Keynote address at Junior Cycle for Teachers, February 6, 2018

1. Know Thyself:
ePortfolios and Reflective Stories
of Deep Learning
Dr. Helen Barrett
University of Alaska Anchorage (retired)
International Researcher & Consultant
https://sites.google.com/site/ats2020eportfolios/

2. C
L
I
C
K
https://sites.google.com/site/ats2020eportfolios/

3. CLICK
FOR
SLIDES

4. Key Concepts
• ePortfolios support Lifelong
Learning & Identity
Development
• Learning to Learn Portfolio
Model (Ian Fox, NZ)
• Metacognition & Reflection
• Digital Storytelling &
Reflection
• Planning for Implementation
• Technology Tools & Apps
What? Why? How?

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)
“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

8. 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

9. 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

10. 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…

11. 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.

12. Simon Sinek’s Golden Circle
12
motivation
process
product

13. WHAT?

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

15. DEFINITIONS
Who was the
first famous
“folio” keeper?

16. Leonardo da Vinci’s Folio

17. 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)

18. WHY?

19. 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

20. Lifelong Learner
Four key
pillars of
Lifelong
Learning
(Barbara
Stäuble, Curtin
University of
Technology,
Australia)

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

22. “Know Thyself”
Temple at Delphi

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

24. 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

25. 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

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

27. “The portfolio
is a laboratory
where
students
construct
meaning
from their
accumulated
experience."
(Paulson & Paulson,
1991, p.5)

28. Digital Identity
• Creating a positive digital footprint

29. What is your vision for
ePortfolios in Irish
Schools?
A few examples from schools across
the world…

30. What is your Vision for ePortfolios?
From a school district in U.S.:
Electronic portfolios foster meaningful
learning by allowing all students:
• to evaluate their growth over time,
• to share their achievements and
strengths with others, and
• to improve their own skills through
reflection and goal setting.

31. Vision statement for a university in the
U. S. 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.

32. Learning to Learn
Portfolio Model
Ian Fox
Bucklands Beach Intermediate School,
Auckland, New Zealand
(retired)
Paper attached at the bottom of:
https://sites.google.com/site/ats2020eportfolios/agenda

33. Goal:
• Development of Independent
Learners
• “… the portfolio can be a vehicle
for empowering students to take
increasing responsibility for their
own learning. It can assist with the
development of student self
esteem through providing a means
for them to display work of
which they are proud;”

34. Learning to Learn Portfolio Model
Ian Fox, New Zealand

35. Assessment to Improve Learning
• Clear Success Criteria -
– Clear performance standards give
students a goal towards which they
should strive.
• Self-Assessment -
– Students can assess their own work
against stated standards.
• Authentic Process and Product -
– real-life tasks and contexts

36. Development of Home-School Links
• Parental Involvement -
– portfolio going home on a regular basis,
parents have opportunities to discuss progress
with their children and give support and
encouragement
• Student-Led Conferences -
– focus remains on the students and the critical
role they have in determining their own future
development
• Shared Understanding -
– the whole assessment process becomes
more open

37. Metacognitive Development
• Models for Learning - for teaching thinking
skills
• Reflection - being able to stand back, to
think about what has been done well, to
identify difficulties, and to focus on areas
for improvement.
• Goal-Setting - has a profound effect on
students’ progress towards independent
learning

38. “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

39. What is Reflection?
• Major theoretical roots:
– Dewey
– Habermas
– Kolb
– Schön
• Dewey: “We do not learn from
experience…we learn from reflecting on
experience.”

40. REFLECTION FOR
LEARNING
https://sites.google.com/site/
reflection4learning/
Resource on
Reflection

41. Experiential Learning Model
Lewin/Kolb with adaptations by Moon and Zull
Try out what you have
learned
Learn from the experience
Reflect on the experience
Have an experience
Practice
Metacognition

42. The Learning Cycle
David Kolb from Dewey, Piaget, Lewin, adapted by Zull

43. Reflection =
Storytelling
The “Heart and Soul” of a Portfolio
Reflection in portfolios helps learners
construct meaning.
“What?” “So What?” “Now What?”

44. 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)

45. Portfolios tell a Story
“A portfolio is opinion backed
by fact... Students prove what
they know [and can do] with
samples of their work.”
(Paulson & Paulson, 1991, p.2)

46. Storytelling as Reflection (Schön, 1988)
“…for storytelling is the mode of description
best suited to transformation in new
situations of action.”
“Stories are products of reflection, but we do
not usually hold onto them long enough to make
them objects of reflection in their own right.”

47. 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.

