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1Electronic PortfolioDevelopment in APTECombining . . .Multimedia Developmentand PortfolioDevelopment2...into 5 Stages ofElectronic Portfolio Development Defining the Portfolio Context & Goals The Working Portfolio The Reflective Portfolio The Connected Portfolio The Presentation Portfolio1AssumptionAs we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.2Portfolio conceptsl a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on goals or standards) - NWRELl provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessmentl traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)3What is an Electronic Portfolio?l uses electronic technologiesl which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)l using hypertext links to organize themateriall connecting evidence to appropriatestandards (in a standards-based portfolio)4Electronic or Digital Portfolio?l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable forml A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)5A 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.6We 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)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.7Why use technology?(Barretts assumptions)l Today, many documents are initially createdwith a computer, anyway.l Hypertext links allow clear connectionsbetween standards and portfolio artifactsl Creating an EP can develop teachers skills inusing multimedia technologyl Modeling: A teacher with an EP will be morelikely to have students with EPs.l Its fun & easier to manage the process!(especially storage, presentation, and duplication)8Lets Get Real(see some examples)l Helens portfolio (UAA faculty 99)Purpose: Annual Review/Tenure & Promotionl Hollys portfolio (UAA MAT student 99)Purpose: MAT Certificationl Judys portfolio (UAA undergraduate 99)Purpose: demonstrate ISTE/NCATE technology standardsl Christines portfolio (ASD teacher 99)Purpose: multimedia class and ASD evaluation9Electronic Portfolio Development isbased on two bodies of literature:Portfolio DevelopmentLiteraturel Collectionl Selectionl Reflectionl Projection(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.Multimedia DevelopmentLiteraturel Assess/Decidel Designl Developl Implementl EvaluateIvers, K., & Barron, A. E. (1998) MultimediaProjects in Education. Englewood, CO: LibrariesUnlimited, Inc.10The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)l PROJECT purposesl COLLECT andorganize artifactsl SELECT key artifactsl INTERJECTpersonalityl REFLECTmetacognitivelyl INSPECT to self-assessl PERFECT and evaluatel CONNECT andconferencel INJECT/EJECT toupdatel RESPECTaccomplishments11Multimedia DevelopmentInstructionalDesign Stagesl Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or PublishMultimediaAuthoring Skillsl Use Authoring Toolto structure navigationl Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W orPost to WWW12Combining Portfolio Development& Multimedia DevelopmentPortfolioDevelopmentlPurpose & AudiencelCollectlInterjectlSelectlReflect, DirectlPerfect, InspectlConnectlRespect (Celebrate)MultimediaDevelopmentlDecide, AssesslDesign, PlanlDeveloplImplementlEvaluatelPresentlPublishElectronic PortfolioDevelopmentDefining the PortfolioContext & GoalsThe Working PortfolioThe Reflective PortfolioThe Connected PortfolioThe Presentation Portfolio 1999, Helen C. Barrett, Ph.D.Levels of digital portfolio development based on ease of use0 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 DevelopmentShaded areas represent minimumtechnology requirements for APTEelectronic portfolio. http://transition.alaska.edu/www/portfolios/apte.htmlLevels of PortfolioDevelopment (based on level of difficulty)1Defining the PortfolioContext & Goals Identify: the portfolio's purposeand audience; the standards(goals) or organizing framework.Select the appropriatelevel/technology to begin.APTE: Alaska Teacher &ISTE/NCATE TechnologyStandards2The Working PortfolioIdentify, 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/semester3The Reflective PortfolioSelect 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 Course4The ConnectedPortfolioOrganize the digital artifacts.Create hypermedia links betweengoals, artifacts, reflections.Identify patterns through the"linking" process.APTE: end of Fall & Springsemesters, Capstone Course5The PresentationPortfolioRecord the portfolio to anappropriate presentation andstorage medium. Share theportfolio with an appropriateaudience.APTE: end of Capstone Course1 - 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 ProcessorDevelopment Software:Any Word ProcessorDevelopment Software:Any Word ProcessorDevelopment Software:Microsoft Word (linking toother Word documents)AppleWorks (linking to otherWorks documents)Publishing Tools:Zip Disk or Floppy Disketteor Hard Drive or Server2a - 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 showHyperStudioInspiration (mind mappingsoftware)Development Software:Graphics softwareDatabasePowerPoint or slide showHyperStudioDigital still cameraDevelopment Software:DatabasePowerPoint or slide showHyperStudioDevelopment Software:HyperStudioPublishing Tools:Videotape (digital-back-to-analog conversion, orvideotape of portfolioartifacts)2b - With Audio & VideoPortfolio 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-ROM4 - 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 softwareDevelopment & PublishingSoftware:HTML authoring softwareDevelopment & PublishingSoftware:HTML authoring softwarePowerPoint*Publishing Tools:WWW Server5 - With Interactive MultimediaPortfolio is organized with a multimediaauthoring program pressed to CD-R/W orposted to WWW in streaming format.Development & PublishingSoftware:Macromedia DirectorDevelopment & PublishingSoftware:Macromedia DirectorDevelopment & PublishingSoftware:Macromedia DirectorPublishing Tools:Streaming Server13Stage 1Defining the Portfolio Context & Goalsl Portfolio DevelopmentPurpose, Audiencel 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 portfolio14Focus of Portfolio PlanninglPurposelAudiencelProcess (not Product)15Stage 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.16A few words about the primaryaudience for the portfoliol 