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E-portfolios in STEM

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E-portfolios in STEM

  1. 1. Electronic Portfolios in STEM What is an Electronic Portfolio? How can e-portfolios be used in STEM? Dr. Helen Barrett http://electronicportfolios.org STEMTech Conference November 1-2, 2010
  2. 2. Handout Side 1 Links to Resources referenced on this page: National Educational Technology Plan (USDOE) http://www.ed.gov/sites/de fault/files/NETP-2010-final- report.pdf Effective Practice with e-Portfolios (JISC in U.K.) http://www.jisc.ac.uk/effecti vepracticeeportfolios This handout: http://www.scribd.com/doc /40206175/Eport-Definition
  3. 3. Portfolio One Word, Many Meanings
  4. 4. DEFINITIONS Who was the first famous “folio” keeper?
  5. 5. Definitions - World English Dictionary 1. flat case, esp of leather, used for carrying maps, drawings, etc 2. the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio 3. such a case used for carrying ministerial or state papers 4. the responsibilities or role of the head of a government department: the portfolio for foreign affairs 5. Minister without portfolio a cabinet minister who is not responsible for any government department 6. the complete investments held by an individual investor or by a financial a organization
  6. 6. 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
  7. 7. Portfolio A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time
  8. 8. Electronic • digital artifacts organized online combining various media (audio/video/text/images)
  9. 9. 9 Processes Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Evaluation Technology Digitizing/Archivin g Linking/Thinking Digital Storytelling Collaborating Publishing Social Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
  10. 10. Boundaries Blurring (between e-portfolios & social networks) • Structured Accountability Systems? or… • Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
  11. 11. 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
  12. 12. 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
  13. 13. 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)
  14. 14. National Educational Technology Plan (2010) Learning Purpose • 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)
  15. 15. National Educational Technology Plan (2010) Assessment Purpose • Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
  16. 16. Handout Side 2 Links to Resources referenced on this page Managing Oneself (Drucker) http://www.public.navy.mil/usff/Doc uments/managing_oneself.pdf Balancing the Two Faces of ePortfolios (Barrett) http://eft.educom.pt/index.php/eft/ article/viewFile/161/102 Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning (Barrett) http://docs.google.com/Doc?id=dd7 6m5s2_39fsmjdk
  17. 17. 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 (a suggested framework for organizing reflection in learning portfolio?) Peter Drucker, (2005) Harvard Business Review
  18. 18. Portfolio Careers • Video: http://vimeo.com/15236162 • Use e-portfolios to help students: – explore their life purpose and goals – explore their personal & professional identity – build their professional online brand – prepare for portfolio career/life
  19. 19. 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
  20. 20. Balancing the 2 Faces of E-Portfolios
  21. 21. Types of E-Portfolio Implementation • Working Portfolio – The Collection – The Digital Archive – Repository of Artifacts – Reflective Journal (eDOL) – 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
  22. 22. Creating e-portfolios with “free” GoogleApps (Education Edition) or WordPress/EduBlogs 1. Storage = Google Docs 2. Reflective Journal = Blogger or WordPress 3. Presentation = Google Sites or WordPress pages
  23. 23. Level 1 – Collection in the Cloud
  24. 24. Level 2: Primary Purpose: Learning/Reflection
  25. 25. Level 3: Primary Purpose: Showcase/Accountability
  26. 26. “Know Thyself” Temple at Delphi
  27. 27. Assessment /Evaluation Self Others (i.e., Educators) Self Others (i.e., Employer/Clients) Self Progeny/ History?
  28. 28. 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 Dialogue Selecting Synthesizing Recording Organizing Planning Conceptualizing & Constructing Meaning
  29. 29. Lifelong Context for ePortfolios
  30. 30. PORTFOLIOS CAN HELP LEARNERS FIND THEIR VOICE… and explore their Purpose and Passions through Choice!
  31. 31. 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/eportfo lios
  32. 32. Four key pillars of Lifelong Learning (Barbara Stäuble, Curtin University of Technology, Australia) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  33. 33. Knowing the learner (Self-awareness) • Understanding prior knowledge • Motivation for and attitudes toward learning • Help learners understand themselves • See their growth over time
  34. 34. Planning for learning (Self management) • Setting goals • Develop a plan to achieve these goals
  35. 35. 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
  36. 36. 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
  37. 37. Portfolios in the Cloud Lifelong Portfolios maintained online
  38. 38. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED> Code
  39. 39. Institutional Portfolios • What happens when a learner leaves or transfers? Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfoliosEmployment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks
  40. 40. Separate Systems Learner-Centered • Learners maintain collection across the lifespan, institutions maintain evaluation data & links Learners’ Digital Archive & Blog Learner-owned Lifelong Web Space Class portfolio Guidance portfolio Employment portfolio Institution’s Server or Service & Purposes Limited Time Frame hyperlinks Institutional data Meta-tags Faculty-generated evaluation data Life-wide focus Social networks
  41. 41. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
  42. 42. 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
  43. 43. Social networks • last five years –store documents and share experiences, –showcase accomplishments, –communicate and collaborate – facilitate employment searches
  44. 44. Think! Engagement Factors? Social networks? ePortfolios?
  45. 45. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
  46. 46. WHAT ABOUT MOTIVATION? Why would a student want to put all that work into developing an ePortfolio?
  47. 47. Do Your e-Portfolios have CHOICE and VOICE? • Individual Identity • Reflection • Meaning Making • 21st Century Literacy
  48. 48. Life Portfolio – planning for an extended midlife transition (50-90) • Passions and pursuits • New possibilities • Visualize a new life • Not “retirement” but “rewirement”
  49. 49. 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
  50. 50. 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
  51. 51. 52 My Final Wish… •dynamic celebrations •stories of deep learning •across the lifespan