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SOTF mPortfolios
1. Mobile
ePortfolios
planning/goal setting,
capturing the moment,
reflecting on change over time
Dr. Helen Barrett
SOTF Conference electronicportfolios.org
October 24, 2012 Twitter: @eportfolios
Slideshare.net/eportfolios
6. Mobile Web is becoming the
Personal Learning Environment
of the “Net Generation”
Learning that is…
oSocial and Participatory
oLifelong and Life Wide
oIncreasingly Self-Directed
oMotivating and Engaging
o… and Online all the time!
8. 2012 Horizon Report – Higher Ed
Higher Ed Time-to-adoption: K-12 Time-to-adoption:
• One Year or Less • One Year or Less
– Mobile Apps – Mobiles and Apps
– Tablet computing – Tablet Computing
• Two to Three Years • Two to Three Years
– Game-Based Learning – Game-Based Learning
– Learning Analytics – Personal Learning
• Four to Five Years Environments
– Gesture-based computing • Four to Five Years
– the Internet of Things – Augmented Reality
– Natural User Interfaces
New Media Consortium http://www.nmc.org/
9.
10. Why Mobile is a Must
• Kids today are captivated by the personalization and
socialization of online tools--the ability to build large
networks of friends; share their thoughts, feelings, and goals;
and communicate as they wish. …And not only is it possible,
it's possible anytime and anywhere, via a plethora of devices
and widely available cellular and WiFi networks.
• The upshot is, these digital natives now have in their hands
the tools to shape their own education in once unimagined
ways. They have the ability to interact with other learners at
their convenience, with differences in time and place
presenting no hurdle. They can research, on the spot, any
topic of interest. And they can capture the moment, whether
it's in a picture, a video, or a blog entry.
• -- Mary McCaffrey “Why Mobile is a Must” T.H.E. Journal
http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx
11. Posted on ePortfolio Conversations
Google Group:
• Question: How to collect evidence of
informal learning rather than formal
education.
• Response: "Start with SMS [on mobile
phones] - it’s the morse code
of the present
generation...
and it works.”
13. http://www.businesswire.com/news/home/201
Digital Birth: 01006006722/en/Digital-Birth-Online-World
Welcome to the Online World
• Mothers with children aged under two (N=2200) that have
uploaded images of their child (2010)
• Overall – 81%
– USA – 92%
– Canada - 84%
– (EU5 - 73%)
UK - 81% France - 74% Italy - 68% Germany - 71% Spain –
71%
– Australia – 84%
– New Zealand – 91%
– Japan - 43%
http://www.flickr.com/photos/sailbit/3329477282/
The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27
September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japan
were polled.
17. 5 Reasons Why Your Online Presence Will
Replace Your Resume in 10 years
1. Social networking use is skyrocketing while
email is plummeting
2. You can’t find jobs traditionally anymore
3. People are managing their careers as
entrepreneurs
4. The traditional resume is
now virtual and easy to build
5. Job seeker passion has become the
deciding factor in employment
http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-
presence-will-replace-your-resume-in-10-years/
18. Dan Schawbel, Forbes
“personal branding guru”
• “Your online presence communicates,
or should communicate, what you’re
truly and genuinely passionate
about… I firmly believe that you won’t
be able to obtain and sustain a job
without passion anymore.”
• http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-
presence-will-replace-your-resume-in-10-years/
19. Help students find
their Purpose and Passion
through Reflection &
Goal-Setting in
E-Portfolio Development
21. Experiential Learning Model
Lewin/Kolb with adaptations by Moon and Zull
Practice
Have an experience
Try out what you Reflect on the experience
have learned
Metacognition
Learn from the experience
23. Single & Double Loop Learning
Reflecting
http://simbeckhampson.com/2010/10/12/doing-things-right-vs-doing-the-right-things-rainerfalle/
24. 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
26. Balancing the Two Faces
of ePortfolios
Process Product
Story of Documentation
Learning of Achievement
Workspace Showcase
27. Some Basic Concepts
“ePortfoliois 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
29. 1. Purpose
• Purpose. Decide on the purpose for the
portfolio. What are you trying to show with
this portfolio? Are there outcomes, goals, or
standards that are being demonstrated with
this portfolio? In this example, steps 2-4
represent an iterative process, using a blog to
provide formative feedback on student work
on a regular basis.
30. Reflection
• What is your purpose
for implementing
ePortfolios in your
classroom this year?
• How will you help
students conduct
student-led
conferences with their
ePortfolios?
31. 2. Collection/Classification
• What artifacts will you include in your
portfolio? How will you classify these entries?