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.17What is the best electronicportfolio program???IT DEPENDS . . .l on the assessment contextl and a variety of other factors, human andtechnological, that exist in a classroom,school or district.APTE will use many different tools.Learning & Leading with Technology Volume 27 Number 714FeatureSubject: Electronic portfoliodevelopmentGrade Level: K12 (Ages 518)Technology: Internet/Web; video;word processing, database, spread-sheets, e-mail, desktop publishing,multimedia, graphics softwareStandards: NETSS 16. (Readmore about the NETS Project atwww.iste.orgselect StandardsProjects.)Online: www.iste.org/L&LC 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 oU 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 kBy Helen C. BarrettLearning & Leading with Technology Volume 27 Number 714An electronic portfolio is not a haphazardcollection of artifacts but rather a reflectivetool that demonstrates growth over time.18Generic Construction Tools(off-the-shelf software)Relational Data Bases, - FileMaker Pro 4.0 or Microsoft AccessHypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.Multimedia authoring software, such as MacromediaAuthorware, Macromedia DirectorNetwork-compatible hypermedia: HTML/WWW Pages Adobe Acrobat (PDF)Office Suite Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorksSee article in Learning & Leading with Technology, April, 2000 19Stage 2The Working Portfoliol Portfolio DevelopmentCollect, Interjectl 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.20Stage 2APTE Technology Tools & Strategiesl 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 forfeedback21Stage 2APTE Technology Tools & Strategiesl 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]22Stage 3The Reflective Portfoliol Portfolio DevelopmentSelect, Reflect, Directl 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.23A portfolio without reflections:lis just a multimedia presentationlor a fancy electronic resumelor a digital scrapbook24Stage 3APTE Technology Tools & Strategies 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 Course25We also like the three questionssuggested by Van Wagenenand Hibbard (1998)1. What?2. So what?3. Now what? (p.22)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.26To use these questions, thestudent would firstsummarize the artifact thatdocuments the experience, inorder to answer the questionWhat?(p.22)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.27Second, the student wouldreflect on what he or shelearned and how this leadsto meeting the standard,which answers thequestion So what? (p.22)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.28And third, the studentwould address implicationsfor future learning neededand set forth refinementsor adaptations, in order toanswer Now what? (p.22)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.29Setting goals for future learningThis is the stage that turnsportfolio developmentinto powerfulprofessional development30Stage 4The Connected Portfoliol Portfolio DevelopmentPerfect, Inspect,Connectl Multimedia DevelopmentImplement, EvaluateUnique 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.31Stage 4APTE Technology Tools & Strategies 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 Course32Stage 5 The Presentation Portfoliol 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.33Stage 5APTE Technology Tools & Strategiesl Record lesson to videotape -presented at Capstone Coursel Write the portfolio to CD-ROMby end of Capstone Course34Wright State Universityl Graduate students create their electronicportfolios with whatever tools they havel Must demonstrate four specific outcome typesfrom their program standardsl Students write a two-page synopsis of theirportfolios, which the program keeps (+resum)l Former students used to create a videotapetour to document their paper-basedportfolios, which the program kept (NECC, 1999)35A 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:36Become a digital pack ratl Set up an electronic filing systeml Use high density storage devices- Zip disks, Jaz disks- CD-R, DVD-RAMl Dont leave the collection/selectionuntil the last minutel Plan for an electronic portfolio from thebeginning of the program37Write reflective statementsl For each standardANDl For each artifactl Could set up a standard form to becompleted Using a database program Using a PDF form with fields38Create an outline or storyboardl Use word processor with outlining(such as Microsoft Word)ORl Use slide show with outlining(such as PowerPoint)ORl Use mapping software(such as Inspiration)Thursday, April 13, 2000 GIF image 742x1010 pixels Page: 1http://transition.alaska.edu/ed626/portfolio.gif39Create a Table of ContentslDivide into sections:IntroductionAcknowledgementTable of ContentsThe Standards and ReflectionsThe artifacts40Create a portfolio matrixl Single page overview/cross referenceif individual artifacts documentachievement of more than one standardl Use spreadsheet or table in wordprocessorGraduate Course OnlyGraduate Course OnlyIndicator 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 presentatioPlan for portfolio developmenPersonal Philosophy of Tech UseResearch paperonline discussion of readings1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. X X1.1.2 use terminology related to computers and technology appropriately in written and oral communications. X1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices. X1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. X1.1.5 demonstrate knowledge of uses of computers and technology in business, industry, and society. X X1.2.1 use productivity tools for word processing, database management, and spreadsheet applications. X X X1.2.2 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 XEducational Technology Foundations Standards International Society for Technology in Education41Dont double your learning!lWhen learning new tools,use familiar tasks;lWhen learning new tasks,use familiar tools.Barrett, 199142Above all else:Let your love oflifelong learningshine!3Dr. Helen BarrettSchool of Education e-mail:afhcb@uaa.alaska.eduUniversity of Alaska Anchoragehttp://portfolios.alaska.edu/http://transition.alaska.edu/

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