The document provides guidance on developing a roadmap for implementing e-portfolios. It discusses assessing needs, planning, implementing, and evaluating e-portfolios as a complex change requiring a structured approach. It outlines 8 steps to lead change, including preparing for change, developing a strategy, conducting needs assessments, designing outcomes, implementing, evaluating, and celebrating success. Reflection, assessment, skills development, and interconnecting technical, business and human systems are important considerations for e-portfolio implementation.

1. PLANNING FOR E-PORTFOLIO
IMPLEMENTATION
Dr. Helen Barrett
http://slideshare.net/eportfolios
Change!

2. ROADMAP FOR CHANGE
ePortfolios =
complex
CHANGE
requiring a
roadmap to:
 Assess need
 Plan
 Implement
 Evaluate

3. •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

4. 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.

5. ROADMAP FOR LEADERS
#1: Prepare
for Change #2:
Develop a
Change
Strategy
#3:
Conduct a
Needs
Assessmen
t
#4: Design
Desired
State/Outcom
e
#5: Develop an
Implementation
Plan
#6: Implement
the Change
#7: Evaluate
and Course
Correct
#8: Celebrate
and Integrate the
New State

6. 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

7. 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/Visio
n
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

8. 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

9. 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

10. 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

11. AGE & SOCIAL TECHNOLOGY ADOPTION

12. Industries, Companies & People

13. 13
MANAGING COMPLEX CHANGE GRAPHIC

14. CHANGE
 Vision
 Clarity of Multiple Purposes
 Skills
 Portfolio Processes
 Resources
 Tools
 Time
 Incentives
 Intrinsic Motivation
 Action Plan

15. Confusion
VISION

16. CREATING A VISION
STATEMENT FOR
EPORTFOLIOS

17.  “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

18. 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

19. 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

20. GOLDEN CIRCLE
20
Why?
How?
What?

21. 1 PARAGRAPH!
What is your
“elevator
speech”
describing
your Vision
for
ePortfolios?

22. 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.

23. 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.

24. 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.

25. 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?

26. SHARING!!!

27. Anxiety
SKILLS

28. TECHNOLOGY & REFLECTION
& ASSESSMENT
Two Skills across the Lifespan with ePortfolio
Development and Social Networking

29. BOUNDARIES BLURRING
(BETWEEN E-PORTFOLIOS & SOCIAL NETWORKS)
 Structured
Accountability
Systems? or…
 Lifelong interactive portfolios
Mash-ups Flickr
YouTubeblogs
wikis Twitter
Picasa
Facebook
Ning

30. PROCESSES
Portfolio
Collecting
Selecting
Reflecting
Directing
Presenting
Feedback
Technology
Archiving
Linking/Thinking
Digital
Storytelling
Collaborating
Publishing
Social Networks
Connecting
(“Friending”)
Listening
(Reading)
Responding
(Commenting)
Sharing
(linking/tagging)

31. DUAL SKILL DEVELOPMENT
Students
 Collection/
Digitizing
 Selection/
Organizing
 Reflecting
 Goal-Setting
 Presentation
Teacher/Faculty/Ment
or
 Pedagogy –
Facilitate portfolio
processes
 Role of Reflection
 Assessment
 Model own Portfolio
Learning
+ Technology Skills

32. WHAT IS REFLECTION?
 Major theoretical roots:
 Dewey
 Habermas
 Kolb
 Schön
 Dewey: “We do not learn from
experience…we learn from
reflecting on experience.”
 Discuss…

33. MOON ON REFLECTION
 One of the defining
characteristics of surface
learning is that it does not
involve reflection (p.123)

34. performance
self-reflectionforethought
knowledge for planning actions
and 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.

35. 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

36. WHAT ARE EFFECTIVE SELF-REGULATION
PROCESSES?
Performance or
Volitional
Control
Processes that occur in
action and affect
attention and action
DURING
Forethought
Influential 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
experience
AFTERWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

37. 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
Forethought
Influential processes which
precede efforts to act and
set the stage for action.
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
GOALS

38. 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
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Captions
Journals

39. 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
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Change
over
Time

40. REFLECTIVE QUESTIONS THAT TIE THE PAST TO THE FUTURE

41. NORTH
CAROLINA
REFLECTIO
N CYCLE
Self-
Assessment:
The
Reflective
Practitioner

42. WRITING A REFLECTION - 1
HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT
M
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?

43. WRITING A REFLECTION - 2
HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT
M
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.

44. REFLECTION
 Source:
http://peterpappas.blog
s.com/copy_paste/201
0/01/taxonomy-
reflection-critical-
thinking-students-
teachers-principals-
.html
 Based on Bloom’s
Taxanomy (Revised)

45. MY WEBSITES SUPPORTING REFLECTION
 https://sites.google.com/site/reflection4learni
ng/
 http://electronicportfolios.org/reflection/index.
html

46. 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?

47. 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

48. 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

49. 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)
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
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

54. 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

55. 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. 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.

57. Frustration
RESOURCES

58. TOOLS?Expressive vs.
Structured
Models

59. 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

60. 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

61. 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

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

63. 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!

