BALANCING PURPOSES
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Balancing the Two Faces of ePortfolios - Track Keynote at IUPUI Assessment Institute
![Key Themes of My Presentation ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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BALANCING PURPOSES
- 1. Balancing the 2 Faces of e-Portfolios Dr. Helen Barrett Slideshare: eportfolios
- 4. Are we experiencing the equivalent of Red States/Blue States in Assessment/Accountability?
- 5. Multiple Purposes from Hidden Assumptions What are yours? http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
- 34. Overlap of Assessment Types Electronic Portfolios: that support Assessment FOR Learning Assessment Management Systems: that support Assessment OF Learning Institution-centered Learner-centered “ Checklist of Competencies” • Balance • “Students’ Story of Learning” Positivist Constructivist
- 36. Categories of E-Portfolio Software Created as part of my study of different online tools: http://electronicportfolios.org/categories. html Not tools for telling but tools for talking! - Julie Hughes, University of Wolverhampton
- 37. Recent changes in technology
- 39. Web 2.0 tag cloud
- 41. http://electronicportfolios.org/categories.html Web 2.0
- 45. Using a Blog Handout
- 47. Social Learning How can we integrate ePortfolios with what we know about social learning and interactivity?
- 49. How can you leverage the technologies learners own? Accessibility from “net books” and home computers Connectivity with cell phones Audio (podcasts) and Video (digital stories)
- 56. Reflection … is the “Heart and Soul” of a Portfolio… A Reminder…
- 63. The Learning Cycle David Kolb from Dewey, Piaget, Lewin, adapted by Zull
- 64. Experiential Learning Model Lewin/Kolb with adaptations by Moon and Zull Try out what you have learned Learn from the experience Reflect on the experience Have an experience Practice Metacognition
- 70. Convergence
- 71. What’s Your Story? Richness not possible in print
- 72. Wordle.com This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors. http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/
- 73. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170 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
- 76. Goal: Balance in Electronic Portfolios Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Opportunity Cost ?? ?? Purpose Along a Continuum
- 77. Goal: Balance in Electronic Portfolios Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Opportunity Cost Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Purpose
- 78. Goal: Balance in Electronic Portfolios Accountability Opportunity Cost Faculty Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Purpose
- 79. Goal: Balance in Electronic Portfolios Accountability Faculty Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Opportunity Cost Social Learning Faculty Time Involvement Complexity Purpose
Notas del editor
- 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.
- In 2002, the Chronicle of Higher Education declared that ePortfolios were the "next big thing" in higher education and, since that time, ePortfolios have been widely adopted in schools and colleges across the world for different purposes. In this presentation we will review the two "faces" of ePortfolios: the "portfolio as workspace" which is more of a formative conversation about learning (with feedback for improvement); and the "portfolio as showcase" of achievements, often used for summative assessment, accountability or marketing/employment. We will also explore how to balance both approaches for improved student learning and engagement while still meeting institutional accountability requirements.
- There are multiple purposes for ePortfolios, which has led to a lot of confusion. It reminds me of the famous poem of the six blind men from India touching an elephant. Each man touched a different part of the elephant and, not seeing the big picture, described the animal as a snake or a spear or a fan, etc. The same can be said for ePortfolios, as shown in the picture on the right. There is no single purpose for creating an ePortfolio. A portfolio can be created for each of those purposes.
- The traditional portfolio literature identifies the processes shown in the left column. The value-added of technology shows in the right column. First, we have the collection process; with technology, that leads to creating a digital archive of the work. The second step involves selecting specific pieces or work from the collection to demonstrate a particular outcome, goal or standard. With technology, that process is done by creating a hyperlink to the documents in the archive. Some researchers have found that the process of hyperlinking may lead to higher levels of thinking about learning, or meta-cognitioin. The process of reflection helps the learner construct meaning from the work they have selected, and technology creates new models of storytelling to help with that meaning-making. Direction is setting goals for the future, and celebration is a formal exhibition before an audience, either real or virtual. Technology creates new opportunities for collaborating and publishing, especially with Web 2.0 tools.
