Z Score,T Score, Percential Rank and Box Plot Graph
AAEEBL 2010 Keynote
1. Choice and Voice Blurring the Boundaries between ePortfolio Development and Social Networking Dr. Helen Barrett electronicportfolios.org Twitter: @eportfolios http://www.slideshare.net/eportfolios/
2. Technology & Reflection Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking 2
3. Learner-Centered Philosophy "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)
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5. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 6
10. 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
11. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
19. 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
36. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 28
46. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 32
47. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 33
48. 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” 34
68. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
69. 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 action What is the opportunity cost of emphasizing accountability/compliance in ePortfolios over improvement/reflection and deep learning?
70. Goal: Balance in Electronic Portfolios Purpose Improvement (Student-Centered) (Or Course-Centered) Accountability/ Compliance (Institution-Centered) Along a Continuum ?? ?? Opportunity Cost
71. Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Formal Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost
72. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost
73. Goal: Balance in Electronic Portfolios Purpose Accountability Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Time Complexity Social Learning Opportunity Cost
74. Finding Balance in E-Portfolio Implementation Tools Use 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
75. 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-portfolios Facilitate 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
76. Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!
77. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
78. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 54
79. 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#VoiceNorthwest Regional Education Lab
82. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 58
83. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 59
84. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Skype & Twitter:eportfolios
Notas del editor
As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student 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)
Is this happening in your institution?
There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
Japanese!
Catalan
Spanish!
Mandarin
I’m writing a book on Interactive Portfolios for K-12 teachers and Teacher Educators. What are Interactive Portfolios?
Simon Sinek, in his wonderful TED Talk, discusses How great leaders inspire action – talks about the Golden Circle. Leaders talk a lot about What and How, but really need to focus on Why.
I am very interested in how we motivate students, to get them engaged in the process, through strategies of goal-setting, self assessment and ownership of the portfolio process.
Here are some strategies for a portfolio life: Tell the Story of Your Life: Narrative is a powerful tool for self-discoveryAccomplishments Leave Clues… and increase self-esteemConnect with Others -- NetworkDevelop Your Goals: Goals Prepare us for Change… Goals Yield PurposeIt is a time to Revise, Reflect, Rebalance
I have someconcerns about howePortfolios are perceived by some students today. There are two predominant paradigms of assessment that is guiding our use of ePortfolios today.
“Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
I always like to share a sample story. This is my daughter’s story, developed at the Center for Digital Storytelling last summer, as areflection on her teaching overseas.
