electronic portfolio development in apte multimedia development · 2002. 7. 15. · electronic or...

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Electronic PortfolioDevelopment in APTE

Combining . . .

Multimedia Development

and PortfolioDevelopment

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...into 5 Stages ofElectronic Portfolio Development

• Defining the Portfolio Context & Goals

• The Working Portfolio

• The Reflective Portfolio

• The Connected Portfolio

• The Presentation Portfolio

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Assumption

As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.

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Portfolio concepts

l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on goals or standards) - NWREL

l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment

l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)

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What is an Electronic Portfolio?

l uses electronic technologies

l which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)

l using hypertext links to organize thematerial

l connecting evidence to appropriatestandards (in a standards-based portfolio)

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Electronic or Digital Portfolio?

l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form

l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)

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“A portfolio is not merely a collection ofcourse projects, assignments,videotapes, and pictures designed toimpress someone. If it is to meet its fullpotential, a portfolio must be organized,goal-driven, performance-basedevidence that indicates the attainment ofthe knowledge, skills, and attitudesneeded to be a teacher.” (p.21)

Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

Boston: Allyn & Bacon.

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“We have found that as students progressthrough a teacher education program thathas a portfolio assessment system, theyincreasingly understand the power andpotential of portfolios for giving direction toreflect on throughout their professionallives.” (p. x)



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Why use technology?(Barrett’s assumptions)

l Today, many documents are initially createdwith a computer, anyway.

l Hypertext links allow clear connectionsbetween standards and portfolio artifacts

l Creating an EP can develop teachers’ skills inusing multimedia technology

l Modeling: A teacher with an EP will be morelikely to have students with EPs.

l It’s fun & easier to manage the process!(especially storage, presentation, and duplication)

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Let’s Get Real(see some examples)

l Helen’s portfolio (UAA faculty ‘99)Purpose: Annual Review/Tenure & Promotion

l Holly’s portfolio (UAA MAT student ‘99)Purpose: MAT Certification

l Judy’s portfolio (UAA undergraduate ‘99)Purpose: demonstrate ISTE/NCATE technology standards

l Christine’s portfolio (ASD teacher ‘99)Purpose: multimedia class and ASD evaluation

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Electronic Portfolio Development isbased on two bodies of literature:

Portfolio DevelopmentLiterature

l Collectionl Selectionl Reflectionl Projection

(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.

Multimedia DevelopmentLiterature

l Assess/Decidel Designl Developl Implementl Evaluate

Ivers, K., & Barron, A. E. (1998) MultimediaProjects in Education. Englewood, CO: LibrariesUnlimited, Inc.

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The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

l PROJECT purposes

l COLLECT andorganize artifacts

l SELECT key artifacts

l INTERJECTpersonality

l REFLECTmetacognitively

l INSPECT to self-assess

l PERFECT and evaluate

l CONNECT andconference

l INJECT/EJECT toupdate

l RESPECTaccomplishments

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Multimedia Development

InstructionalDesign Stages

l Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or Publish

MultimediaAuthoring Skills

l Use Authoring Toolto structure navigation

l Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W or

Post to WWW

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Combining Portfolio Development& Multimedia Development

PortfolioDevelopment

lPurpose & Audience

lCollectlInterject

lSelectlReflect, Direct

lPerfect, InspectlConnect

lRespect (Celebrate)

MultimediaDevelopment

lDecide, Assess

lDesign, Plan

lDevelop

lImplementlEvaluate

lPresentlPublish

Electronic PortfolioDevelopment

Defining the PortfolioContext & Goals

The Working Portfolio

The Reflective Portfolio

The Connected Portfolio

The Presentation Portfolio

© 1999, Helen C. Barrett, Ph.D.

Levels of digital portfolio development based on ease of use

0 All documents are in paper format. Some portfolio data may be stored onvideotape.

1 All documents are in digital file formats, using word processing or othercommonly used software, and stored in electronic folders on a hard drive,floppy disk, or LAN server.

2 Portfolio data is entered into a structured format, such as a database orHyperStudio template or slide show (such as PowerPoint or AppleWorks)and stored on a hard drive, Zip, floppy disk, or LAN.

3 Documents are translated into Portable Document Format (PDF) withhyperlinks between standards, artifacts, and reflections using AcrobatExchange and stored on a hard drive, Zip, Jaz, CD-R/W, or LAN server.

4 Documents are translated into HTML, complete with hyperlinks betweenstandards, artifacts, and reflections, using a Web authoring program andposted to a Web server.

5 Portfolio is organized with a multimedia authoring program, incorporatingdigital sound and video, then converted to digital format and pressed to CD-R/W or posted to the Web in streaming format.

