Epic2014 balancing

Balancing the Two Faces of E-Portfolios

Dr. Helen BarrettUniversity 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/reflection4learning/

• Twitter hashtag: #mportfolios

http://slideshare.net/eportfolios/

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

http://electronicportfolios.org/

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

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

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


“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


“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.

Simon Sinek’s Golden Circle

11

motivation

process

product

WHAT?Electronic Portfolio

Workspace

Digital Repository

Showcase

Audio • Video • Text • Images

PortfolioOne Word,

Many Meanings

Specialty Case Responsibilities

InvestmentsArt WorkCollection of Artifacts

Wor

kspa

ceS

howcase

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?

Learning

Assessment

EmploymentGuidance

Reflection

Accountability

Showcase

Identity

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 VisionTo bring about an integrated institution-wide e-Portfolio environment to maximize the creative, academic, and professional potential of every student.

Hostos CC MissionEncourage integrative learning bycreating 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 – Professions4. 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

DialogueSelecting 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-PortfoliosHandout

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/20101006006722/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 anymore3. People are managing their careers as entrepreneurs4. The traditional resume is

now virtual and easy to build5. 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 PortfolioDigital Archive

(Repository of Artifacts)

Collaboration SpaceReflective 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

BrainstormAdvantages 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


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


• 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 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


AccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!

Improvement

Opportunity Cost

EngagementDeep Learning

PersonalizationChoice and Voice

Lifelong SkillsEase of UseOwnership

Time

Purpose


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


Accountability Faculty Feedback UniformityFlexible RequirementsDataProgram Improvement

ImprovementSelf-AssessmentPersonalization

Choice and VoiceStudent Engagement

Increased Achievement

Opportunity Cost

Social LearningFaculty Time InvolvementComplexity

Purpose

Finding Balance in E-Portfolio Implementation

ToolsUse 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-portfoliosFacilitate 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

YouTubeblogswikis Twitter

PicasaFacebook

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?“Telling My Story”Digital StorytellingReflective Journal

Blogging“Capture the Moment”

Mobiles

EvidenceMultimedia ArtifactsPortfolios

Tools?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 WideoIncreasingly Self-DirectedoMotivating and Engagingo… and Online all the time!

Think!

Engagement Factors?

Social networks?

ePortfolios?

Is the Futureof 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 Conversationthan PresentationBecause 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:FlowShowcasing

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 Passionthrough Reflection &

Goal-Setting inE-Portfolio Development

Digital Tools for ReflectionReflective 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

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

http://educationnorthwest.org/resource/503%23Voice

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

VisionConfusion

?

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.

SkillsAnxiety

?


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

ResourcesFrustration

?


TIMETeachers’ biggest issue:

IncentivesGradual Change

?


INTEGRATE INTO EVERYDAY ACTIVITIES

Photos: Flickr by Kim Cofino

Action PlanFalse Starts

?


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

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 & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

[email protected] http://electronicportfolios.org/

http://slideshare.net/eportfolios


mailto:[email protected]

mailto:[email protected]