- There is a difference between the building blocks of a Personal Learning Environment [PLE} often called the working portfolio, and a particular story that is told to a specific audience -- often called a presentation portfolio. The working portfolio is the repository or the digital archive of the artifacts. A working portfolio also includes a lot of personal information about a learner, and may also include a reflective journal, sometimes called a blog if it is stored online. The presentation portfolio is the narrative or the story that the portfolio tells. There may be multiple views, both private or public, for various audiences and for various purposes. With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system.
- assessus, pp. of assidere "to sit beside"
- H - Positivist checklist of skills - Constructivist story of deep learning
- Because of my website, I am often asked what is the best tool to use to create an electronic portfolio. My answer is always, “It depends” upon the specific context in which the portfolio is being created, and as I have already discussed, the different purposes for an ePortfolio. But having one of these pen drives is a great, inexpensive tool to collect artifacts and transport them for use with any ePortfolio system.
- There is also a recent maturity in technology that has enormous impacts on the way we share what it means to be human in the digital age. More specifically, the widespread availability of high speed Internet in the homes in America (over 50% at the last report) has made the uploading and downloading of digital text/images/audio/video more feasible. The explosion of video sharing sites, such as YouTube, is evidence of this change, confirmed by Time Magazine, identifying “You” (anyone who uploads content to the Internet) as the 2006 “Person of the Year.”
- The architecture of interaction, that is the foundation of Web 2.0, can also facilitate a pedagogy of interaction, through the use of those technologies to support interpersonal communication. There are also emerging technologies, such as Second Life, that create virtual environments that have untapped (and unresearched) potential for lifelong learning.
- With the current approach to electronic portfolios, the digital archive and the presentation tool are most often combined in a single system. When a student leaves the educational institution, that work remains, and is often purged when a student leaves. When ePortfolio management systems are institution-centered, they tend to be limited to the time that the students are enrolled, and the contents tend to be focused on academic goals. However, learning is lifelong and life wide.
- There is a need to separate the needs of the individual (for a personal learning space, to collect both the artifacts and a learner’s reflections on their learning over time) and the institution (for data about student learning/achievement, and the presentation portfolios created for institution-determined purposes). The digital archive belongs to the learner, and should be under the control of the learner throughout their life. Each artifact should have a unique identifier, so that a learner can access their work for use in a variety of contexts. This digital archive should have the capacity for meta-tags, searching by keywords, date created, date changed, etc. The ownership of electronic portfolios needs to be re-conceptualized, as well. Learners own the work they create. Institutions own the teachers’ evaluation of that work. Learners should be able to choose how much of that evaluation they will include in their own digital archive.
- In summary, my current goal is to see how we can find the “every day-ness” in ePortfolios. How can we make ePortfolio development a natural process integrated into everyday life so that it truly supports lifelong and life wide learning, and lets us tell our unique stories? I think some of the new generation of mobile phones, such as the iPhone, gives us a glimpse of the types of tools that may eventually have the capability to support adult learners’ ePortfolio development process. I am hopeful that the tools in the near future will be as ubiquitous and easy to use as today’s mobile phones or iPods. Then we will truly be able to document the stories of our lives.
- “ The sorts of abilities that matter most now it turns out are also the sorts of things that people do out of intrinsic motivation.” (Pink) - Do what you love! What is your passion?
- gives the feeling that the writer is talking directly to the reader/viewer
- We all have a story to add to our portfolios. These digital stories provide opportunities for a richness not possible in print. Some stories will represent the fresh innocence of youth, some will reflect the experiences of a rich life. The audiences might be worldwide, like the BBC Wales, but most likely the audiences will be small and intimate.
- She started her students with a blog, but many of them went far beyond the blog and created their own presentation portfolios using one of the Web 2.0 tools. She herself had to use one of the commercial e-portfolio/assessment management systems in her graduate program, and she said,
- My final wish to you is that all your electronic portfolios become dynamic celebrations and stories of deep learning across the lifespan.
- I welcome your dialogue and conversation about these ideas. I’m waiting to respond to your questions! Thank you very much!