48. Convergence

49. Constructivist Approach to Project-
Based "Assessment-as-Learning"

50. A Dozen Purposes for DS in EP
• Introduction of Self
– Voice & Personality
– Legacy
– Biography
– Memoir
• Artifacts
– Evidence of Collaboration
– Documentary
– Record of Experience
– Oral Language
• Reflection
– Transition
– Decision
– Benchmarking
Development
– Change
over Time

51. Award-Winning Poem
• By Victoria Barrett, 6th Grade
• https://www.youtube.com/watch?v=7v18VvM
mCJY

52. My Beach Cabin

53. Good Morning Sunshines
• A teacher’s reflection on professional growth
• https://www.youtube.com/watch?v=1ObJ0iU
dLR

54. Good Morning Sunshines

55. Do Your Students’
Portfolios Have
Voice?
Individual Identity
Reflection
Meaning Making
New Literacy

56. THE IMPORTANCE OF VOICE
“When words
are infused by
the human
voice, they
come alive.”
- Maya
Angelou

57. Why Digital Stories in ePortfolios?
• Reflection is the “heart and
soul” of portfolios
• Digital Stories can humanize
any model of ePortfolio
• Digital Stories add VOICE

58. HOW?

59. Planning Steps for Implementing
ePortfolios in Schools
1. Essential Conditions - Are you ready for ePortfolio Implementation?
– Human resources and readiness for Change
– Technological resources & infrastructure
2. Incentives - Why Create ePortfolios?
3. What is your Purpose/Vision?
4. Stakeholders - Who is involved and how will you introduce them to
ePortfolios? [Communication Plan]
5. Develop three-level implementation plan & Measures to assess progress
– Level 1 (Collection) - Portfolio as Storage
– Level 2 (Collection + Reflection) - Portfolio as Process/Workspace
– Level 3 (Selection+Reflection+Presentation) - Portfolio as Product/Showcase
6. Brainstorm Skills/Training Needed
7. Identify Resources, Tools & Assistance Needed
– Portfolio Tools selected and rationale
8. Develop rubrics and evaluation plan
Planning Template available in GoogleDocs – Link in Google Site
http://goo.gl/h2JQiA

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

61. http://sites.google.com/site/mportfolios/

62. 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 (optional)

63. Digital Storytelling Process
WeVideo

64. Process to develop digital stories
1. Script development: write the story, often
with a group called a story circle to provide
feedback and story development ideas
2. Record the author reading the story (audio
recording and editing)
3. Capture and process the images to further
illustrate the story (image scanning and
editing)
4. Combine audio and images (and any
additional video) onto a timeline, add music
track (video editing)
5. Present or publish finished version of story

65. Digital Storytelling Tools
• Desktop Computers
– Windows - MovieMaker
– Mac - iMovie
• Mobile Devices
– Apple - iMovie
– Android – many choices
• Online Tools
– WeVideo

66. Tools
Macintosh
• Write script:
any word
processor
• Record Audio:
Audacity
/GarageBand
• Edit images:
iPhoto
• Edit video:
iMovie
Windows
• Any word
processor
• Audacity
• Picasa3
• MovieMaker2
PhotoStory3
http://electronicportfolios.org/digistory/tools.html
Online
GoogleDocs
Myna (Aviary)
recordmp3.org
Aviary Tools
(image
editors)
Animoto,
VoiceThread,
Stupeflix,
WeVideo
GoogleDocs
AudioBoo,
Voice
Memos
Adobe PS
Express,
PhotoEditor
HD, TouchUp
Storyrobe,
ReelDirector
iMovie, Splice,
Avid Studio
iOS/Andoid

67. Video Editing on iOS
iMovie $4.99
ReelDirector $3.99Splice $1.99 $.99
Avid Studio $4.99
Explain Everything $2.99

68. Video Editing on Android
VidTrim – Video
Trimmer
Magisto –
Magical Video
AndroVid Video
Trimmer
mVideoCut –
video editor in
the cloudAndroid StudioMovie Editor
Story Creator
Movie Studio
Video Toolbox
Video Film
Maker
Clesh Video
Editor
Video Maker
Pro
AndroMedia
Video Editor

69. Web-based video editors
WeVideo

70. 70
Reflection & Relationships
… the “Heart and Soul” of an
ePortfolio…
NOT the Technology!
A Reminder…

71. Choices
• My first digital story, created with iMovie in
2003
• https://drive.google.com/file/d/0BwYgNed5WN7HczRxSll
vdmpNUkU/view?usp=sharing

72. Choices

73. What’s Your Story?

74. What’s Your Story?
• We all have a story to add to our portfolios.
These digital stories provide opportunities for a
richness not possible in print.
• Some stories will represent the fresh innocence
of youth, some will reflect the experiences of a
rich life.
• The audiences might be worldwide, like the
BBC Wales, but most likely the audiences will
be small and intimate.

75. 75
My Final Wish…
Your ePortfolios become
dynamic celebrations &
stories of deep learning
across the lifespan.
Thank You!

76. DR. HELEN BARRETT
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
University of Alaska Anchorage (retired)
Founding Faculty, REAL* ePortfolio Academy for K-12 Teachers
*Reflection, Engagement, Assessment for Learning
eportfolios@gmail.com
http://electronicportfolios.org/
Twitter: @eportfolios
http://slideshare.net/eportfolios