• Students: convert all attached artifacts into
web-compatible formats (JPEG or PDF)
33. Share
What are a few
strategies to create
digital artifacts Google Drive
with GoogleApps
integrated into the
curriculum?
Audio, Video, I
mages, Text
35. Reflection
• What type of digital
artifacts will your
students create
throughout the school
year?
• How will you help
students store their
work online?
36. 3. Reflection.
• Reflection is the heart and soul of a portfolio.
Reflection provides the rationale for why
these artifacts represent achievement of a
particular outcome, goal or standard. Blog
entries provide an opportunity for reflection
"in the present tense" or "reflection in action."
38. Reflection
• When and how will
your students reflect
on their work in their
blogs?
• What type of resources
could you share to
support student
reflection and goal-
setting (prompts, etc.)
39. Students Reflect – During
– Dr. Barrett's Google Site on Reflection for Learning)
– Students: Write a blog entry with a reflection on each
learning activity or artifact (what is the context in
which this artifact was developed? What did you
learn?).
– Students: Add your own
classification using Tags
– Students: Add appropriate
artifacts (through hyperlinks)
or as an attachment to the
journal entry.
40. Resource on
Reflection
https://sites.google.com/
site/reflection4learning/
REFLECTION FOR
LEARNING
41. Reflection
• Source:
http://peterpappas.blogs.co
m/copy_paste/2010/01/tax
onomy-reflection-critical-
thinking-students-teachers-
principals-.html
• Based on Bloom’s Taxonomy
(Revised)
42. 4.
Connection/Interaction/Dialogue/
Feedback.
• This stage provides an opportunity for
interaction and feedback on the work
posted in the portfolio.
– provide feedback on the work posted in the
ePortfolio/blog entries. Guidelines should
be provided to support more effective
feedback.
• REPEAT steps 3-4 for each learning
activity or artifact,including updating
goals when appropriate.
43. Reflection
• When and how will
your students receive
feedback on their work
in their blogs?
• What type of resources
could you share to
support student
commenting (prompts,
etc.)
45. 5. Summative
Reflection/Selection/Evaluation.
• At the end of a course (or program),
students would write a reflection that
looks back over the course (or
program) and provides a
meta-analysis of the
learning experience as
represented in the
reflections stored in the
blog/journal entries.
46. Students Reflect - After
– Students: Review the blog/journal entries for that
category, and write a "retrospective reflection"
about the learning represented in the artifacts,
selecting one or two examples that best represent
achievement.
– Students: Prepare a Page for each Outcome, Goal
or Standard, and link to the selected
"best" blog entries, writing a reflection
on each page (by outcome/goal/standard)
which should also have the artifact
attached or linked.
47. 6. Presentation/Publishing
• The portfolio developer decides what parts of the
portfolio are to be made public.
– Student: Create a set of pages that highlight the best
components of the portfolio, linking to specific entries
in the blog. Add the
evidence (through hyperlinks to blog entries or artifacts)
to the appropriate sub-pages in the portfolio.
48. Students Organize Showcase
Portfolio
– Students: Create an Introduction page, which
should contain an overview of the portfolio. It
serves as a “letter to the reader” and provides an
explanation of the overall goals of the portfolio.
Provide links to other pages developed
in the portfolio.
Advertise this Introduction
page as the initial access
point in your portfolio.
– Students: Create a page with
Future Learning Goals
(reflection in the future tense).
49. Timeline
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 X XX
Level 1: Collection
Level 2: Collection + Reflection
Level 3: Selection + Presentation –
Showcase to parents – practice in fall
49
50. Reflection
• When and how will
your students prepare
to share their best
work with their
parents?
• What type of resources
could you share to
support student
showcase portfolios?
52. 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)
53. What functions can be achieved with mobile
phones for each of these processes?
• Capturing & storing evidence - this evidence of learning can be in
the form of text, images, audio or video
• Reflecting - “the heart and soul of a portfolio” - this reflection could
be captured in real time in different formats: writing, voice capture
(and voice-to-text conversion), video capture and digital stories
• Giving & receiving feedback - one of the most effective uses of a
portfolio is to review a learner’s work and providing feedback for
improvement
• Planning & setting goals - a very important part of the portfolio
process is personal development planning and setting goals for
achievement
• Collaborating - learning is a social activity - technology provides
new forms of collaboration
• Presenting to an audience - at specific points in the learning
process, a learner may put together a presentation of their learning
outcomes for an audience, either real or virtual
63. Post to from Mobile
Phones
• Send email to pre-arranged email address
• Blogger App (free)
• BlogPressiOS app ($2.99)
• Blogger Mobile & send SMS
64. Blogging* by eMail
*the act of sharing yourself
Tumblr Posterous
• Set up account on website • Just email to
• Send email to: post@posterous.com
myaccount.tumblr.com • iPhone App
• iPhone App • Cross-post to Facebook&
• Call in your posts for audio Twitter
post to blog
• Cross-post to Facebook&
Twitter
69. Evernote
One Account, Many Devices
evernotefolios.wordpress.com
• Capture Anything
• Access Anywhere
• Find Things Fast
• Capture something in one
place -- access it from another
• Web page access
Emailing your memories
Email notes, snapshots, and audio directly into your account.
