2. Reflect #1
What do you want
to get out of this
workshop?
Open
GoogleDocs/Drive
document. Share
with
eportfolios@
gmail.com
Tag: goalsLesson 1
3.
4. Agenda
Introductions & Overview
What? Why? How? (of ePortfolios)
Using GoogleApps for ePortfolios
Level 1: Collection: GoogleDocs
Level 2: Reflection/Feedback: Blogger
Level 3: Google Sites
Teacher Dashboard
Digital Storytelling
Professional Development
5. Legacy from the Portfolio
Literature
Much to learn from
the literature on
paper-based portfolios
As adult learners, we have much to
learn from how children approach
portfolios
“Everything I know about portfolios was confirmed
working with a kindergartener”
6. The Power of
Portfolios
what children can teach us
about learning and assessment
Author: Elizabeth Hebert
Publisher: Jossey-Bass
Picture courtesy of Amazon.com
7. The Power of Portfolios
Author:
Dr. Elizabeth
Hebert, Principal
Crow Island School,
Winnetka, Illinois
Picture taken by Helen Barrett at
AERA, Seattle, April, 2001
8. 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
9. From the Preface (2)
“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
10. From the Preface (3)
“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
11. 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 you
What you collect…
Why you collect…
12. 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.
13. Outline
Definitions (What?)
Reflection (Why?)
Google Apps (How?)
Blogger
Docs & Sites
Teacher Dashboard
Using Mobile Apps
Digital Storytelling
17. National
Educational
Technology Plan
(2010)
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)
18. National
Educational
Technology Plan
(2010) - Assessment
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)
19. 2012 Horizon Report – K-12
Time-to-adoption:
One Year or Less
Mobiles and Apps
Tablet Computing
Two to Three Years
Game-Based Learning
Personal Learning Environments
Four to Five Years
Augmented Reality
Natural User Interfaces
New Media Consortium http://www.nmc.org/
20.
21. Balanced?
Student-Centered
Focus on Interests,
Passions, Goals
Choice and Voice
Reflection
Lifelong Learning
School-Centered
Focus on Standards,
Outcomes
Accountability,
Achievement
Term, Graduation
24. Student examples
ASB Google Sites portfolios & Victoria
example
Explore:
Hunter Park Kindergarten & Abigail's E-
Profile (NZ) – Blogger
Kim Cofino’s 6th graders (Japan) - Blogger
Pt. England School (NZ) – Blogger
See links on 1-AM Agenda page
27. 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
30. 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)
31. Reflect #2
What is your prior
experience with
portfolios/ social
networks?
-Personal?
-Professional?
-Students? Tag: Experience
Lesson 1
32.
33. 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
34. Begin Planning Process
Online course website:
https://sites.google.com/site/k12eportf
olioapps/planning
Open Google Doc, share with school
team partners, begin developing plan.
35.
36. Step 2: Benefits of
Portfolios
Identify Incentives for participation in
e-portfolio development (self-
awareness, intrinsic reward systems)
(Why would your students want to
develop an ePortfolio?)
Lesson 2
37. 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.
38. 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.
41. Passion and Self-Directed
Learning
Lisa Nielsen’s “The Innovative Educator” blog entries:
Preparing Students for Success
by Helping Them Discover and
Develop Their Passions
(Renzulli’s Total Talent Portfolio)
10 Ways Technology Supports
21st Century Learners in Being Self Directed
http://theinnovativeeducator.blogspot.com/
43. Student Literacy Achievement
through Blogging
The Project definitely provided a motivation
for writing, an improvement in audience
awareness and purpose and in presentation
skills. Other school interventions also had an
impact on literacy achievement; however
the Project has provided a purpose and
enthusiasm for literacy.
The students of Manaiakalani were provided
with a “hook” (e-learning outcomes
published in on-line spaces) which gave
these decile 1 students a voice to be heard
globally. Subsequently, participating in the
Manaiakalani Project enhanced their
literacy, engagement, oral language and
presentation. (p.70)
Tamaki Schools, Auckland, NZ
44. Reflect #3
What is your
Vision
and Purpose
for
implementing
ePortfolios in
yourschool? Tag: Vision
Lesson 2
45.
46. United #7 ePortfolio Vision
Statement (Draft)
By implementing e-portfolios, United#7
will empower students to become
active participants in their own
personalized education. Through use
of reflection, technology, and
collaboration, students and teachers
will develop skills that will lead them to
achieve their lifelong goals.
47. From Mead School District’s Student
Portfolio Handbook:
Remember, you are telling us a
story, and not just any story.
Your portfolio is meant to be
your story of your life over the
last four years as well as the
story of where your life might
be going during the next four
years: tell it with pride!
48. 1 paragraph!
What is your
“elevator
Speech”
describing
your Vision for
ePortfolios?