The "5-by-5" Model of Electronic Portfolio Development - Overview of Technology Options

© 2000, Helen C. Barrett Stages of Electronic Portfolio Development

Shaded areas represent minimumtechnology requirements for APTEelectronic portfolio.

http://transition.alaska.edu/www/portfolios/apte.html

Levels of PortfolioDevelopment (based on level of difficulty)

1Defining the Portfolio

Context & Goals

Identify: the portfolio's purposeand audience; the standards(goals) or organizing framework.Select the appropriatelevel/technology to begin.

APTE: Alaska Teacher &ISTE/NCATE TechnologyStandards

2The Working Portfolio

Identify, collect and store portfolioartifacts based onpurpose/audience/goals. Interjectpersonality into the portfoliodesign by using appropriatemultimedia to add style andindividuality to the portfolio.

APTE: every course/semester

3The Reflective Portfolio

Select the artifacts that representachievement of standards/goals.Reflect on why artifacts wereselected, indicating meaning andvalue to the portfolio. Projectlearning goals for the future(direction).

APTE: midterm Fall & Spring,end of Methods, Capstone Course

4The Connected

Portfolio

Organize the digital artifacts.Create hypermedia links betweengoals, artifacts, reflections.Identify patterns through the"linking" process.

APTE: end of Fall & Springsemesters, Capstone Course

5The Presentation

Portfolio

Record the portfolio to anappropriate presentation andstorage medium. Share theportfolio with an appropriateaudience.

APTE: end of Capstone Course

1 - Text only.All documents are in digital file formats,using word processing or other commonly-used software, and stored in electronic folderson a hard drive, floppy diskette or LANserver.

Development Software:Any Word Processor



Development Software:Microsoft Word (linking toother Word documents)AppleWorks (linking to otherWorks documents)

Publishing Tools:Zip Disk or Floppy Disketteor Hard Drive or Server

2a - With Graphics.Portfolio data is entered into a structuredformat, such as a database or HyperStudiotemplate or slide show (PowerPoint orAppleWorks) and stored on a hard drive, Zip,floppy diskette or LAN server. Video may becollected in analog form on video tape.Presentation portfolio may also be recordedon video tape.

Development Software:DatabasePowerPoint or slide showHyperStudio

Inspiration (mind mappingsoftware)

Development Software:Graphics softwareDatabasePowerPoint or slide showHyperStudio

Digital still camera

Development Software:DatabasePowerPoint or slide showHyperStudio

Development Software:HyperStudio

Publishing Tools:Videotape (digital-back-to-analog conversion, orvideotape of portfolioartifacts)

2b - With Audio & Video

Portfolio incorporates digitized audio andvideo artifacts linked to the portfolio, andstored on CD-ROM or server.

Camcorders and VCRs(analog video capture onvideo tape)

Audio capturing/conversionVideo capturing/conversion(analog-to-digital conversionrequires hardware & software)

Digital audio and/orvideo editing (requireshardware and software)

Publishing Tools:Videotape of lessons(analog)

3 - With Navigational linksDocuments are translated into PortableDocument Format with "hyper-links" betweenstandards, artifacts, and reflections usingAdobe Acrobat Exchange and stored on ahard drive, Zip, Jaz, CD-R/W, or LAN server.

Publishing Software:Adobe Acrobat (PDFWriter,Exchange, Distiller)

Publishing Software:Adobe Acrobat (PDFWriter,Exchange, Distiller)

Publishing Tools:CD-ROM

4 - With WWW linksDocuments are translated into HTML,complete with "hyper-links" betweenstandards, artifacts, and reflections, using aweb authoring program (i.e., NetscapeComposer, Adobe PageMill or CyberStudio,Macromedia Dreamweaver) and posted to aWWW server.

Development & PublishingSoftware:HTML authoring software



PowerPoint*

Publishing Tools:WWW Server

5 - With Interactive MultimediaPortfolio is organized with a multimediaauthoring program pressed to CD-R/W orposted to WWW in streaming format.

Development & PublishingSoftware:Macromedia Director



Publishing Tools:Streaming Server

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Stage 1Defining the Portfolio Context & Goals

l Portfolio DevelopmentPurpose, Audience

l Multimedia DevelopmentDecide, Assess

• Identify the purpose of the portfolio.

• Identify the learner outcome goals or standards

• Identify the resources available

• Identify the hardware and software

• Identify time, staff development, etc.

• Assess the technology skills of students/teachers

• Identify the audience for the portfolio

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Focus of Portfolio Planning

lPurpose

lAudience

lProcess (not Product)

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Stage 1APTE Tools & Strategies

• Use whatever software tools are currently being used to collectartifacts, storing them on a hard drive, a server, or videotape.Set up electronic folders for each standard to organize the artifacts(any type of electronic document). [Level 1] AND

• Use a word processor, database, hypermedia software or slideshow to articulate the standards to be demonstrated in the portfolioand to organize the artifacts. [Level 2]

• Organize to demonstrate Alaska Teacher andISTE/NCATE Technology Standards as well asperformance indicators in each course.

