Electronic Teaching Portfolios ?? Multimedia Skills + Portfolio Development = ... Allyn Bacon. 9 ... final draft or a finished product. 32 The Portfolio Connection (Burke, ...

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1Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development =Powerful Professional DevelopmentAlaska Society for Technology in EducationAnchorage, April 3, 2000 5 Stages of Electronic Portfolio Development Defining the Portfolio Context & Goals The Working Portfolio The Reflective Portfolio The Connected Portfolio The Presentation PortfolioDr. Helen BarrettSchool of Education e-mail: afhcb@uaa.alaska.eduUniversity of Alaska Anchorage - http://portfolios.alaska.edu/2AssumptionAs we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.4What is a portfolio?l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)l 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)5What 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)6Electronic 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)Several Electronic Portfolio examples:Faculty Portfolio (Adobe Acrobat on CD-R)University of Alaska AnchorageTruman State CollegeGrady Profile Teacher's PortfolioTemplates: Ed Tech EndorsementAlaska State Teacher StandardsAlaska State Administrator Standards7What is a teaching portfolio?A teaching portfolio is the structured,documentary history of a set of coachedor mentored acts of teaching,substantiated by samples of studentportfolios, and fully realized only throughreflective writing, deliberation, andconversation. (Shulman, 1998)8A 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.9We 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.10Scrapbook or portfolio?...Tom Bird...asked us to think about thedistinction between the teachers filingcabinet and the teachers portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.(Shulman, 1998)12Types of Portfoliosl Working Portfolios-an intentional collection of work guided by learningobjectivesl Display, Showcase, or Best WorksPortfolios - demonstrate the highest level ofachievement - a celebration of learningl Assessment Portfolios- to document student learning on specific curriculumoutcomes13Why use technology?Sheingolds Reasons (1992)l To make work in many mediaaccessible, portable, examinable, widelydistributablel To make performance replayable andreviewable; it is important to see morethan oncel To address ownership issues of student-created workl To address storage issues14Why 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)15Benefits of Professional Portfoliosl Documentation of Growth & Achievementl Self-assessment of Professional Goalsl Staff Developmentl Employment Interviewsl Advancementl Performance Reviewsl Lifelong Learning Tooll Source of Affirmation & Pridel Sharing with StudentsRolheiser, Bower, & Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making16Electronic 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.17Collectionl The primary activity of a working portfolio.l Dont save everything!l Purpose and audience and future use ofartifacts will determine content.Danielson & Abrutyn (1997). An Introduction to Using Portfolios in the Classroom. ASCD18Selectionl Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)l This is where many electronic portfolios end!19Reflectionl Students articulate their thinking abouteach piece in their portfolio.l Through this process of reflection,students become increasingly aware ofthemselves as learners.l Use reflective prompts.l Include reflections on every piece plusoverall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)20Reflectionl The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.(Danielson & Abrutyn [ASCD], 1997, p. 26)21Projectionl Looking ahead and setting goals forthe future.l Students see patterns in their work.l These observations can helpidentify goals for future learning. (Danielson & Abrutyn [ASCD], 1997, p. 18)22The 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 RESPECTaccomplishments23The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lPROJECT purposes- the big picturegoals for the portfolioProjecting is focusing.24The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lCOLLECT and organize theartifactsCollection is abundance.25The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lSELECT key artifacts- contents of the portfolio- prioritizeSelection is abandonment.26The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lINTERJECT personality- cover, design, layouts- personal touchInterjection is style and flair.27The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis includedReflection is a mirror into the self.28Reflection and Learning"We do not learn fromexperience.We learn from reflecting onexperience.-John Dewey29from Kay Burke (1997)Designing Professional Portfolios for Change"Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."30The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknessesInspection ensures one is oncourse.31The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lPERFECT and Evaluate- fine-tuning the content- getting ready for gradingPerfecting is to make a polishedfinal draft or a finished product.32The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogueConnecting is conversing.33The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio freshInjecting/ejecting is the cycle of theportfolio.34The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)lRESPECT Accomplishments- formal exhibition before anaudienceRespecting is celebration.35The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)l Three Options for Portfolio DevelopmentlEssential Portfolio Collect, Select, ReflectlExpanded Portfolio Project, Collect, Select, Reflect, Perfect, ConnectlElaborated Portfolio Project, Collect, Select, Interject, Reflect, Inspect,Perfect, Connect, Inject/Eject, Respect36Portfolio