Northwest eLearning Conference Keynote, October 29, 2009. "Interactive ePortfolios: Using Web 2.0 tools to Provide Feedback on Student Learning"

1. Interactive ePortfolios: Using Web 2.0 tools to Provide Feedback on Student LearningOctober 29, 2009 Dr. Helen Barrett Courtesy Research Associate Center for Advanced Technology in Education University of Oregon (2007-present) Assistant Professor, Educational Technology (retired) College of Education University of Alaska Anchorage (1991-2005)

2. Personal Learning Environment Supports Self-Directed Learning

4. Lifelong and Life Wide

5. Increasingly Self-Directed

6. Motivating and Engaging

8. Knowing the learner (Self-awareness) Understanding prior knowledge Motivation for and attitudes toward learning Help learners understand themselves See their growth over time

9. Planning for learning (Self management) Setting goals Develop a plan to achieve these goals

10. Understanding how to learn (Meta-learning) Awareness of learners to different approaches to learning Deep vs. Surface Learning, Rote vs. Meaningful Learning Different Learning Styles Help learners recognize success Accommodate approaches that are not successful

11. Evaluating learning (Self monitoring) Systematic analysis of learners’ performance Responsibility to construct meaning Be reflective & think critically Learners construct meaning, monitor learning, evaluate own outcomes

12. Deep Learning involves reflection, is developmental, is integrative, is self-directive, and is lifelong Cambridge (2004)

13. Conventional vs. Reform Instruction Teacher-directed Didactic teaching Short blocks of instruction on single subject Single media Individual work Teacher as knowledge dispenser Ability groupings Assessment of fact knowledge and discrete skills Student exploration Interactive modes of instruction Extended blocks of authentic and multidisciplinary work Multimedia Collaborative work Teacher as facilitator Heterogeneous groupings Performance-based assessment SRI (1993)

14. Web 2.0 tag cloud

15. Recent changes in technology

16. Web 1.0 vs.Web 2.0 DoubleClick Ofoto Akamai mp3.com Britannica Online personal websites domain name speculation page views screen scraping publishing content management systems directories (taxonomy) stickiness Netscape Google AdSense Flickr BitTorrent Napster Wikipedia blogging search engine optimization cost per click web services participation wikis tagging ("folksonomy") syndication Google O'Reilly, T. (2005)

17. Architectureof InteractionArchitecture of Participation (Web 2.0) allows a Pedagogyof Interaction

18. Wikibook http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies

19. Why Web 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE!

20. All you need is… an <Embed> Code! Hall Davidson

22. Technologies to Watch One year or less Mobiles Cloud Computing Two to Three Years Geo-Everything The Personal Web Four to Five Years Semantic-Aware Applications Smart Objects

23. Cloud Computing “The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.” disk storage and processing cycles a readily available, cheap commodity thin-client, web-based applications for image editing, word processing, social networking, and media creation More reliable than desktop storage The Horizon Report, 2009

24. The Personal Web … computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web. The Horizon Report, 2009

25. A Technology to Watch: Google Wave! http://wave.google.com/

26. What is a wave? A wave is equal parts conversation and document. People can communicate and work together with richly formatted text, photos, videos, maps, and more. A wave is shared. Any participant can reply anywhere in the message, edit the content and add participants at any point in the process. Then playback lets anyone rewind the wave to see who said what and when. A wave is live. With live transmission as you type, participants on a wave can have faster conversations, see edits and interact with extensions in real-time.

28. Security Concerns in Schools

29. Quality of artifacts online

31. Social Learning How can we integrate technology use with what we know about social learning and interactivity?

32. How can you leverage the technologies students own? Accessibility from home computers Connectivity with cell phones

33. How is social networking impacting technology in education? It is having a huge impact on our social and political world!

34. A New Cultural Wedge “less calls, more web” mobile phones from 3 Emphasis on social networking Online versions of Novels Videos Comics Portfolios?

35. Web 2.0, an Architecture of Interaction/Collaboration Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites) Using Social Networking Strategies (Facebook, Ning, Twitter, Edmodo)

37. Electronic Portfolios

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

40. What is the best tool? Do you need an all-in-one system or multiple tools?

41. Planning Issues What is your purpose? Software capabilities: allow interaction between faculty and students around learning activities and products

42. Web 2.0 Technologiessites.google.com/site/eportfolios/ Advantages Free, often open-source tools on the WWW “Me Publishing (blog and wiki) Shared Writing (GoogleDocs) Web Publishing(Google Sites) Disadvantages May require higher technology competency Mostly not secure websites “Small Pieces, Loosely Joined”

43. GoogleDocs Advantages Documents, presentations or spreadsheets can be edited Maintains a record of all revisions, with identity of author. Interactivity is maintained through comments and co-authoring. Easily embed presentations into blog. Convert all documents to Microsoft Office or OpenOffice or PDF. Disadvantages Set up own system for managing the feedback on student work. Requires full time high speed Internet access. No attachments, only hyperlinks to documents.