Emailed notes will go directly into your default notebook.
70. Evernote
• All in one recording/saving to
Evernote Account (email address)
• Grades 3-5, Trillium Charter
School, Portland (see my blog)
iPod Touch4 $239 &
Lexmark Pinnacle Pro901 $199
71. Case Study: Grades 3-5
Trillium Charter School, Portland, OR
http://blog.helenbarrett.org/2011/06/evernote-for-intermediate-portfolios.html
iPod Touch 4
73. JotNot Scanner Pro ($.99)
• Scan Multi-
page
• Send the image
documents
directly via email • Remove
or upload it to
cloud storage Shadows &
services including Noise
Evernote, Box.net,
Dropbox, or • Save as PDF
Google Docs. (not • Email, Fax and
with free version)
Share your
Scans
74. AudioBoo.fm
• a mobile & web
platform that
effortlessly allows
you to record and
upload audio for
your friends, family
or the rest of the
world to hear.
• Also Google Voice
75. iPadio
•Record on mobile device
•Publish on Internet
•Get URL when published
•Embed in website (blog, wiki)
76. Capture Store Online Capture Voice
Images &
Video Mobile Apps + Website
Storage
Capturing & Storing Evidence
now
Google Docs Google Drive DropBox
79. Dropbox Apps
PlainText PhotoSync DropVox
• Creates plain Uploads • Records audio
text file (.txt) pictures to a (.m4a) and
and saves variety of sends it
directly to directly to
websites,
Dropbox
account. Can
including your Dropbox
create folders. Facebook, account
Flickr, Dropbox.
80. Other Online Storage Apps
Microsoft Live
SkyDrive – 25GB ZumoDrive – 2 GB SugarSync – 2 GB
iOS to/from Box.net –
PicasaWeb 5-50 GB
(Google)
82. Resource on
Reflection
https://sites.google.com/
site/reflection4learning/
REFLECTION FOR
LEARNING
83. Reflection
• Source:
http://peterpappas.blogs.co
m/copy_paste/2010/01/tax
onomy-reflection-critical-
thinking-students-teachers-
principals-.html
• Based on Bloom’s Taxonomy
(Revised)
84. EDMODO.COM
a private social network for education
• Set up groups with students:
• Has apps for iOS and Android
• Use like Twitter (add tags)
• Looks like Facebook
85. Apps for Online Portfolio Tools
Mahara Pebble Pad Curtin Epsilen
PortfolioUP (U.K.) University Mobile
(more tools under (Australia)
development in N.Z)
86. Mobile Phone Apps
for ePortfolios
U.K. Metacognitives
Mahara
PortfolioUP
(more tools under
development in
U Minnesota Duluth OSPI N.Z)
98. A Reminder…
Reflection & Relationships
… the “Heart and Soul” of an e-
portfolio…
NOT the Technology!
98
99. *Reflection REAL*
Engagement ePortfolio
Assessment for Academy
for K-12
Learning Teachers
100. Initial Online Courses Planned
• Overview of Student-Centered Electronic Portfolios in K-
12 Education (tool-neutral – focus on “Portfolio”
Reflection Process & Feedback)
• 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)
101. My Final Wish…
• dynamic celebrations
• stories of deep learning
• across the lifespan
102. DR. HELEN BARRETT
@EPORTFOLIOS
Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
Founder, REAL*ePortfolio Academy for K-12 Teachers
*Reflection, Engagement, Assessment for Learning
eportfolios@gmail.com
http://electronicportfolios.org/
http://slideshare.net/eportfolios
Notas del editor
Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
25% posted sonograms!
Companies are increasingly relying on social networks such as LinkedIn, video profiles and online quizzes to gauge candidates' suitability for a job. While most still request a résumé as part of the application package, some are bypassing the staid requirement altogether…. compiled a profile comprising her personal blog, Twitter feed, LinkedIn profile, and links to social-media sites Delicious and Dopplr, which showed places where she had traveled.
How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
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) (in GoogleDocs?)
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)
How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
Common Tools vs. Proprietary systems
I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios. “tiny bursts of learning”: http://chrisbetcher.com/2011/04/1483/
Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.