Organizer(decision-making points, not a step-by-step process)l Purpose, Type, Audience, Time Framel Categories for Entriesl Criteria for Entriesl Work Samplesl Reflectionsl Storing and Organizing Portfoliosl Sharing the Learning: Conferences & Responsesl Goal Settingl Self-Evaluationl Getting StartedRolheiser, Bower, & Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making37Multimedia 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 WWW38Combining 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.Levels of Digital Multimedia Development1 2 3 4 5Text Only Add Images Add Navigation(hypertext links)Add digitizedsoundAdd digitizedvideoLevels of Digital Storage1 2 3 4 5FloppyDisketteHard Disk DriveZip DiskJaz DiskLAN Server CD-R/W WWW ServerThe "5-by-5" Model of Electronic Portfolio Development - Overview of Technology Options 2000, Helen C. Barrett Stages of Electronic Portfolio DevelopmentLevels of PortfolioDevelopment (based on level of difficulty)1Defining the PortfolioContext & Goals Identify: the portfolio's purposeand audience; the standards(goals) or organizing framework;the resources available (hardware,software, level of technologyskills). Select the appropriatelevel/technology to begin.2The Working PortfolioIdentify, collect and store portfolioartifacts based onpurpose/audience/goals. Interjectpersonality into the portfoliodesign by using appropriatemultimedia to add style andindividuality to the portfolio.3The 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).4The ConnectedPortfolioOrganize the digital artifacts.Create hypermedia links betweengoals, artifacts, reflections.Identify patterns through the"linking" process.5The PresentationPortfolioRecord the portfolio to anappropriate presentation andstorage medium. Share theportfolio with an appropriateaudience.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 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 Server2 - 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-to-analogconversion)3a - 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 Tools:CD-ROM3b - With Audio & VideoPortfolio incorporates digitized audio andvideo artifacts linked to the portfolio, andstored on CD-ROM or server.Audio capturing softwareVideo capturing software(analog-to-digital conversion)Audio editing softwareVideo editing softwarePublishing 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, incorporating digitalsound and video is converted to digital formatand pressed to CD-R/W or posted to WWWin streaming format.Development & PublishingSoftware:Macromedia DirectorDevelopment & PublishingSoftware:Macromedia DirectorDevelopment & PublishingSoftware:Macromedia DirectorPublishing Tools:Streaming Server39Stage 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 portfolioLevel of Teacher Skill(Relative Ease of Use)1 2 3 4 5Limitedexperience withdesktopcomputer - ableto use mouse,menus, runsimpleprogramsLevel 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabaseLevel 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabaseLevel 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabaseLearning & Leading With Technology Volume 26 Number 26FeatureSubject: AssessmentGrade Level: AllTechnology: multimedia-capable computer,network, printer; assessment programs (GradyProfile, Sunburst Learner Profile, others),hypermedia software (HyperStudio, HyperCard,Digital Chisel, others), multimedia authoringsoftware (Macromedia Authorware and Director,Apple Media Tool), relational databases(FileMaker, Microsoft Access), tool software (KidPix, PowerPoint, works programs), and linkingsoftware (Adobe Acrobat, others)Learning & Leading With Technology Volume 26 Number 2640Stage 1Appropriate Technology 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] OR Use an HTML editor to articulate the standards to bedemonstrated in the portfolio and to organize the artifacts. [Level 4]OR Use a multimedia authoring program to organize by thestandards to be demonstrated in the portfolio. [Level 5]41Elements of Portfolio PlanninglPurposelAudiencelProcess42Why use Standards inPortfolios?Standards come alive whenthey are assessed throughperformance-based meanssuch as portfolios.National Evaluation Systems (1997) Linking Standards andAssessment. (p.30)43Organizing frameworklMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.44Some teacher educators believe thatstudents should impose their ownorganizational schemes on their portfoliodocumentation. Certainly when aportfolio is being designed solely as amarketing tool, this might be desirable.It would allow for the greatest flexibilityand enhance opportunities forindividuality and creativity. (p. 21)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.45However, when portfolios are being used by ateacher education program to focus the effortsof both faculty and students on achievingstandards for professional performance, itmakes more sense to organize at least mostof the portfolio around the chosen standards.The easiest way for your students to do this isto divide the portfolio into labeled sections,one for each of the standards. (p.21)Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.Boston: Allyn & Bacon.46Electronic Portfolio Planning WorksheetStage 1You will know you are ready for the next stagewhen:l You have identified the purpose and primaryaudience for your portfolio.l You have identified the standards or goals thatyou will be using to organize your portfolio.l You have selected the development software youwill be using and have completed the first stageusing that tool.47What is the best electronicportfolio program???IT DEPENDS . . .l on the assessment contextl and a variety of other factors, humanand technological, that exist in aclassroom, school or district.48Generic 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 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.49Stage 