44. Validating my dissertation research When learning new tools, use familiar tasks When learning new tasks, use familiar tools

45. Google Pages NOW Google Sites Advantages Free website builder Easy-to-use Flexibility and creativity in portfolio authoring. Helps students build technology skills. Automatically store pages online. 100 MB limit on uploaded attachments Disadvantages No Interactivity Set up own system for managing the feedback on student work. More of a web page builder than a portfolio program.

46. Public Google Tools vs. GoogleApps for Education? Public Google Tools (Gmail account) Google Apps for Education Student owns the account for life (must be over 13) Student has complete control of access FREE for anyone No uploading to Google Video (must use YouTube to embed videos) Start immediately Protected environment (school assigns account) School can control access (limit to members) FREE for education Limited use of Google Video (2 GB) Need some advanced set-up time http://sites.google.com/site/colettecassinelli/proscons

47. Types of ePortfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase

49. QUOTE The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios

50. Structure of E-Portfolio Types Portfolio as Process/ Workspace Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

51. Google Sites ePortfolios handouts

52. handouts WordPress/Movable Type ePortfolios

53. Process handouts Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries? Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.” Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. Summative Reflection/Selection/Evaluation. 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. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. REPEAT for each learning activity or artifact.

54. 1. 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? Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step? Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.” Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio. Teachers: Set up templates for student work in GoogleDocs, if appropriate

55. 2. Collection/Classification What artifacts will you include in your portfolio? How will you classify these entries? Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocs Students: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work

56. Recommendations on Storage: Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs). Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.

57. Level 1 - Collection

58. 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.” Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning) Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) 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.Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item

59. 4. Connection/Interaction/Dialogue/Feedback This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent. Teachers and Peers: Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback. Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation. Students should be given the option of updating the work, based on the feedback and the rubric.REPEAT steps 3-4 for each learning activity or artifact.

60. Level 2: Primary Purpose: Learning/Reflection

61. Blogs Advantages Quickly, easily create a learning journal, documenting growth over time with entries that are date-stamped. WordPress allows additional pages and sub-pages. Interactivity is maintained through RSS feeds and Comments that can be added. WordPress file limit 3 GB! WordPress blogs can be password-protected. Disadvantages Prescribed order (reverse-chronological) of entries. Does not allow organizing attached files into folders. Limited attachments in Blogger.

62. Less abouttellingMore about talking! - Julie Hughes, University of Wolverhampton Take advantage of Web 2.0 strategies in learning

63. Reflection reminder Create a blog entry with a link to at least one of your GoogleDocs documents you created. Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.

64. Don’t jump tothe final presentation prematurely… Document the learning process over time… through a learning journal.

65. Moon on Reflection One of the defining characteristics of surface learning is that it does not involve reflection (p.123)

66. Reflective Questions that tie the Past to the Future

67. North Carolina Reflection Cycle Self-Assessment: The Reflective Practitioner http://www.ncpublicschools.org/pbl/pblreflect.htm

68. Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htm Select: What evidence/artifacts have you included? 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?

70. "How" of its relationship to teaching practiceAppraise: 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. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

71. Review Examples of Scaffolding for Reflection http://sites.google.com/site/reflection4learning

72. A few thoughts about Assessment -- What Type? Assessment OF Learning? or Assessment FOR Learning? or Assessment AS Learning

74. Student-centered

76. Crucial Distinction Assessment OF LearningHow much have students learned as of a particular point in time? Assessment FOR LearningHow can we use assessment to help students learn more? Rick StigginsAssessment Training Institute Assessment AS LearningHow can we embed assessment into day-to-day learning?

77. www.qca.org.uk ages3-14

78. Principles of Assessment FOR Learning Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

79. Formative assessments to improve student achievement “Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source: http://teachfirst.com/2009/09/14/formative-assessments-is-the-feedback-on-student-learning-or-on-our-teaching/ Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).

80. 7 Principles of Good Feedback Practice for Formative Assessment: helps clarify what good performance is (goals, criteria, expected standards); facilitates the development of reflection and self-assessment in learning; delivers high quality information to students about their learning; encourages teacher and peer dialogue around learning; encourages positive motivational beliefs and self-esteem; provides opportunities to close the gap between current and desired performance; provides information to teachers that can be used to help shape the teaching.

81. Feedback - Use the acronym THIRD... TIMELY: Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment. HONEST: or assignment better. IMPROVING: Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this. RELEVANT: Make sure your feedback makes sense. DIRECT: If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html

82. Checklist of Observable Behaviors for Feedback Practice: Students exercise with the purpose of enhancing knowledge and skills. Teacher: The instructor gives students verbal or written input. Peer feedback: Peers provide verbal or written input. Cues about how to improve: The learner gets information back that includes suggestions on how to do better. Corrective feedback: This input is meant to help improve performance. Supportive feedback: A mentor or peer provides encouragement. Reference: Ewell, P. T. (1997). Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). p.9 Available: http://www.intime.uni.edu/model/learning/learn_summary.html

83. Level 3: Primary Purpose: Showcase/Accountability

84. 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. Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites. Students: Prepare a GoogleSites 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. Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.