49. Google Docs
Open Google Docs
Documents using Google
App/Safari
Start a document
exploring your vision for
ePortfolio development
(No collaboration in
docs.google.com/m/)
50. Step 4: Stakeholders
Step 4: Stakeholders - Who is involved and
how will you introduce them to ePortfolios?
Identify Stakeholders in Portfolio
Implementation Process and Develop Initial
Communication Plan for each stakeholder
group
Lesson 3
51. Your Team’s Task
Brainstorm Vision using GoogleDoc
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?
52.
53. Process/Product
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
56. blog
Sites
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
blog pages
Captions/Journals
Now what?
So what?
What?
57. Balancing the Two Faces of
E-Portfolios
Working Portfolio
Digital Archive
(Repository of
Artifacts)
Collaboration Space
Reflective Journal
Portfolio as Process
Workspace
Presentation Portfolio(s)
The “Story” or Narrative
Multiple Views
(public/private)
Varied Audiences &
Purposes
Portfolio as Product
Showcase
Blog
Sites
Docs
61. Creating an ePortfolio with
GoogleApps
1. Storage = Google Docs/Drive
2. Reflective Journal = Blogger or
Google Sites
Announcements page type
3. Presentation =
Google Sites
Google Drive
65. Reflect #5
What are a few
strategies to
create digital
artifacts
with GoogleApps
integrated into
the curriculum?
Audio, Video,
Images, Text
Google Drive
66. Step #5.1
What type of
evidence do you
want to capture?
How would you
“capture the
moment”?
Where will you store
these artifacts? Tag: Evidence
Lesson 3
68. Step #5.2
How will your
students set goals,
reflect on their
learning and create a
reflective journal as
part of a personal
learning record or
working portfolio? Tag: Evidence
Lesson 4
69. Step 5.2
Level 2 Portfolio as Workspace
Plan for scaffolding reflection
http://sites.google.com/site/refle
ction4learning/
71. ePortfolios should be
more Conversation
than Presentation
(or Checklist)
Because Conversation transforms!
72. Post to from Mobile
Send email to pre-arranged email address
Use new Blogger app (free) or
BlogPress iOS app ($2.99) or
Blogsy for iPad ($4.99)
Set up Blogger Mobile and
send SMS
73. 73
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”
77. Timeline
77
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 +
82. Do Your e-Portfolios have
CHOICE and VOICE?
Individual
Identity
Reflection
Meaning Making
21st Century Literacy
Digital Story of Deep Learning
83. Voice
6+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
84. 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)
85. 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.
86. Successful ePortfolio Process:
Develop multimedia artifacts through
Project-Based Learning with Docs
& Learning with Laptops/Mobiles
Engage students in reflection
to facilitate deep learning through…
Digital storytelling
Journal/Blog & Presentation Portfolios –
Balance Workspace + Showcase
87. 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
90. 1 paragraph!
What is your
“elevator
Speech”
describing
your Vision for
ePortfolios?
91. 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.
92. 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.
93.
94. 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 own Portfolio
Learning
+ Technology Skills
Portfolio Skills
98. Initial Online Courses Planned
1. Overview of Student-Centered Electronic Portfolios
in K-12 Education (tool-neutral – focus on “Portfolio”
Reflection Process & Feedback) – online NOW
2. Supplemental courses:
Implement Electronic Portfolios with K-12 Students using
Google Apps (Docs, Sites, Blogger, YouTube, Picasa,
Digication, Teacher Dashboard) (Focus on “Electronic”)
Implement Electronic Portfolios with K-12 Students using
Mobile Devices (iOS, Android)
Create Your Professional Portfolio (tool neutral)
102. “everyday-ness”
How can we make ePortfolio development
a natural process integrated into
everyday life with everyday tools?
Lifelong and Life Wide Learning
103. Step 7
What resources &
assistance do you
need? What are
your challenges &
barriers? What
tools are you going
to use?
Tag: Evidence
Lesson 5
107. 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
108. 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?
109. Step 8
How will you use
these portfolios for
formative and
summative
assessment?
How will you
evaluate your
progress? What are
your expectations,
targets, timeline? Tag: Evidence
Lesson 6
110. Step 8
Develop evaluation plan -
Establish expectations/targets
and timeline
Develop Rubrics for formative &
summative assessment
https://sites.google.com/site/ass
ess4learning/rubrics
111. Add-ons
Managing IMAGES in Google Apps with PicasaWeb
Albums, Aviary Tools
Managing VIDEO in Google Apps with YouTube and
Google Docs
Add-ons to GoogleApps to support portfolio
development: Teacher Dashboard, Aviary, others
Lessons 7,8
114. Reflect
What are your “AHA”
moments in this
workshop?
What do you want to
explore further?
What are your next
steps?
eportfolios@gmail.com
Tag: Feedback or Goals