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A few words about the primaryaudience for the portfolio

l If you focus on electronic portfolios foremployment AND the primary audience(principals) don't look at it, then studentsbecome frustrated.

l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)use the portfolio to validate that growth,then students become empowered.

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What is the best electronicportfolio program???

IT DEPENDS . . .l on the assessment contextl and a variety of other factors, human and

technological, that exist in a classroom,school or district.

APTE will use many different tools.

Learning & Leading with Technology Volume 27 Number 714

Feature

Subject: Electronic portfoliodevelopment

Grade Level: K–12 (Ages 5–18)

Technology: Internet/Web; video;word processing, database, spread-sheets, e-mail, desktop publishing,multimedia, graphics software

Standards: NETS•S 1–6. (Readmore about the NETS Project atwww.iste.org—select StandardsProjects.)

Online: www.iste.org/L&L

C r e a t e Yo u r O w nE l e c t r o n i c P o r t f o l i o

U s i n g O f f - t h e - S h e l f S o f t w a r e t oS h o w c a s e Yo u r O w n o r S t u d e n t W o r k

By Helen C. Barrett

Learning & Leading with Technology Volume 27 Number 714

An electronic portfolio is not a haphazardcollection of artifacts but rather a reflectivetool that demonstrates growth over time.

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Generic Construction Tools(off-the-shelf software)

•Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access

•Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.

•Multimedia authoring software, such as MacromediaAuthorware, Macromedia Director

•Network-compatible hypermedia:• HTML/WWW Pages• Adobe Acrobat (PDF)

•Office “Suite” Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks

See article in Learning & Leading with Technology, April, 2000

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Stage 2The Working Portfolio

l Portfolio DevelopmentCollect, Interject

l Multimedia DevelopmentDesign, Plan

• Identify the content of portfolio items and the type ofevidence to be collected

• Select the most appropriate software development toolsbased on the portfolio context and the resources available.

• Identify the storage and presentation/publishing mediummost appropriate for the situation

• Gather the multimedia materials that represent learningachievement. Interject personality into the portfolio design.

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Stage 2APTE Technology Tools & Strategies

l Select software to organize selected artifacts:

• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to list and organize the artifacts thatwill be placed in the Working Portfolio. [Level 2]

• Students will collect digital artifacts in every courseeach semester plus video taped lessons

• Text, images, video tapes

• Some documents will be converted into AdobeAcrobat and posted to SOE lab server forfeedback

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l Convert student work into digital format

• Use appropriate multimedia to add style &individuality to portfolio.

• Use a scanner (or camera) to digitize images[Level 2a]

• Use a microphone and sound digitizing programto digitize audio artifacts [Level 2b]

• Use a video camera/VCR, digitizing hardware andsoftware to digitize video artifacts [Level 2b]

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Stage 3The Reflective Portfolio

l Portfolio DevelopmentSelect, Reflect, Direct

l Multimedia DevelopmentDevelop

• Write general reflective statements on achieving eachstandard.

• Select artifacts that represent achievement of thestandards or goals.

• Write reflective statements for each artifact, elaboratingon why it was selected and its meaning and value in theportfolio.

• From the reflections and feedback, set learning goals forthe future.

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A portfolio without reflections:

lis just a multimedia presentation

lor a fancy electronic resume

lor a digital scrapbook

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• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to record the reflections and futuregoals that will become the Reflective Portfolio. [Level 2]

• Students will present reflective portfolios:

• Midterm Fall & Spring Semesters

• End of Methods II course

• During Capstone Course

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We also like the three questionssuggested by Van Wagenenand Hibbard (1998)”

1. “What?”2. “So what?”3. “Now what?” (p.22)



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“To use these questions, thestudent would first

summarize the artifact thatdocuments the experience, inorder to answer the question

“What?”(p.22)



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Second, the student wouldreflect on what he or she

learned and how this leadsto meeting the standard,

which answers thequestion “So what?” (p.22)



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“And third, the studentwould address implicationsfor future learning neededand set forth refinementsor adaptations, in order toanswer “Now what?” (p.22)



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Setting goals for future learning

This is the stage that turns

portfolio development

into powerful

professional development

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Stage 4The Connected Portfolio

l Portfolio DevelopmentPerfect, Inspect,Connect

l Multimedia DevelopmentImplement, Evaluate

Unique to the Electronic Portfolio• Organize the digital artifacts using hypertext links.

• Identify patterns through the "linking" process.

• Final review and editing of the portfolio & goals.

• Share the portfolios with an appropriate audience.

• Use the portfolio to make instruction/learning or professionaldevelopment decisions.