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.50Stage 2Appropriate 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]OR Use an HTML editor (or any tool that is normally used)to develop and organize the artifacts for the WorkingPortfolio. [Level 4]OR Use a multimedia authoring program to organize theselected artifacts. [Level 5]51Stage 2Appropriate 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 2] Use a microphone and sound digitizing programto digitize audio artifacts [Level 4] Use a video camera/VCR, digitizing hardware andsoftware to digitize video artifacts [Level 5]52Electronic Portfolio Planning WorksheetStage 2You will know you are ready for the next stagewhen:l You have a collection of digital portfolio artifacts thatrepresent your efforts and achievement throughout thecourse of your learning experiences.l You have used the graphics and layout capability of thechosen software to interject your personality into theportfolio artifacts.l It is time to turn this collection into a portfolio.53Stage 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.54A portfolio without reflections:lis just a multimedia presentationlor a fancy electronic resumelor a digital scrapbook55Stage 3Appropriate 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]OR Use an HTML editor (or any tool that is normally used) torecord the reflections and future goals that will become theReflective Portfolio. [Level 4]OR Use a multimedia authoring program to record thereflections and future goals that will become the ReflectivePortfolio. [Level 5]56We 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.57To 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.58Second, 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.59And 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.Levels of Meta-Cognition and Reflection(Turning a collection into a portfolio)0 1 2 3 4 5Little or noreflection ormention ofstandards orgoals.A collectionof artifacts -A scrapbookormultimediapresentationSimpleoverallreflection onthe portfolioas a whole.Level 1PLUSStandards orportfoliogoals areincluded.Level 2PLUSReflectionson achievingeachstandard orgoal PLUSfuturedirections(learninggoals).Level 3PLUSReflectionson the role ofeach artifactin theportfolio.Level 4PLUSFeedbackfromportfolioconferencingandresponsesfrom others.Includes self-evaluation ofthe portfolio.60Setting goals for future learningThis is the stage that turnsportfolio developmentinto powerfulprofessional development61Electronic Portfolio Planning WorksheetStage 3You will know you are ready for the next stagewhen:l You have selected the artifacts that are going intoyour formal or presentation portfolio.l You have written the reflective statements andidentified learning goals for the future.62Stage 4The Connected Portfoliol Portfolio DevelopmentPerfect, Inspect,Connectl Multimedia DevelopmentImplement, Evaluate 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.63Stage 4Appropriate Technology Tools & Strategies Convert word processing, database or slide showdocuments into either PDF [Level 3]or HTML [Level 4] AND Create hypertext links between goals, student worksamples, rubrics, and assessment.Insert multimedia artifacts [Level 3 & 4 ]OR Create a hypermedia presentation using a multimedia authoringprogram, creating links between goals, student work samples,rubrics, and assessment. [Level 5]Ease of Navigating Electronic Portfolio1 2 3 4 5Simple, linearpresentationdocument. Nonavigation links(or may have"broken" links)Hyperlinks (i.e.,buttons) fromtable of contents(TOC) tostandards Mayhave links toartifacts.Hypertext linksbetween TOC,standards,artifacts,reflections.Fully hyper-linkeddocumentbetween TOCstandards,artifacts,reflections.Interactivepresentationwith animationand intuitivenavigation.User Choice in Navigation1 2 3 4 5No user choicein navigation.Minimal userchoice innavigation.Appropriate andclear userchoice innavigation.Maximum andobvious userchoice innavigation.Maximum andobvious userchoice innavigation.Seamless integration of standards, artifacts, reflections1 2 3 4 5Documents inoriginal,separate filesDocuments maybe in separatefiles or mergedinto a singlefile.Documents areconsolidatedinto a single file(PDF).Documents arein a singledirectory on aweb site.Integrated,engaging, self-runningmultimediapresentation.Appropriate Use of Multimedia1 2 3 4 5No audio/video,or inappropriateuse, distractingfrom content ofportfolioAudio may beincluded.Appropriateaudio and/orvideo optional.Appropriateaudio and/orvideo included.Appropriateaudio and videointegratedseamlessly intopresentation.64Electronic Portfolio Planning WorksheetStage 4You will know you are ready for the next stagewhen:l Your documents are converted into a format that allowshypertext links and you can navigate around yourdocument using those hypertext links.l You have inserted the appropriate multimedia artifactsinto the document.l You are ready to share your portfolio with someone elseand/or you are ready to publish your portfolio.65Stage 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.66Stage 5Appropriate Technology Tools & Strategiesl Post the portfolio to WWW serverORl Write the portfolio to CD-ROMORl Record the portfolio to videotape68A few final words69Become 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 program70Identify standardsl Use for portfolio organizationl Set up folders to store artifact for eachstandardl Suggested Standards:NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards71Select artifactsl Select the artifacts that demonstrateachievement of each standardl Possible types of artifacts to include: significant papers, projects; evaluations from all practicum/field experiences; professional correspondence, letters of reference; letters of recognition, awards, certificates, etc.; samples of effective and reflective writing; stories, journal