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E-Portfolios in Academic Advising: Engagement and Communication Conference on Advising Highly Talented Undergraduates Dr. Helen Barrett October 19, 2010 www.slideshare.net/eportfolios
Key Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Portfolio One Word, Many Meanings
Definitions - World English Dictionary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
DEFINITIONS ,[object Object],[object Object]
What is a Portfolio? ,[object Object],[object Object],[object Object]
What is a Portfolio in Education? ,[object Object],[object Object]
Golden Circle  Why? How? What?
Purpose ,[object Object],[object Object]
Four key pillars of Lifelong Learning ( Barbara St äu ble, Curtin University of Technology, Australia ) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
Knowing the learner  (Self-awareness) ,[object Object],[object Object],[object Object],[object Object]
Planning for learning  (Self management) ,[object Object],[object Object]
Understanding how to learn (Meta-learning) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Evaluating learning  (Self monitoring) ,[object Object],[object Object],[object Object],[object Object]
Deep Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Know Thyself”
Managing Oneself ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Peter Drucker, (2005) Harvard Business Review
ePortfolios and Academic Advising  ,[object Object],[object Object],[object Object],[object Object],[object Object]
DEFINITIONS ,[object Object]
QUOTE ,[object Object]
Lifelong Context for ePortfolios
Portfolio Careers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
E-Portfolio Components   ,[object Object],[object Object],[object Object],(Becta, 2007; JISC, 2008)
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
Multiple Purposes of  E-Portfolios in Education ,[object Object],[object Object],[object Object],"The Blind Men and the Elephant” by John Godfrey Saxe
ePortfolio designs/strategies for different purposes  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Forms of Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Nick Rate (2008)  Assessment for Learning & ePortfolios , NZ Ministry of Ed
Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 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) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting
Opportunity Cost ,[object Object],[object Object],[object Object]
Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation  Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose
Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of  Data  for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose
Goal: Balance in Electronic Portfolios Accountability  Faculty Feedback  Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement  Opportunity Cost Social Learning Faculty Time Involvement Complexity Purpose
ePortfolio designs/strategies for different purposes  ,[object Object],[object Object],[object Object],[object Object],[object Object]
ePortfolio designs/strategies for different purposes  ,[object Object],[object Object],[object Object],[object Object],[object Object]
ePortfolio “Mash-up” ePortfolio “Mash-up”  Small pieces, loosely joined   Lifetime Personal Web Space
 
Digital Identity
Creating Digital Identity ,[object Object],[object Object],[object Object]
Some Basic Concepts ,[object Object],[object Object],[object Object],[object Object]
Balancing the 2 Faces of  E-Portfolios
Types of E-Portfolio Implementation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Boundaries Blurring  (between e-portfolios & social networks) ,[object Object],[object Object],Mash-ups Flickr YouTube blogs wikis Twitter Picasa Facebook Ning
Electronic Portfolios  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social networks  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Processes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Technology  Archiving Linking/Thinking Digital Storytelling Collaborating Publishing Social  Networking Connect (“Friending”) Listen (Reading) Respond (Commenting) Share (linking/tagging)
Think! ,[object Object],[object Object],[object Object]
Portfolios Can help learners find their Voice…  and explore their  Purpose  and  Passions  through  Choice !
ePortfolios should be more  Conversation than  Presentation (or Checklist) Because Conversation transforms!
Do Your e-Portfolios have CHOICE and VOICE? ,[object Object],[object Object],[object Object],[object Object]
Voice 6+1 Trait® Definition ,[object Object],[object Object]
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  Goals Captions/Journals Change over Time
Strategies for Helping Students Reflect ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
Similarities in Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pink’s Motivation Behavior ,[object Object],[object Object],[object Object],[object Object],X  I
Successful websites = Type I Approach ,[object Object],[object Object],[object Object],- Clay Shirky
Autonomy & ePortfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/kenturamon/342946821/
Mastery & ePortfolios ,[object Object],[object Object],[object Object],[object Object],[object Object]
Mastery & ePortfolios (2) ,[object Object],[object Object],[object Object],[object Object],[object Object]
FLOW ,[object Object],[object Object]
Student Engagement! ,[object Object],[object Object],[object Object],[object Object],[object Object]
USE EPORTFOLIOS TO DOCUMENT MASTERY
Purpose & ePortfolios ,[object Object],[object Object],[object Object]
Good Question…
Because Purpose and Passion Co-Exist
Life Portfolio – planning for an extended midlife transition (50-90) ,[object Object],[object Object],[object Object],[object Object]
Portfolio Way of Thinking ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies for a Portfolio Life ,[object Object],[object Object],[object Object],[object Object],[object Object],Story Goals Share
Tools? Expressive vs. Structured Models
Institutional Portfolios ,[object Object],Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfolios Employment 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 ,[object Object],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
Why Web 2.0? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Web 2.0 is becoming the  Personal Learning Environment  of the “Net Generation” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Age & Social Technology Adoption
Industries, Companies & People
Begin with a Working Portfolio ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
WordPress/Movable Type ePortfolios
Creating an ePortfolio with GoogleApps or WordPress ,[object Object],[object Object],[object Object]
Level 1 Workspace:  Collection in the Cloud
Level 2 Workspace: Learning/Reflection
Level 3: Primary Purpose: Showcase/Accountability Showcase
Organize a Presentation Portfolio based on Themes ,[object Object],[object Object],[object Object]
The Future of mPortfolios (m=mobile)
Reflection with WordPress App
iPhone App for PebblePad (U.K.)
More PebblePad Screens
Digital Tools for Reflection Digital Storytelling and Engagement
Learner-Centered Philosophy ,[object Object]
Digital Storytelling Process ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reflection & Relationships ,[object Object],[object Object]
My Final Wish… ,[object Object],[object Object],[object Object]
Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning [email_address]   http://electronicportfolios.org/ http://www.slideshare.net/eportfolios

