Post on 19-May-2015
description
E-Portfolios in Higher Education: Engagement and Communication
Dr. Helen BarrettNovember 5, 2010
www.slideshare.net/eportfolios
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
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”
The Power of Portfolios
what children can teach us about learning and assessment
Author: Elizabeth HebertPublisher: Jossey-BassPicture 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 youWhat 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.
PortfolioOne Word,
Many Meanings
DEFINITIONSWhat is a Portfolio?
Who was the first famous “folio” keeper?
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)
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
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)
“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.”
• New 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
DEFINITIONS
What is an electronic portfolio?
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
Lifelong Context for ePortfolios
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)
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
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
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 AssessmentFormative
AssessmentsProvides insights
for the teacher
Assessment FOR LearningProvides 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)InternalEngagement
Multiple/TriangulationQuantitative and QualitativeOver Time, Comparative, Established GoalMultiple Internal Channels and MediaMultiple Feedback Loops
Summative (Judgment)ExternalCompliance
StandardizedQuantitative
Comparative or Fixed StandardPublic 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 actionWhat 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
AccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!
Improvement
Opportunity Cost
EngagementDeep Learning
PersonalizationChoice and Voice
Lifelong SkillsEase of UseOwnership
Time
Purpose
Goal: Balance in Electronic Portfolios
Accountability
Opportunity Cost
Faculty TimeEase of ScoringCollection of Data for AccountabilityInstitutional Support& Funding?
ImprovementFlexible Structure
Self-Assessment & FeedbackLifelong Learning Skills
More Social LearningPersonalization
Choice and VoiceEngagement
Story
Purpose
Goal: Balance in Electronic Portfolios
Accountability Faculty Feedback UniformityFlexible RequirementsDataProgram Improvement
ImprovementSelf-AssessmentPersonalization
Choice and VoiceStudent Engagement
Increased Achievement
Opportunity Cost
Social LearningFaculty Time InvolvementComplexity
Purpose
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
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
DialogueSelecting Synthesizing
Recording Organizing Planning
Conceptualizing& Constructing
Meaning
ePortfolio “Mash-up”
ePortfolio “Mash-up” Small pieces, loosely joined
Lifetime Personal Web Space
Creating Digital Identity
• “YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition.
• Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’
• PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010
Digital Identity
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 2 Faces of E-Portfolios
Types of E-Portfolio Implementation
Working Portfolio– The Collection– The Digital
Archive– Repository of
Artifacts – Reflective Journal– Collaboration
Space
Portfolio as Process-- Workspace (PLE)“shoebox”
Presentation Portfolio(s)– The “Story” or
Narrative– Multiple Views
(public/private)– Varied Audiences
(varied permissions)– Varied Purposes
Portfolio as Product-- Showcase
Structure of E-Portfolio Types• 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
• 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)
Boundaries Blurring (between e-portfolios & social networks)
• Structured Accountability Systems? or…
• Lifelong interactive portfolios
Mash-upsMash-ups FlickrFlickr
YouTubeYouTubeblogsblogswikiswikis TwitterTwitter
PicasaPicasa
FacebookFacebook
NingNing
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
Social networks • last five years –store documents and share
experiences, –showcase accomplishments, –communicate and collaborate– facilitate employment searches
53
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)
Think!
Engagement Factors?
Social networks?
ePortfolios?
The Future?
• Future of Personal Metadata in the cloud• World Economic Forum: potential impact on
human capital development and economic implications. (Quite big picture!)
• (Paul Kim, Stanford University)PrPl and PCB: a new e-portfolio environment in the cloud?
Portfolios Can help learners find their Voice… and explore their
Purpose and Passions through Choice!
ePortfolios should be more
Conversationthan Presentation
(or Checklist)Because Conversation transforms!
Do Your e-Portfolios have CHOICE and VOICE?
• Individual Identity• Reflection • Meaning Making• 21st Century Literacy
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
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
What about Motivation?
Why would a student want to put all that work into developing
an ePortfolio?
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”
Digital Tools for Reflection
Digital Storytelling and Engagement
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)
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
Norm – Montclair State
• http://video.google.com/videoplay?docid=-382852573072131062&hl=en#
67
Reflection & Relationships• … the “Heart and Soul” of an
ePortfolio…• NOT the Technology!
My Story - Choices
• http://www.youtube.com/watch?v=CHMUwdUCXiM
Or• http://video.google.com/videoplay?docid=56
63623151376237595&hl=en#
My Final Wish…• dynamic celebrations• stories of deep learning • across the lifespan
Dr. Helen Barrett• Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
• eportfolios@gmail.com • http://electronicportfolios.org/• http://www.slideshare.net/eportfolios