortfolios?
  • 97. 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.
  • 99. 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 Portfolio Learning – Faculty portfolios + Technology Skills Portfolio Skills
  • 105. 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
  • 106. 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?
  • 107. 107 Reflection & Relationships … the “Heart and Soul” of an e- portfolio… NOT the Technology! A Reminder…
  • 108. PORTFOLIOS HELP LEARNERS FIND THEIR VOICE… and explore their Purpose and Passions through Choice!
  • 109. My Final Wish… • dynamic celebrations • stories of deep learning • across the lifespan
  • 111. DR. HELEN BARRETT @EPORTFOLIOS Researcher & Consultant Electronic 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/