85. 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. 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). Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).

86. Google Sites Advantages Free website builder Easy-to-use Flexibility and creativity in web page authoring. Helps students build technology skills. Automatically store pages online. 100 MB limit on uploaded attachments Disadvantages Set up own system for managing the feedback on student work.

87. Page Types in Google Sites Web Page – create your own structure Announcements – blog with RSS feeds File Cabinet – upload files, organize in folders List – simple flat-file data base

88. Explore Google Sites Capabilities for ePortfolio Requirements File Cabinet page type to upload artifacts Comments for feedback on pages or entries in Announcements page Announcements page type (blog) with RSS feeds List page type as data base Subscribe to page or site changes What’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html

89. Attachments in Google Sites More Actions -> Manage Site Shows pages where attachments were added and links (re-use files using hyperlinks – right click and copy link)

90. Storage Limitations in Google Sites – Apps vs. Sites sites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each student Standard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain Google's FAQ on Storage in different versions of Google Sites

91. Wikis Advantages Free (for education) online system. Wikispaces allows 2 GB online storage (PBWorkslimits 50 MB). Page can be edited by approved members. Discussion link on top of every page. Saves draft pages and keeps versions. Allows embedding media and building tables on pages. Disadvantages Does not allow organizing files into folders. Archived version does not save navigation menu. Ads! (Google Sites is a wiki without ads!)

92. Making ePortfolios Stick Will your students want to use the ePortfolio process after they graduate?

93. Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.

94. Success Factors Successful ePortfolio Project = I + J + K + L + M + N + O, where:I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technologyarchitectureM = lifelong supportN = standards and transportability,andO = X (undetermined factors)

95. Key Qualities of an idea that is made to stick: Simplicity Unexpectedness Concreteness Credibility Emotional Stories

96. Qualities Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?" Unexpectedness: "How do you capture people's attention... and hold it?" Concreteness: "How do you help people understand your idea and remember it much later?" Credibility: "How do you get people to believe your idea?" Emotional: "How do you get people to care about your idea?" Stories: "How do you get people to act on your idea?"

97. Digital Tools for Reflection Digital Storytelling and Engagement

98. Digital Storytelling Process Learners create a 2-4 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 Anchorage 8th grade

99. Convergence

100. Wordle.net 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/

101. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

102. Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability in portfolios over reflection and deep learning?

103. Opportunity Cost – a conversation with a high school teacher: "It took all the thinking out of it. They gave me the standards and told me which artifacts to put into each one! It wasn't as effective as what my students did!” http://electronicportfolios.org/blog/2008/07/necc-2008-update.html What learning opportunities are we missing when we completely structure the learner’s portfolio?

104. Goal: Balance in Electronic Portfolios Purpose Accountability (Institution-Centered) Improvement (Student-Centered) (Or Course-Centered) Along a Continuum ?? ?? Opportunity Cost

105. Goal: Balance in Electronic Portfolios Purpose Accountability Highly Structured Uniformity and Standardization Required Assignments Faculty Evaluation Complexity Checklist Data! Improvement Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost

106. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Faculty Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost

107. 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 Purpose Faculty Time Involvement Complexity Social Learning Opportunity Cost

108. Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management and student e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools for interactivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video, into their e-portfolios Enable exporting e-portfolio to students’ lifetime personal webspace

109. Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio as workspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios for visual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity

110. Life Portfolio – planning for an extended midlife transition (50-90) An intentional combination of passions and pursuits Envision new possibilities Plan ahead – visualize a new life Not “retirement” but “rewirement”

111. Portfolio Way of Thinking Careers have a shelf life; portfolios can be timeless (p.x) … expands into a mindset that is ageless, in the broader sense of figuring out what really matters in life. (p.5) In the zone between total career mode and total retirement, many want to discover or rediscover their passion… create a legacy… turn careers into callings, success into significance… to make a difference… …portfolios become an ongoing, ageless framework for self-renewal

112. Quote “ Portfolio responds to a calling that is knit into the fabric of our very being. It is about what our motivations are, what makes us feel most alive. Portfolio development is what our true work should be, for it’s where our deep gifts, and our gladness, meet the needs of the world.” p. 43

113. Strategies for a Portfolio Life Tell the Story of Your Life: Narrative is a powerful tool for self-discovery Accomplishments Leave Clues… and increase self-esteem Connect with Others -- Networking Develop Your Goals: Goals Prepare us for Change… Goals Yield Purpose Revise, Reflect, Rebalance

114. My Final Wish… May all yourelectronic portfolios become dynamic celebrationsandstories of deep learningacross the lifespan.

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