E-Portfolios in Higher Education: Engagement and Communication

Dr. Helen BarrettNovember 5, 2010

www.slideshare.net/eportfolios

Key Concepts

• Definitions

• Portfolios for Lifelong Learning

• Balancing the 2 Faces of E-Portfolios

• Identity Development

• Online Professional Branding

• Reflection, Motivation & Engagement

• Digital Storytelling and Reflection

Legacy from the Portfolio Literature

Much to learn from the literature on paper-based portfolios

As adult learners, we have much to learn from how children approach portfolios

“Everything I know about portfolios was confirmed working with a kindergartener”

The Power of Portfolios

what children can teach us about learning and assessment

Author: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com

The Power of Portfolios

Author: Dr. Elizabeth Hebert, Principal

Crow Island School, Winnetka, Illinois

Picture taken by Helen Barrett at AERA, Seattle, April, 2001

From the Preface (1)

“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.”

Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix

From the Preface (2)

“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.”

Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix

From the Preface (3)

“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.”

Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x

Let’s get personal…Think for a minute about:

Something about your COLLECTIONS:Suggested topics:

If you are a parent, what you saved for your children

What your parents saved for youWhat you collect… Why you collect…

Some issues to consider

What do your collections say about what you value?

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

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.

PortfolioOne Word,

Many Meanings

DEFINITIONSWhat is a Portfolio?

Who was the first famous “folio” keeper?

What is a Portfolio?• Dictionary definition:

a flat, portable case for carrying loose papers, drawings, etc.

• Financial portfolio: document accumulation of fiscal capital

• Educational portfolio: document development of human capital

What is a Portfolio in Education?

A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas[over time].

(Northwest Evaluation Association, 1990)

+Electronic• digital artifacts organized online

combining various media (audio/video/text/images)

Purpose• The overarching purpose of

portfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication. (p.10)

• Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association

Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)

http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

Knowing the learner (Self-awareness)

• Understanding prior knowledge

• Motivation for and attitudes toward learning

• Help learners understand themselves

• See their growth over time

Planning for learning (Self management)

• Setting goals

• Develop a plan to achieve these goals

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

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

Deep Learning

• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong

Cambridge (2004)

“Know Thyself”Temple at Delphi

Managing Oneself

• “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”

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

• What are my strengths?• How do I perform?• What are my values?• Where do I belong?• What should I

contribute?• Responsibility for

Relationships• The Second Half of your

Life

Peter Drucker, (2005) Harvard Business Review

DEFINITIONS

What is an electronic portfolio?

QUOTE

The e-portfolio is the central and common point for the student learning 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

Lifelong Context for ePortfolios

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)

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

Multiple Purposes of E-Portfolios in Education

– Learning/ Process/ Planning–Marketing/ Showcase/ Employment –Assessment/ Accountability

"The Blind Men and the Elephant” by John Godfrey Saxe

ePortfolio designs/strategies for different purposes

Showcase Portfolios (Employment, Self-marketing) Organized thematically

(position requirements) Focus of Reflection:

Suitability for position Tools: Choice of portfolio

owner – personalized web pages – digital footprint

Personal online branding

ePortfolio designs/strategies for different purposes

• Assessment/Accountability Portfolios (Summative assessment)–Organized thematically (outcomes, goals

or standards)– Focus of Reflection: Achievement of

Standards (rationale)– Tools: Assessment system

with data from scoring rubrics– Faculty role: Evaluation

Forms of AssessmentFormative

AssessmentsProvides insights

for the teacher

Assessment FOR LearningProvides insights

for the learner

Summative Assessments (Assessment OF Learning or Evaluation)Provides insights

(and data) for the institution

Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

Two “Paradigms” of Assessment (Ewell, 2008)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)InternalEngagement

Multiple/TriangulationQuantitative and QualitativeOver Time, Comparative, Established GoalMultiple Internal Channels and MediaMultiple Feedback Loops

Summative (Judgment)ExternalCompliance

StandardizedQuantitative

Comparative or Fixed StandardPublic Communication

Reporting

Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

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 actionWhat is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?

Goal: Balance in Electronic Portfolios

Accountability(Institution-Centered)

Improvement(Student-Centered)

(Or Course-Centered)

Opportunity Cost

?? ??

Purpose

Along a Continuum

Goal: Balance in Electronic Portfolios

AccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!

