eportfolios for educational transformation

Eportfolios for Educational Transformation Darren Cambridge American Institutes for Research, 1 November 2011

Overview

• What?: Eportfolio components• Why?: Eportfolios and next generation learning • How?: Models at scale

Thanks to Helen Barrett for pointing me to many of the examples in this presentation.

Eportfolio components

Archive

• Authentic and diverse artifacts in multiple media and modalities• Reflections, feedback, assessment

Toolset

• Interaction• Scaffolding and analysis

Message

• Selections from archive • Interpreted and integrated in relationship to identity and

competencies

Archive Example

Mobile archiving at Trillium Charter, Grades 3-5, Portland

Trillium artifact reflection checklist

Toolset examples

Blogfolio at Pt. England School

PebblePad action planner

Interpretation examples

Integrative reflection on evidence at Conserve School

Voicethread for 5th grade student-led conferences in Thailand

Discussion

• At what level(s) might digital portfolio integrate into your initiatives?

• How do you see them interacting? • What are you already doing that contributes to archiving,

gives students tools to analyze and reflect on their learning, or provides them opportunities for synthesis?

Eportfolios and next generation learning

NxGL Design Principles

• Personalized learning• Comprehensive systems of learning supports• World-class knowledge and skills • Performance-based learning • Anytime, anywhere opportunities • Authentic student voice

Personalized Learning Key Components

• Flexible, Anytime/Everywhere Learning • Redefine Teacher Role and Expand “Teacher” • Project-Based and Authentic Learning Opportunities • Student-Driven Learning Path • Mastery- and Competency-Based Progression/Pace

A Disruptive Innovation

E-Portfolio “projects … at their most effective … are (in very good ways) highly disruptive. They throw up needs for organizational change; change in governance; changes in the roles of many [educators], and the consequent need for professional development, changes in pedagogy, and hence to the nature and shape and form of [subjects], and the consequent needs for educational development support; changes to the student’s ‘contract’ with her school … If they are to deliver maximum effect … projects must accept and embrace all of these areas of implication, and no doubt others.”

−David Baume

Integrative learning

• Students need to be prepared for real world challenges that require multidisciplinary solutions

• Students need to make connections between subjects • Students need to connect their learning in the classroom

to their learning throughout life• Students need to find patterns in their learning over time • Students need to connect their learning to their identity

Three curricula

Lived

Delivered

Experienced

Students are privileged informants about their own learning

Kathleen Yancey, Reflection in the Writing Classroom

Authentic Student Voice

The deep engagement of students in directing and owning their individual learning and shaping the nature of the educational experience among their peers.

Two Implications

• Students need to develop the skills that enable them to become self-directed, lifelong learners

• Students should expect to have a significant role in shaping their school experience, including how they are assessed.

Deliberative Assessment

• Student are privileged informants about their own learning.

• Evidence of learning needs to come from multiple contexts, and the relationships between them need to be articulated.

• Assessment should be a system of deliberative processes inclusive of all stakeholders, including students, that makes programs more responsive to them.

Discussion

• Which of these characteristics and assumptions do you embrace?

• Which do you question? • In what ways might you use eportfolios to enhance the

authentic student voice in your schools and districts

Models at Scale

Rhode Island Electronic Portfolio System

Participating Groups:

• Rhode Island Network for Technology

• Rhode Island Department of Education

• 15 High School Districts• 25 High Schools

Goals:• Develop and share portfolio-

worthy assignments• Assess student learning according

to state standards and district expectations

• All graduates submit a Graduation Portfolio (as diploma assessment)

• Provide reports of student learning to state and accrediting organizations

Assignments are Linked toState Standards and District Expectations

Teachers link portfolioassignments to sharedgoals and rate studentwork according to goals

Graduation Portfolios

Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements

Learning Record

• Curricular goals and five dimensions of learning • Observations (by teachers and students) and samples

of work throughout year• Interpretation and rating on reading and math scales • Moderations (school, district, national)

Observations

High Tech High School: Students and Teachers

ePEARL Project • Software for primary and

secondary school students• In use in schools across

Quebec and elsewhere in Canada

• Research on use in French immersion school for grades 5-6 shows gains in self-regulated learning attitudes and behaviors

Phases of Self-Regulation• Forethought• Goal Setting• Self-efficacy

• Performance• Self-recording

• Self-reflection • Self-judgment• Self-reaction

Digital Youth Network Badges

• Youth learning framework• I want to be (taking on roles) • I want to do (activity-oriented exploration) • I want to make (artifact-creation driven)

• Badge types • Skill-based – tied to artifacts to provide evidence • Community – granted by both mentors and peers • Automatic – reward smaller scale and more granular

activity

• Portable through the Mozilla Open Badges infrastructure

Nottingham Passportfolio

• Published by Jossey-Bass in 2010

• In depth examination of educational philosophy and technology

• Mostly higher ed and adult learning examples and research, but many transferrable ideas

Stay in touch

• dcambridge@air.org• (202) 403-6924 • Home page: ncepr.org/darren (a bit out of date) • Twitter and Skype: dcambrid