Coe nov2010 planning

PLANNING FOR E-PORTFOLIO IMPLEMENTATION

Dr. Helen Barretthttp://slideshare.net/eportfolios

Change!

ROADMAP FOR CHANGE

ePortfolios =complexCHANGErequiring a roadmap to:

Assess need Plan Implement Evaluate

•What’s the purpose or goal for the use of the technologies?•What contractual or business agreements will be needed with vendors, providers, and partners?

•What technology is needed? Is it likely to become industry standard?•What is the compatibility with existing and anticipated technologies?

•What is the readiness level of the key stakeholders—both attitude and skill?•What change management and project management processes do we need to put in place?

Human Systems

Business Systems

Technical Systems

INTERCONNECTED SYSTEMS

WHAT TYPE OF CHANGE?

Developmental Change Increasing skills of staff and leadership. Improving the

performance of a team or group. Improving the quality of services.

Transitional Change Doing something differently. Dismantling the old way

of doing things and putting into place the new, desired state.

Transformational Change A fundamental shift in the way stakeholders views

themselves and their world that results in changes in how they operate and interact with others.

ROADMAP FOR LEADERS

#1: Prepare

for Change

#2: Develop a Change Strategy

#3: Conduct a

Needs Assessme

nt

#4: Design Desired

State/Outcome

#5: Develop an

Implementation Plan

#6: Implement the Change

#7: Evaluate

and Course Correct

#8: Celebrate and Integrate the New State

ROADMAP – PT. 1-2

Step 1: Prepare for Change Build a case for change Assess organization readiness for

change

Step 2: Develop a Change Strategy Consider different strategies for

different types of change Develop a Communications Strategy

CHANGE STRATEGIES, TARGET, TOOLS

Types Developmental Transitional Transformational

Strategies Provide individual and group feedback.

Analyze the current state and design and implement the desired state.

Develop a comprehensive change strategy to include content, people and process.

Targets/Goals/Vision

Set performance targets

Establish a clear goal and objectives

Create a shared vision

Tools: • Skills training• Coaching• Personal

training and development

• Project management tools

• Process mapping

• Action plans

• Roadmap• Action research• Personal and

organizational core values

ROADMAP PT. 3-4

Step 3: Conduct a Needs Assessment Assess Current State Determine technical requirements Assess staff and other stakeholders’ skills and attitudes Conduct a risk analysis

Step 4: Design Desired State/Outcome Confirm the old way is going away Assess the impact of the desired change on all aspects of the

organization Gather and respond to feedback from key stakeholders Ensure managerial alignment and commitment to support the

new state

ROADMAP PT. 5-6

Step 5: Develop an Implementation Plan Build a Project Plan Develop a Human Resource Plan Develop a Process for Monitoring and Evaluating Develop a Communications Plan

Step 6: Implement the Change Implement the project action plan(s) Monitor and acknowledge progress toward milestones Monitor and manage risks Communicate with key stakeholders

ROADMAP PT. 7-8

Step 7: Evaluate and Course Correct Monitor desired outcomes Make course corrections Evaluate impact to business, technology and human systems Capture “lessons learned” for future efforts Establish a process for continuous improvement

Step 8: Celebrate and Integrate the New State Declare and celebrate completion of the implementation phase Acknowledge and reward extra effort and achievements Share “lessons learned” with key stakeholders Reinforce desired state in performance reviews, policies and

procedures

AGE & SOCIAL TECHNOLOGY ADOPTION

Industries, Companies & People

13

MANAGING COMPLEX CHANGE GRAPHIC

CHANGE Vision

Clarity of Multiple Purposes Skills

Portfolio Processes Resources

Tools Time

Incentives Intrinsic Motivation

Action Plan

Confusion

VISION

CREATING A VISION STATEMENT FOR EPORTFOLIOS

“A Vision Statement can paint a picture which creates a sense of desire and builds commitment to reaching the vision.” http://www.teal.org.uk/vl/vl3vlead.htm

“A Vision statement: … concentrates on the future; it is a source of inspiration; it provides clear decision-making criteria. http://en.wikipedia.org/wiki/Strategic_planning

“A vision statement is a vivid idealized description of a desired outcome that inspires, energizes and helps you create a mental picture of your target. It could be a vision of a part of your life, or the outcome of a project or goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm

http://www.teal.org.uk/vl/vl3vlead.htm

http://en.wikipedia.org/wiki/Strategic_planning

http://www.timethoughts.com/goalsetting/vision-statements.htm

VISION STATEMENTS…

“The purpose is to create a mental picture charged with emotion that can serve to energize and inspire you and your team. Take as much space as you need to accomplish this goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm

A Vision is defined as 'An Image of the future we seek to create'. It should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts. http://www.samples-help.org.uk/mission-statements/vision-statements.htm

http://www.timethoughts.com/goalsetting/vision-statements.htm

http://www.samples-help.org.uk/mission-statements/vision-statements.htm

http://www.samples-help.org.uk/mission-statements/vision-statements.htm

FEATURES OF AN EFFECTIVE VISION STATEMENT MAY INCLUDE:

Clarity and lack of ambiguity Paint a vivid and clear picture, not ambiguous Describing a bright future (hope) Memorable and engaging expression Realistic aspirations, achievable Alignment with organizational values

and culture, Rational Time bound if it talks of achieving

any goal or objective http://en.wikipedia.org/wiki/Strategic_planning

http://en.wikipedia.org/wiki/Hope

http://en.wikipedia.org/wiki/Strategic_planning

GOLDEN CIRCLE

20

Why?

How?

What?

1 PARAGRAPH!

What is your “elevator speech” describing your 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.

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.

YOUR TEAM’S TASK

Brainstorm Vision What is your vision for e-portfolios?

(“your elevator speech”) Brainstorm Action Plan Steps

What is on your “to do” list? What changes need to happen? What support do you need?

SHARING!!!

Anxiety

SKILLS

TECHNOLOGY & REFLECTION& ASSESSMENT

Two Skills across the Lifespan with ePortfolio Development and Social Networking

BOUNDARIES BLURRING (BETWEEN E-PORTFOLIOS & SOCIAL NETWORKS)

Structured Accountability Systems? or…

Lifelong interactive portfolios

Mash-ups Flickr

YouTubeblogswikis Twitter

Picasa

Facebook

Ning

PROCESSESPortfolioCollectingSelectingReflectingDirectingPresentingFeedback

Technology

Archiving Linking/Thinking

Digital Storytelling

Collaborating Publishing

Social Networks

Connecting(“Friending”)

Listening(Reading)

Responding(Commenting)

Sharing(linking/tagging)

DUAL SKILL DEVELOPMENT

Students Collection/

Digitizing Selection/

Organizing Reflecting Goal-Setting Presentation

Teacher/Faculty/Mentor

Pedagogy – Facilitate portfolio processes

Role of Reflection Assessment Model own

Portfolio Learning+ Technology Skills

WHAT IS REFLECTION?

Major theoretical roots: Dewey Habermas Kolb Schön

Dewey: “We do not learn from experience…we learn from reflecting on experience.”

Discuss…

MOON ON REFLECTION

One of the defining characteristics of surface learning is that it does not involve reflection (p.123)

performance

self-reflection forethought

knowledge for planning actionsand imagination

reflection for action

knowledge for acting/doing

reflection in action

context

knowledge of self derived from doing

reflection on action

HOW MIGHT AN E-PORTFOLIO SUPPORT DEVELOPMENT OF PERSONAL KNOWLEDGE,

REFLECTION, AND METACOGNITION?

Norman Jackson Higher Education Academy, U.K.

SELF-REGULATED LEARNINGABRAMI, 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

Goals Captions/Journals

Change over Time

WHAT ARE EFFECTIVE SELF-REGULATION PROCESSES?

Performance or Volitional

ControlProcesses that occur in action and affect attention and action

DURING

ForethoughtInfluential processes

which precede efforts to act and set the stage

for action.BEFORE

Self-Reflection

Processes which occur after performance

efforts and influence a person’s response to

that experienceAFTER

Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

BEFORE Goal setting increases self-

efficacy and intrinsic interest Task Analysis

Goal setting Strategic Planning

Self-motivation beliefs increase commitment Self-motivational beliefs:

Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation

ForethoughtInfluential processes

which precede efforts to act and set the stage

for action.


GOALS

DURING

Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies

Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation

Performance or

Volitional Control

Processes that occur action and affect

attention and action


CaptionsJournals

AFTER

Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment

Self-evaluation Casual attribution

Self-reaction Self-satisfaction/affect Adaptive-defensive

response

Self-Reflection

Processes which occur after performance

efforts and influence a person’s response to

that experience


Change over Time

REFLECTIVE QUESTIONS THAT TIE THE PAST TO THE FUTURE

NORTH CAROLINA REFLECTION CYCLE

Self-Assessment: The Reflective Practitioner

WRITING A REFLECTION - 1 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HTM

1. Select: What evidence/artifacts have you included?

2. Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed: Who was involved? What were the circumstances, concerns,

or issues? When did the event occur? Where did the event occur?

WRITING A REFLECTION - 2 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HTM

3. Analyze: "digging deeper." • "Why" of the evidence or artifact• "How" of its relationship to teaching practice

4. Appraise: In the previous three steps, you have described and

analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.

5. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

REFLECTION

Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html

Based on Bloom’s Taxanomy (Revised)

http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html







MY WEBSITES SUPPORTING REFLECTION https://sites.google.com/site/reflection4

learning/

http://electronicportfolios.org/reflection/index.html

https://sites.google.com/site/reflection4learning/





PRIORITIZING ACTIVITIES

Most important features in ePortfolio system selection (more input from academic departments?)

Assessment Management: one or two systems?

Host on in-house server or hosted system?

Student cost? Fee or Free? Longevity of student data stored?

Graduation? Lifelong?

ASSESSMENT

What are you assessing in a portfolio? What is your purpose for assessing

portfolios? How are you assessing student

portfolios? Rubrics? Inter-rater consistency/reliability

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)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

SPU SCORING PROCESS

First of all, our candidates pay an assessment fee of $60 when they enter the program. For that, the bPortfolio gets scored three times.

The first is a simple format check and we hire student help to do that.

The second is scored using a rubric and we use trained scorers for that and pay them $25/bPortfolio.

The third is using the rubric and again, the scorer gets $25/bPortfolio scored.

We have one faculty person who handles the logistics and we pay him an extra fee for a) assembling and training the scorers, b) making the scoring assignments, c) putting all of the scoring results together for the assessment coordinator.

Frank Kline, Seattle Pacific University

SPU SCORING PROCESS (PT. 2)

When our scoring assignment is made, the name of the student along with the URL for the bPortfolio are sent out. The folios are divided up more or less arbitrarily across all of the scorers. The scorer opens the spreadsheet with the name, the URL, the cells to enter the scores, and the rubrics for each standard right there. They click on the URL which takes them directly to the bPortfolio they score. They determine the score and enter it on the spreadsheet. They determine what comments they want to make and leave them on the blog. They move on to the next scoring task.

When they are done, they save the spreadsheet with the scores entered, and send it back to the faculty who does the logistics. He connects them and sends them on to the Assessment Coordinator. That's the basic process in outline form.

We have about 250 bPortfolios to score per year and it's growing! We have about 10-15 people who are doing the scoring, so each does between 15 and 25 bPortfolios.

Frank Kline, Seattle Pacific University

56

HOW WILL YOU DEVELOP SKILLS?

Brainstorm strategies (or questions) you can use to develop the skills necessary for implementing electronic portfolios in your organization.

OR Brainstorm strategies (or questions)

for building skills in assessing student portfolios.

Frustration

RESOURCES

TOOLS?Expressive vs. Structured Models

59

DON’T DOUBLE YOUR LEARNING!CONSIDER COGNITIVE OVERLOAD!

When learning new tools, use familiar tasks;

When learning new tasks, use familiar tools.

Barrett, 1991

INSTITUTIONAL PORTFOLIOS

What happens when a learner leaves or transfers?

Learners’Digital Archives

and presentation portfolios

Class portfolio

s

Guidance portfoliosEmployment

portfolios

Institution’s server or online

service

Limited Time

Frame

Institutional data

Blogs

Faculty-generated

evaluation data

Academic focus

Social networks

SEPARATE SYSTEMS LEARNER-CENTERED

Learners maintain collection across the lifespan, institutions maintain evaluation data & links

Learners’ Digital Archive & Blog

Learner-ownedLifelong Web Space

Class portfolio

Guidance portfolio

Employment portfolio

Institution’s Server or Service & Purposes

Limited Time Frame

hyperl

inks

Institutional data

Meta-tags

Faculty-generated

evaluation data

Life-wide focus

Social networks

WHY WEB 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE! All you need is an <EMBED> Code

WEB 2.0 IS BECOMING THE PERSONAL LEARNING ENVIRONMENT OF THE “NET GENERATION”

Learning that is… Social and Participatory Lifelong and Life Wide Increasingly Self-Directed Motivating and Engaging … and Online!

TOOLS, TOOLS, TOOLS!

Recommendations Commercial Vendors: keep up with current

technology trends – interactivity & mobile! Institutions: Value student learning as

much as data collection or accountability Schools: Recognize/incorporate students’

out-of-school technology experiences – Don’t block! Educate about Digital Citizenship!

Web 2.0 Tool Providers: Don’t pull a “Ning”

OREGON, COLORADO, IOWA. MARYLAND, NEW YORK

States Adopt Google Apps for K-12 Schools

Docs

Sites

Groups

VideoCalendarMail Wave

ADD-ONS TO GOOGLE APPS BY YEAR END

Additional Google Applications soon to be included inside GoogleApps Education domains:

CREATING AN E-PORTFOLIO WITH GOOGLE APPS OR WORDPRESS

1. Storage = Google Docs

2. Reflective Journal = Blogger or WordPress

3. Presentation = Google Sites

LEVEL 1 WORKSPACE: COLLECTION IN THE CLOUD

STAGES OF PORTFOLIO DEVELOPMENT

Level 1• Collection -- Creating the Digital

Archive (regularly – weekly/monthly)– Digital Conversion (Collection)– Artifacts represent integration of

technology in one curriculum area (i.e., Language Arts)

BRAINSTORM - LEVEL 1

What are some strategies you currently use to integrate technology across the curriculum?