Improvement

Opportunity Cost

EngagementDeep Learning

PersonalizationChoice and Voice

Lifelong SkillsEase of UseOwnership

Time

Purpose

Goal: Balance in Electronic Portfolios

Accountability

Opportunity Cost

Faculty TimeEase of ScoringCollection of Data for AccountabilityInstitutional Support& Funding?

ImprovementFlexible Structure

Self-Assessment & FeedbackLifelong Learning Skills

More Social LearningPersonalization

Choice and VoiceEngagement

Story

Purpose

Goal: Balance in Electronic Portfolios

Accountability Faculty Feedback UniformityFlexible RequirementsDataProgram Improvement

ImprovementSelf-AssessmentPersonalization

Choice and VoiceStudent Engagement

Increased Achievement

Opportunity Cost

Social LearningFaculty Time InvolvementComplexity

Purpose

ePortfolio designs/strategies for different purposes

• Learning Portfolios –Organized chronologically–Focus of Reflection:

Learning Activities & Artifacts–Tools: Reflective Journal (blog)–Faculty/peer role: Feedback on

artifacts and reflection

Portfolio Learning

Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)

JISC, 2008, Effective Practice with e-Portfolios, p. 9

Experience

Understanding

FeelingReviewing

Reflecting

Publishing &Receiving Feedback

Sharing &Collaborating

DialogueSelecting Synthesizing

Recording Organizing Planning

Conceptualizing& Constructing

Meaning

ePortfolio “Mash-up”

ePortfolio “Mash-up” Small pieces, loosely joined

Lifetime Personal Web Space

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

Digital Identity

Some Basic Concepts

“ePortfolio is 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

Balancing the 2 Faces of E-Portfolios

Types of E-Portfolio Implementation

Working Portfolio– The Collection– The Digital

Archive– Repository of

Artifacts – Reflective Journal– 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

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 or Showcase

– Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Boundaries Blurring (between e-portfolios & social networks)

• Structured Accountability Systems? or…

• Lifelong interactive portfolios

Mash-upsMash-ups FlickrFlickr

YouTubeYouTubeblogsblogswikiswikis TwitterTwitter

PicasaPicasa

FacebookFacebook

NingNing

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

Social networks • last five years –store documents and share

experiences, –showcase accomplishments, –communicate and collaborate– facilitate employment searches

53

Processes

Portfolio

Collection

Selection

Reflection

Direction/Goals

Presentation

Feedback

Technology

Archiving

Linking/Thinking

Digital Storytelling

Collaborating

Publishing

Social Networking

Connect(“Friending”)

Listen(Reading)

Respond(Commenting)

Share(linking/tagging)

Think!

Engagement Factors?

Social networks?

ePortfolios?

The Future?

• Future of Personal Metadata in the cloud• World Economic Forum: potential impact on

human capital development and economic implications. (Quite big picture!)

• (Paul Kim, Stanford University)PrPl and PCB: a new e-portfolio environment in the cloud?

Portfolios Can help learners find their Voice… and explore their

Purpose and Passions through Choice!

ePortfolios should be more

Conversationthan Presentation

(or Checklist)Because Conversation transforms!

Do Your e-Portfolios have CHOICE and VOICE?

• Individual Identity• Reflection • Meaning Making• 21st Century Literacy

Voice6+1 Trait® Definition

• Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.

• http://educationnorthwest.org/resource/503#Voice

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

What about Motivation?

Why would a student want to put all that work into developing

an ePortfolio?

Student Engagement! 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”

Digital Tools for Reflection

Digital Storytelling and Engagement

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)

Digital Storytelling Process

• Create a 2-to-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

Norm – Montclair State

• http://video.google.com/videoplay?docid=-382852573072131062&hl=en#

67

Reflection & Relationships• … the “Heart and Soul” of an

ePortfolio…• NOT the Technology!

My Story - Choices

• http://www.youtube.com/watch?v=CHMUwdUCXiM

Or• http://video.google.com/videoplay?docid=56

63623151376237595&hl=en#

My Final Wish…• dynamic celebrations• stories of deep learning • across the lifespan

Dr. Helen Barrett• Researcher & Consultant

Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning

• eportfolios@gmail.com • http://electronicportfolios.org/• http://www.slideshare.net/eportfolios