electronic portfolio development in apte multimedia...

1

Electronic PortfolioDevelopment in APTE

Combining . . .

Multimedia Development

and PortfolioDevelopment

2

...into 5 Stages ofElectronic Portfolio Development

• Defining the Portfolio Context & Goals

• The Working Portfolio

• The Reflective Portfolio

• The Connected Portfolio

• The Presentation Portfolio

1

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.

2

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)

3

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)

4

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)

5

“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.

6

“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)



7

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)

8

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

9

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.

10

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

11

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

12

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

13

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

14

Focus of Portfolio Planning

lPurpose

lAudience

lProcess (not Product)

15

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.

16

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.

17

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.

18

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

19

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.

20

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

21


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]

22

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.

23

A portfolio without reflections:

lis just a multimedia presentation

lor a fancy electronic resume

lor a digital scrapbook

24


• 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

25

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

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



26

“To use these questions, thestudent would first

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

“What?”(p.22)



27

Second, the student wouldreflect on what he or she

learned and how this leadsto meeting the standard,

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



28

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



29

Setting goals for future learning

This is the stage that turns

portfolio development

into powerful

professional development

30

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.

31


• 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

32

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.

33


l Record lesson to videotape -presented at Capstone Course

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

34

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)

35

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:

36

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

37

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”

38

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

39

Create a Table of Contents

lDivide into sections:»Introduction

–Acknowledgement–Table of Contents

»The Standards and Reflections»The artifacts

40

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

41

Don’t double your learning!

lWhen learning new tools,use familiar tasks;

lWhen learning new tasks,use familiar tools.

Barrett, 1991

42

Above all else:

Let your love oflifelong learning

shine!

3

Dr. Helen BarrettSchool of Education e-mail:

[email protected]

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