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Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math) (in GoogleDocs?)
“Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)
Do your e-portfolios have Voice? As Maya Angelou said, “When words are infused by the human voice, they come alive.”Do your portfolios represent individual identity, include reflection, and provide an opportunity to make meaning? ePortfolios are essential for 21st Century Literacy.
In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function:
Begin to develop successful ePortfolio Processes this week through your PD. Here are the strategies you need to include: Students develop multimedia artifacts through Project-Based Learning & Learning with Laptops.Engage students in reflection to facilitate deep learning through Digital Storytelling and Journals/Blogs & Presentation Portfolios.
iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
Agenda What? Why? How? (of ePortfolios) Using GoogleApps for ePortfolios Level 1: Collection: GoogleDocs Level 2: Reflection/Feedback: Blogger Level 3: Google Sites Teacher Dashboard Digital Storytelling Professional Development
Legacy from the Portfolio LiteratureMuch to learn from the literature on paper-based portfoliosAs 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 assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001
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.”
From the Preface (2)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “We formed part of our identity from thecontents of these memory boxes. Werecognized each piece and its association with aparticular time or experience. We shared thesecollections with grandparents to reinforcefeelings of pride and we reexamined them onrainy days when friends were unavailable forplay. Reflecting on the collection allowed us toattribute importance to these artifacts, and byextension to ourselves, as they gave witness tothe story of our early school experiences.”
From the Preface (3)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “Our parents couldn’t possibly envisionthat these memory boxes would be theinspiration for an innovative way of thinkingabout children’s learning. These collections,lovingly stored away on our behalf, are thegenuine exemplar for documenting children’slearning over time. But now these memoryboxes have a different meaning. It’s not purelyprivate or personal, although the personal iswhat gives power to what they can mean.”
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.
Outline Definitions (What?) Reflection (Why?) Google Apps (How?) Blogger Docs & Sites Teacher Dashboard Using Mobile Apps Digital Storytelling
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)
2011 Horizon Report – K-12Time-to-adoption: One Year or Less Cloud Computing Mobiles Two to Three Years Game-Based Learning Open Content Four to Five Years Learning Analytics Personal Learning Environments New Media Consortium http://www.nmc.org/
Balanced?Student-Centered School-Centered Focus on Interests, Focus on Standards, Passions, Goals Outcomes Choice and Voice Accountability, Reflection Achievement Lifelong Learning Term, Graduation
Student examples ASB Google Sites portfolios & Victoria example Explore: Hunter Park Kindergarten & Abigails E- Profile (NZ) – Blogger Kim Cofino’s 6th graders (Japan) - Blogger Pt. England School (NZ) – Blogger See links on 1-AM Agenda page
Specialty Case Responsibilities PortfolioWorkspace Showcase One Word, Many MeaningsArt Work Investments Collection of Artifacts
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
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)
ReflectWhat is your priorexperience withportfolios/ social networks? -Personal? -Professional? -Students? Tag: Experience
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
Begin Planning Process Online course website: https://sites.google.com/site/k12eportf olios/planning Open Google Doc, share with school team partners, begin developing plan.
Google Docs Open Google Docs Documents using Google App/Safari Start a document exploring your vision for ePortfolio development (No collaboration in docs.google.com/m/)
Step 2: Benefits of Portfolios Identify Incentives for participation in e-portfolio development (self- awareness, intrinsic reward systems) (Why would your students want to develop an ePortfolio?)
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.
Digital Identity Creating a positive digital footprint
Passion and Self-Directed LearningLisa Nielsen’s “The Innovative Educator” blog entries: Preparing Students for Success by Helping Them Discover and Develop Their Passions (Renzulli’s Total Talent Portfolio) 10 Ways Technology Supports 21st Century Learners in Being Self Directed http://theinnovativeeducator.blogspot.com/
Student Literacy Achievement through Blogging The Project definitely provided a motivation for writing, an improvement in audience awareness and purpose and in presentation skills. Other school interventions also had an impact on literacy achievement; however the Project has provided a purpose and enthusiasm for literacy. The students of Manaiakalani were provided with a “hook” (e-learning outcomes published in on-line spaces) which gave these decile 1 students a voice to be heard globally. Subsequently, participating in the Manaiakalani Project enhanced their literacy, engagement, oral language and presentation. (p.70)Tamaki Schools, Auckland, NZ
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.
From Mead School District’s StudentPortfolio Handbook:Remember, you are telling us astory, and not just any story.Your portfolio is meant to beyour story of your life over thelast four years as well as thestory of where your life mightbe going during the next fouryears: tell it with pride!