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Notre dame2010

  • 1. E-Portfolios in Academic Advising: Engagement and Communication Conference on Advising Highly Talented Undergraduates Dr. Helen Barrett October 19, 2010 www.slideshare.net/eportfolios
  • 2.
  • 3. Portfolio One Word, Many Meanings
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. Golden Circle Why? How? What?
  • 9.
  • 10. Four key pillars of Lifelong Learning ( Barbara St äu ble, Curtin University of Technology, Australia ) http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21. Lifelong Context for ePortfolios
  • 22.
  • 23.
  • 24. 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
  • 25.
  • 26.
  • 27.
  • 28. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 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) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting
  • 29.
  • 30. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
  • 31. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose
  • 32. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Ease of Scoring Collection of Data for Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose
  • 33. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social Learning Faculty Time Involvement Complexity Purpose
  • 34.
  • 35.
  • 36. ePortfolio “Mash-up” ePortfolio “Mash-up” Small pieces, loosely joined Lifetime Personal Web Space
  • 37.  
  • 39.
  • 40.
  • 41. Balancing the 2 Faces of E-Portfolios
  • 42.
  • 43.  
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.
  • 49. Portfolios Can help learners find their Voice… and explore their Purpose and Passions through Choice !
  • 50. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
  • 51.
  • 52.
  • 53. 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 Goals Captions/Journals Change over Time
  • 54.
  • 55. What about Motivation? Why would a student want to put all that work into developing an ePortfolio?
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.
  • 64. USE EPORTFOLIOS TO DOCUMENT MASTERY
  • 65.
  • 67. Because Purpose and Passion Co-Exist
  • 68.
  • 69.
  • 70.
  • 71.
  • 72. Tools? Expressive vs. Structured Models
  • 73.
  • 74.
  • 75.
  • 76.
  • 77. Age & Social Technology Adoption
  • 79.
  • 80.
  • 82.
  • 83. Level 1 Workspace: Collection in the Cloud
  • 84. Level 2 Workspace: Learning/Reflection
  • 85. Level 3: Primary Purpose: Showcase/Accountability Showcase
  • 86.
  • 87. The Future of mPortfolios (m=mobile)
  • 89. iPhone App for PebblePad (U.K.)
  • 91. Digital Tools for Reflection Digital Storytelling and Engagement
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  • 96. Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning [email_address] http://electronicportfolios.org/ http://www.slideshare.net/eportfolios