Keynote address at Calgary Teachers Conference, February 17, 2011.

1. Portfolio LearningE-portfolios for student engagement and life-long learning Dr. Helen Barrett electronicportfolios.org Twitter: @eportfolioshashtag: #eportfolios http://www.slideshare.net/eportfolios/

2. Outline Context Definitions Process - Reflection Product - Technology Intrinsic Motivation Portfolio as Story

3. What if…

4. Context Why Electronic Portfolios Now?

5. Enhancing students' computer & multimedia skills through ePortfolios

6. Draft 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)

8. As adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”

9. The Power of Portfolios what children can teach us about learning and assessment Author: Elizabeth Hebert Publisher: Jossey-Bass Picture courtesy of Amazon.com

10. The Power of Portfolios Author: Dr. Elizabeth Hebert, Principal Crow Island School, Winnetka, Illinois Picture taken by Helen Barrett at AERA, Seattle, April, 2001

11. From the Preface (1) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “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.”

12. From the Preface (2) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “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.”

13. From the Preface (3) Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “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.”

15. What your parents saved for you

16. What you collect…

18. Is there a difference between what you purposefully save and what you can’t throw away?

19. 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.

20. Lifelong Context for ePortfolios

21. School District’s ePortfolio Vision Statement (Draft) By implementing e-portfolios, we 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.

22. Technology & Reflection Two Themes across the Lifespan with ePortfolio Development and Social Networking 17

23. Portfolio One Word, Many Meanings

24. Who was the first famous “folio” keeper? Definitions

25. Leonardo da Vinci’s Folio

26. What is a Portfolio? Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc. Financial portfolio: document accumulation of fiscalcapital Educational portfolio: document development of humancapital

27. Portfolio A purposeful collection of artifacts (learning/work products with reflection) demonstrating efforts, progress, goals, and achievement over time

28. Electronic digital artifacts organized online combining various media (audio/video/text/images)

30. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience

31. Digital Repository(Becta, 2007; JISC, 2008)

32. 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

33. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe

34. Temple at Delphi “Know Thyself”

36. New Purpose: Use ePortfolios for managing knowledge workers' career development

37. What are my strengths?

38. How do I perform?

39. What are my values?

40. Where do I belong?

41. What should I contribute?

42. Responsibility for Relationships

43. The Second Half of your Life (a suggested framework for organizing reflection in learning portfolio?)

44. Portfolio Careers Use e-portfolios to help students: explore their life purpose and goals explore their personal & professional identity build their professional online brand prepare for portfolio career/life

45. Creating Digital Identity “YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition. Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’ PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010

47. is developmental,

48. is integrative,

49. is self-directive, and

50. is lifelongCambridge (2004)

51. Resource on Biology of Learning Enriching the Practice of Teaching by Exploring the Biology of Learning James E. Zull Stylus Publishing Co.

52. The Learning CycleDavid Kolb from Dewey, Piaget, Lewin, adapted by Zull

53. What is Reflection? Major theoretical roots: Dewey Habermas Kolb Schön Dewey: “We do not learn from experience…we learn from reflecting on experience.”

54. Portfolio Learning Experience Feeling Reviewing Recording Organizing Planning Publishing & Receiving Feedback Sharing & Collaborating Selecting Synthesizing Dialogue Reflecting Understanding Conceptualizing & Constructing Meaning Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984) JISC, 2008, Effective Practice with e-Portfolios, p. 9

55. Learning Portfolios Reflection Learning Portfolio Collaboration Documentation “know thyself” = a lifetime of investigation self-knowledge as outcome of learning The Learning Portfolio (Zubizaretta, 2004, p.20)

56. Experiential Learning ModelLewin/Kolb with adaptations by Moon and Zull Practice Have an experience Reflect on the experience Try out what you have learned Metacognition Learn from the experience

57. Self-Regulated LearningAbrami, 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

58. Reflective Questions that tie the Past to the Future

59. Balancing the 2 Faces of E-Portfolios

61. Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”)

62. Product: the outcome/results or “thinginess” of an activity/process- Destination

65. Level 1 Workspace: Collection in the Cloud

66. Capture the Moment!

67. Capture the Moment

68. More PebblePad Screens

69. Level 2 Workspace: Learning/Reflection

70. Reflection with Mobile Device Capture the Thought

71. Showcase Level 3: Primary Purpose: Showcase/Accountability

72. Format? Expressive vs. Structured Models

73. Brainstorm

74. Developmental Plans K-2– no individual student accounts & Class Portfolios Grades 3-5 – Individual student accounts & Level 1 portfolios with introduction to Reflection Grades 6-8 – Individual student accounts & Level 2 portfolios (Collection + Reflection) Grades 9-12 – Individual student accounts & Level 3 portfolios (Selection & Presentation)

75. Timeline 54 Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation

77. showcase work online to multiple audiences

78. dialogue about learning artifacts/reflections

80. Electronic Portfolios almost two decades (since 1991) used primarily in education to store documents reflect on learning feedback for improvement showcase achievements for accountability or employment 57

82. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 60

83. Social Learning Interactivity! 61

84. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!

85. Processes Social Networking Connect(“Friending”) Listen(Reading) Respond(Commenting) Share(linking/tagging) Portfolio Collection Selection Reflection Direction/Goals Presentation Feedback Technology Archiving Linking/Thinking Digital Storytelling Collaborating Publishing 63

86. Discuss! Engagement Factors? Social networks? ePortfolios? 64

87. The Future of mPortfolios (m=mobile) My current research! More in my next session!

88. 66 Similarities in Process Major differences: extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose

89. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 67

91. Give users autonomy.

92. Keep system as open as possible.- Clay Shirky 68

93. Autonomy & ePortfolios Choice Voice Sharing Feedback Immediacy 69 http://www.flickr.com/photos/kenturamon/342946821/

95. Sports? Games?

96. Compliance vs. Personal Mastery

97. Open Source movement (Wikipedia vs. Encarta)

98. Make a contribution70

99. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 71

100. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 72

101. Student Engagement & Ownership! 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” 73

102. Use ePortfolios to documentMASTERY 74

104. Big picture

105. Engagement75

106. 76 Good Question…

107. 77 Because Purpose and Passion Co-Exist

108. Successful ePortfolio Process: Develop multimedia artifacts through Project-Based Learning & Learning with Laptops/Netbooks/Mobile Devices Engage students in reflection to facilitate deep learning through… Digital storytelling Journal/Blog & Presentation Portfolio – Workspace + Showcase

109. Portfolios help learners find their Voice… and explore their Purpose and Passions through Choice!

110. 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)

111. Portfolio tells a Story “A portfolio is opinion backed by fact... Students prove what they know with samples of their work.”(Paulson & Paulson, 1991, p.2)

112. Strategies for Helping Students Reflect Interactive tools Journals: Blogs & Wikis ePortfolio tools with built-in reflection Survey tools Student self-expression Digital Storytelling http://electronicportfolios.org/reflection.html

113. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 83

114. Convergence

115. Examples Student Digital Stories

116. Victoria’s 2nd Grade Autobiography

117. Tori – 2nd Grade

118. Tori – 6th grade poem

119. Naya’s Portfolio Naya, Anchorage School District, May 2000

120. High School Student Trey – “I am From” – Bremerton High School, 2009

121. Reflection – RetrospectiveComing Full Circle

122. Create a Professional Portfolio Model Intrinsic Motivation! Share with Students! Prepare for the Portfolio Life!

123. Share your Professional Portfolio with your PLN Invite conversation and collaboration

124. My Story

125. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 95

126. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 96

127. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/