64. 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”

65. OREGON, COLORADO, IOWA.
MARYLAND, NEW YORK
States Adopt Google Apps for K-12 Schools
Docs
Sites
Groups
Video
CalendarMail Wave

66. ADD-ONS TO GOOGLE APPS BY YEAR END
 Additional Google Applications soon to
be included inside GoogleApps
Education domains:

67. CREATING AN E-PORTFOLIO WITH
GOOGLE APPS OR WORDPRESS
1. Storage = Google Docs
2. Reflective Journal = Blogger or
WordPress
3. Presentation =
Google Sites

68. LEVEL 1 WORKSPACE:
COLLECTION IN THE CLOUD

69. 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)

70. 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?

71. LEVEL 2 WORKSPACE: LEARNING/REFLECTION

72. STAGES OF PORTFOLIO DEVELOPMENT
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)

73. BRAINSTORM - LEVEL 2
 How are you supporting student reflection on
their learning?
 How are you providing feedback on student
learning?
 Who is currently blogging
with students? Give a
brief description.

74. 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: Collection
Level 2: Collection + Reflection
Level 3: Selection +
Presentation

75. LEVEL 3: PRIMARY PURPOSE:
SHOWCASE/ACCOUNTABILITY
Showcase

76. STAGES OF PORTFOLIO DEVELOPMENT
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)

77. BRAINSTORM - LEVEL 3
 How might you support student presentation
of their achievement?
 What are strategies you could use to engage
students in showcasing their work?

78. TIME
Teachers’ biggest
issue:

79. INTEGRATE INTO EVERYDAY ACTIVITIES
Photos: Flickr by Kim Cofino

80. SOCIAL LEARNING
Interactivity!

81. “EVERYDAY-NESS”
How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning

82. THE FUTURE OF
MPORTFOLIOS
(M=MOBILE)

83. REFLECTION WITH WORDPRESS APP

84. MOBILE PHONE APPS
FOR E-PORTFOLIOS
Add: PebblePad & WordPress Apps

85. iPad?

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

87. Gradual Change
INCENTIVES

88. 88
THINK!
Engagement
Factors?
Social
networks?
ePortfolios?

89. ENGAGEMENT!
•Goal-Setting
•Self-Assessment
•Ownership
•Intrinsic Motivation

90. SIMILARITIES IN PROCESS
 Major differences:
 extrinsic vs.
 intrinsic motivation
 Elements of True
(Intrinsic) Motivation:
 Autonomy
 Mastery
 Purpose

91. PINK’S MOTIVATION BEHAVIOR
Type X - Extrinsic
 fueled more by extrinsic
rewards or desires
Type I – Intrinsic
 Behavior is self-directed.
X
I

92. SUCCESSFUL WEBSITES = TYPE I APPROACH
People
feel good
about
participating.
Give users
autonomy.
Keep system as open as
possible. - Clay Shirky

93. AUTONOMY & EPORTFOLIOS
Choice
Voice
Sharing
Feedback
Immediacy
http://www.flickr.com/photos/kenturamon/342946821

94. MASTERY & EPORTFOLIOS
 Exhilaration in Learning
 Sports? Games?
 Compliance vs.
Personal Mastery
 Open Source movement
(Wikipedia vs. Encarta)
 Make a contribution

95. MASTERY & EPORTFOLIOS (2)
 ePortfolio:
Flow
Showcasing
Achievements
Increased self-awareness and self-
understanding
“Only engagement can produce Mastery.”
(Pink, 2009, p.111)

96. FLOW
a feeling of
energized focus
(Csíkszentmihályi)
“Reach
should
exceed the
Grasp”

97. USE EPORTFOLIOS TO DOCUMENT
MASTERY

98. PURPOSE & EPORTFOLIOS
 Relevance
 Big picture
 Engagement

99. GOOD QUESTION…

100. BECAUSE PURPOSE AND PASSION CO-EXIST

101. False Starts
ACTION PLAN

102. COMPONENTS OF ACTION PLAN
 Vision
 Skills needed
 Students
 Teachers/Faculty
 Resources needed
 Human Systems
 Technological Systems
 Incentives
 Leadership
1. Prepare for Change
2. Develop Change Strategy
3. Needs Assessment
4. Design Desired Outcome
5. Implementation Plan
6. Implement
7. Evaluate and Course
Correct
8. Celebrate New Outcome

103. 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

104. 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?

105. CREATING A
PROFESSIONAL
PORTFOLIO

106. 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. 107

108. 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. 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

110. 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 Followers
Sharing ideas/links/current events – Post
 Collect digital copies of your work
 Set up GoogleDocs account and upload Office
Docs into one place

111. Create an inventory of your work
What themes emerge in your work?

112. WORDPRESS/MOVABLE TYPE EPORTFOLIOS

113. ORGANIZE A PRESENTATION PORTFOLIO BASED
ON THEMES
 Use Pages in Blogger or
WordPress
http://blog.helenbarrett.org/
 Use Google Sites
http://sites.helenbarrett.net/portfolio/
 Use a Wiki

114. DR. HELEN BARRETT
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong
and Life Wide Learning
eportfolios@gmail.com
http://electronicportfolios.org/
Twitter: @eportfolios
http://slideshare.net/eportfolios