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• Convert word processing, database or slide showdocuments into either PDF [Level 3] or HTML

• Create hypertext links between goals, student worksamples, rubrics, and assessment. Insert multimediaartifacts [Level 3 ] - Digital audio and video optional.

• Students organize their electronic portfolios at:

• End of Fall and Spring Semesters

• End of Capstone Course

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Stage 5 The Presentation Portfolio

l Portfolio Development Respect (Celebrate)

l Multimedia DevelopmentPresent, Publish

• Record the portfolio to an appropriatepresentation and storage medium.

• Present the portfolio before an audience (realor virtual).

• Evaluate the portfolio's effectiveness in lightof its purpose and the assessment context.

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l Record lesson to videotape -presented at Capstone Course

l Write the portfolio to CD-ROMby end of Capstone Course

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Wright State University

l Graduate students create their electronicportfolios with whatever tools they have

l Must demonstrate four specific outcome typesfrom their program standards

l Students write a two-page synopsis of theirportfolios, which the program keeps (+resumé)

l Former students used to create a videotape“tour” to document their “paper-based”portfolios, which the program kept (NECC, 1999)

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A few final wordsElectronic Portfolios are not just for UAAInterns or K-12 students!

Mentor teachers and faculty will receiveassistance in developing their ownelectronic teaching portfolios beginning inFall, 2000 (thanks to TLCF funding)

If you want to get started:

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Become a “digital pack rat”

l Set up an electronic filing systeml Use “high density storage” devices

- Zip disks, Jaz disks- CD-R, DVD-RAM

l Don’t leave the “collection/selection”until the last minute

l Plan for an electronic portfolio from thebeginning of the program

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Write reflective statements

l For each standardAND

l For each artifact

l Could set up a standard form to becompleted» Using a database program» Using a PDF form with “fields”

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Create an outline or storyboard

l Use word processor with outlining(such as Microsoft Word)

ORl Use slide show with outlining

(such as PowerPoint)OR

l Use mapping software(such as Inspiration)

Thursday, April 13, 2000 GIF image 742x1010 pixels Page: 1

http://transition.alaska.edu/ed626/portfolio.gif

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Create a Table of Contents

lDivide into sections:»Introduction

–Acknowledgement–Table of Contents

»The Standards and Reflections»The artifacts

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Create a portfolio matrix

l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard

l Use spreadsheet or table in wordprocessor

Graduate Course OnlyGraduate Course Only

Indicator Artifact ------ Indicator Artifact---> 1 2 3 4 5 6 7 8 9 10Projects completed for Undergraduate and Graduate courses -->

(UAA's ED 320 and ED 626)Word

processingInternet

toolsDatabase Spread

sheetGraphics Non-linear

multimedia presentatio

Plan for portfolio

developmen

Personal Philosophy of Tech Use

Research paper

online discussion of readings

1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. X X

1.1.2 use terminology related to computers and technology appropriately in written and oral communications. X

1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices. X

1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. X

1.1.5 demonstrate knowledge of uses of computers and technology in business, industry, and society. X X

1.2.1 use productivity tools for word processing, database management, and spreadsheet applications. X X X

1.2.2 apply productivity tools for creating multimedia presentations. X X X1.2.3 use computer-based technologies including telecommunications to

access information and enhance personal and professional productivity. X X1.2.4 use computers to support problem solving, data collection, information

management, communications, presentations, and decision making. X X X1.2.5 demonstrate awareness of resources for adaptive assistive devices

for students with special needs. X X1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues

concerning use of computers and technology. X X1.2.7 Identify computer and related technology resources for facilitating

lifelong learning and emerging roles of the learner and the educator. X X1.2.8 Observe demonstrations or uses of broadcast instruction, audio/video

conferencing, and other distant learning applications. X X1.3.1 explore, evaluate, and use computer/technology resources including

applications, tools, educational software, and associated documentation.

X X1.3.2 describe current instructional principles, research, and appropriate

assessment practices as related to the use of computers and technology resources in the curriculum.

X X X1.3.3 design, deliver, and assess student learning activities that integrate

computers/technology for a variety of student grouping strategies and for diverse student populations.

X X X1.3.4 design student learning activities that foster equitable, ethical, and

legal use of technology by students. X1.3.5 practice responsible, ethical and legal use of technology, information,

and software resources. X X

Educational Technology Foundations Standards International Society for Technology in Education

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Don’t double your learning!

lWhen learning new tools,use familiar tasks;

lWhen learning new tasks,use familiar tools.

Barrett, 1991

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Above all else:

Let your love oflifelong learning

shine!

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Dr. Helen BarrettSchool of Education e-mail:

[email protected]

University of Alaska Anchoragehttp://portfolios.alaska.edu/http://transition.alaska.edu/