Step 3 What is your Visionand Purpose for implementing ePortfolios in this school? Tag: Vision
Step 4: Stakeholders Step 4: Stakeholders - Who is involved and how will you introduce them to ePortfolios? Identify Stakeholders in Portfolio Implementation Process and Develop Initial Communication Plan for each stakeholder group
Process/ProductePortfoliois 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
Reflection Source: http://peterpappas.blo gs.com/copy_paste/20 10/01/taxonomy- reflection-critical- thinking-students- teachers-principals- .html Based on Bloom’s Taxonomy (Revised)
Self-Regulated Learning Abrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 Captions/Journals blog Now what? What?blog pages So what? Sites
Balancing the Two Faces of E-PortfoliosWorking Portfolio Presentation Portfolio(s)Digital Archive The “Story” or Narrative (Repository of Docs Multiple Views Artifacts)Collaboration Space Sites (public/private) Varied Audiences &Reflective Journal Blog PurposesPortfolio as Process Portfolio as Product Workspace Showcase
ePortfolios should bemore Conversation than Presentation (or Checklist)Because Conversation transforms!
Post to from Mobile Send email to pre-arranged email address Use new Blogger app (free) or BlogPressiOS app ($2.99) or Blogsy for iPad ($4.99) Set up Blogger Mobile and send SMS
Blogging* by eMail *the act of sharing yourself Tumblr Posterous Set up account on website Just email to firstname.lastname@example.org Send email to: myaccount.tumblr.com iPhone App iPhone App Cross-post to Facebook& Call in your posts for audio Twitter post to blog Cross-post to Facebook& Twitter
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” 65
Do Your e-Portfolios have CHOICE and VOICE?Individual IdentityReflectionMeaning Making21st Century LiteracyDigital Story of Deep Learning
Voice 6+1 Trait® DefinitionVoice 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. Knowingabout things... Knowing oneself...Knowing an audience... Portfolios arestudents own stories of what theyknow, why they believe they knowit, and why others should be of thesame opinion.”(Paulson & Paulson, 1991, p.2)
Roger Schank, Tell Me a Story“Telling stories and listening to otherpeoples stories shape the memories we have of our experiences.”Stories help us organize our experience and define our sense of ourselves.
Successful ePortfolio Process: Develop multimedia artifacts through Project-Based Learning with Docs &Learning with Laptops/Mobiles Engage students in reflection to facilitate deep learning through… Digital storytelling Journal/Blog & Presentation Portfolios – Balance Workspace + Showcase
1 paragraph! What is your “elevator Speech” describingyour Vision for ePortfolios?
A California School District K- 12 Vision 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.
One NYC school’s Vision An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.
Dual Skill Development Portfolio SkillsStudents Teacher/Faculty/Mentor Collecting/ Digitizing Pedagogy – Facilitate portfolio processes Selecting/ Organizing Role of Reflection Reflecting Assessment/ Feedback Goal-Setting Model own Portfolio Presenting Learning + Technology Skills
*Reflection REAL*Engagement ePortfolioAssessment for Academy for K-12Learning Teachers
Initial Online Courses Planned1. Overview of Student-Centered Electronic Portfolios in K-12 Education (tool-neutral – focus on “Portfolio” Reflection Process & Feedback) – online NOW2. Supplemental courses: Implement Electronic Portfolios with K-12 Students using Google Apps (Docs, Sites, Blogger, YouTube, Picasa, Digication, Teacher Dashboard) (Focus on “Electronic”) Implement Electronic Portfolios with K-12 Students using Mobile Devices (iOS, Android) Create Your Professional Portfolio (tool neutral)
Step 6Brainstorm Skills/Training Needed.Develop plan for building e- portfolio skills of various stakeholders.
“everyday-ness”How can we make ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning
Step 7Identify Resources & Assistance needed, Challenges and Barriers
Components of Action Plan Vision 1. Prepare for Change Skills needed 2. Develop Change Strategy Students 3. Needs Assessment Teachers/Faculty 4. Design Desired Outcome Resources needed Human Systems 5. Implementation Plan Technological Systems 6. Implement Incentives 7. Evaluate and Course Correct Leadership 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?
Step 8Develop evaluation plan - Establish expectations/targets and timeline
ReflectWhat are your “AHA” moments in this workshop? What do you want to explore further? What are your next steps? Tag: Feedback or Goalseportfolios@gmail.com
A Reminder…Reflection & Relationships… the “Heart and Soul” of an ePortfolio… NOT the Technology! 101
My Final Wish…dynamic celebrationsstories of deep learningacross the lifespan 103
Collect Attendee FeedbackComplete the session evaluation at:http://www.edmodo.com/fetcsurvey
Oct. 20, 2013
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Jun. 11, 2012
Workshop files for Google Summit, Columbia, SC, June 6. 2012.