What types of digital documents do students create?

Where are these digital documents stored?

LEVEL 2 WORKSPACE: LEARNING/REFLECTION


Level 2• 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)


How are you supporting student reflection on their learning?

How are you providing feedback on student learning?

Who is currently bloggingwith students? Give abrief description.

TIMELINE

74

Sept

Oct Nov

Dec Jan Feb Mar Apr May

Level 1 X X X X X X X X X

Level 2 X X X X X X X X

Level 3 ? XXX

Level 1: CollectionLevel 2: Collection + ReflectionLevel 3: Selection + Presentation

LEVEL 3: PRIMARY PURPOSE: SHOWCASE/ACCOUNTABILITY

Showcase


Level 3• 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)


How might you support student presentation of their achievement?

What are strategies you could use to engage students in showcasing their work?

TIMETeachers’ biggest issue:

INTEGRATE INTO EVERYDAY ACTIVITIES

Photos: Flickr by Kim Cofino

SOCIAL LEARNINGInteractivity!

“EVERYDAY-NESS”How can we make ePortfolio development

a natural process integrated into everyday life with everyday tools?

Lifelong and Life Wide Learning

THE FUTURE OF MPORTFOLIOS

(M=MOBILE)

REFLECTION WITH WORDPRESS APP

MOBILE PHONE APPS FOR E-PORTFOLIOS

Add: PebblePad & WordPress Apps

iPad?

XO-3One Laptop per Child Available 2011-2012 ~$100 Android-based tablet

Gradual Change

INCENTIVES

88

THINK!

Engagement Factors?

Social networks?

ePortfolios?

ENGAGEMENT!

•Goal-Setting•Self-Assessment

•Ownership•Intrinsic Motivation

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

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 (2)

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)

“Reach should exceed the Grasp”

USE EPORTFOLIOS TO DOCUMENTMASTERY

PURPOSE & EPORTFOLIOS

Relevance

Big picture

Engagement

GOOD QUESTION…

BECAUSE PURPOSE AND PASSION CO-EXIST

False Starts

ACTION PLAN

COMPONENTS OF ACTION PLAN

Vision Skills needed

Students Teachers/Faculty

Resources needed Human Systems Technological

Systems Incentives Leadership

1. Prepare for Change2. Develop Change Strategy3. Needs Assessment4. Design Desired Outcome5. Implementation Plan6. Implement7. Evaluate and Course

Correct8. Celebrate New

Outcome

COMMUNICATION PLAN

Identify Stakeholders in Portfolio Implementation Process “Who do you need to talk to when you get back to your school?”

Develop Initial Communication Plan for each stakeholder group

Brainstorm strategies you can use to communicate your vision for implementing electronic portfolios in your organization.

103

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?

CREATING A PROFESSIONAL

PORTFOLIO

106

LIFE PORTFOLIO – PLANNING FOR AN EXTENDED MIDLIFE TRANSITION (50-90)Passions and pursuits

New possibilities

Visualize a new life

Not “retirement” but “rewirement”

107

108

PORTFOLIO WAY OF THINKING

Portfolios can be timeless

What really matters in life?

Discover or rediscover passion…

Create a legacy…

Turn careers into callings, success into significance…

To make a difference…

An ongoing, ageless framework for self-renewal

109

STRATEGIES FOR A PORTFOLIO LIFE

Tell the Story of Your Life Accomplishments Leave Clues… + self-esteem

Connect with Others Network

Develop Your Goals… Change… Goals -- Purpose

Revise, Reflect, Rebalance

Story

Goals

Share

BEGIN WITH A WORKING PORTFOLIO

Adopt social networking strategies: Maintain a blog/reflective journal

(Blogger or WordPress) Comments = Conversation

Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post

Collect digital copies of your work Set up GoogleDocs account and upload

Office Docs into one place

Create an inventory of your work

What themes emerge in your work?

WORDPRESS/MOVABLE TYPE EPORTFOLIOS

ORGANIZE A PRESENTATION PORTFOLIO BASED ON THEMES

Use Pages in Blogger or WordPresshttp://blog.helenbarrett.org/

Use Google Siteshttp://sites.helenbarrett.net/portfolio/

Use a Wiki

http://blog.helenbarrett.org/

http://sites.helenbarrett.net/portfolio/

DR. HELEN BARRETTResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

[email protected]://electronicportfolios.org/Twitter: @eportfolioshttp://slideshare.net/eportfolios