entries, articles, manuals ; photographs, drawings, sketches; lesson plans/curriculum that you have created; audio, video, or other electronic evidence;72Write reflective statementsl For each standardORl For each artifactl Could set up a standard form to becompleted Using a database program Using a PDF form with fieldsName ofArtifactDateSourceRationaleStatement1Artifact forStandard #1.1.4IndicatorBasic Technology Operations andConceptsoperate and interface peripheral devices with a computer system supportingimaging including scanner, digital camera, and/or video camera.Type ofMediaArtifact73Create 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)74Create a Table of Contentsl Divide into sections: Introduction Acknowledgement Table of Contents The Standards and Reflections The artifacts75Create 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 Education76Convert Artifacts to PDFl Create PDF files from word processingor slide show files (or any application)l Use PDF Writerl OR convert Postscript files withAcrobat Distiller(print to file)77Edit PDF Files in Exchangel Edit Pages inExchange Insert pages Extract pages Replace pages Delete pages Move pages Crop pages Rotate pagesl Page Actions Use forms Add web links Add multimediaobjects Sound QuickTime movies Notes Navigation tools78Create Multimedia Filesl Digitize and edit sound clips- use sound editing software:Sound CompanionKaboom!l Digitize and edit video clips- use video editing software:Movie Player Pro, Avid Cinema,Adobe Premiere, Apples new Final Cut79Navigationl Organize portfolio with hypertext linksbetween Standards Artifacts reflectionsl Create bookmarks & thumbnailsl Add movie linksl Insert sound clipsl Add buttons with Forms tool80Publish Portfoliol Record to appropriate mediumFloppy disk (no multimedia)CD-RecordableWWW serverVideo tapeDVD (coming soon)81Technology Skills for developingElectronic Portfolios in Acrobat1. Converting files from any application to PDF using PDFWriter orAcrobat Distiller2. Scanning/capturing and editing graphic images3. Digitizing and editing sound files4. Digitizing and editing video files (VCR -> computer)5. Organizing portfolio artifacts with Acrobat Exchange, creatinglinks & buttons6. Organizing multimedia files and pre-mastering CD-ROM usingJaz disks7. Writing CD-Recordable disc using appropriate CD masteringsoftware8. Recording computer images with narration to video tape(computer -> VCR)82Dont double your learning!lWhen learning new tools,use familiar tasks;lWhen learning new tasks,use familiar tools.Barrett, 199183Remember the portfolio is aunique document......illustrating your achievements as an educator. It should: identify and reflect positively on relevant learning achievements critically analyze experiences and articulate the learning achieved demonstrate increased awareness of own potential and aspirations demonstrate improved self-confidence to develop own learning identify academic and professional development demonstrate skills, knowledge and understanding gain from coursework demonstrate skills, knowledge and understanding gain from the practicum demonstrate skills, knowledge and understanding gain from relatedprofessional work experiences critically reflect your thoughts and self assessment - from UAA Adult Education Portfolio Handbook, 199884Above all else:Let your love oflifelong learningshine!And have fun!iLearning with Electronic PortfoliosA Handbook for EducatorsMeeting Standards for Students and Professionals in an Information AgeHelen C. Barrett, Ph.D.University of Alaska AnchorageTable of ContentsPART I. WHY ELECTRONIC PORTFOLIOS FOR EDUCATORS TODAY?..................................................1CHAPTER 1. WHAT IS A PORTFOLIO? ...........................................................................................................................2Why is it a critical tool in todays standards age? .................................................................................................2CHAPTER 2. WHAT IS AN ELECTRONIC PORTFOLIO? ....................................................................................................3What is the role of electronic portfolios in today's standards age? .......................................................................3Comparing Multimedia Presentations and Electronic Portfolios..........................................................................9CHAPTER 3. PLANNING FOR THE ELECTRONIC PORTFOLIO ........................................................................................20Strategic questions, basic decisions, portfolio context.........................................................................................20CHAPTER 4. THE ELECTRONIC PORTFOLIO DEVELOPMENT PROCESS........................................................................26Framework for the Portfolio Development Process.............................................................................................26Framework for the Multimedia Development Process.........................................................................................27Integrating the two frameworks into the Electronic Portfolio Development Process The Five Stages ............28Evaluating the Electronic Portfolio......................................................................................................................34PART II. DEVELOPMENTAL CONTEXTS FOR ELECTRONIC PORTFOLIOS.........................................35CHAPTER 5. THE COLLEGE STUDENT PORTFOLIO .....................................................................................................36Beyond Transcripts ..........................................................................................................................................36Case Studies: HTML, PowerPoint & Web-based portfolios ................................................................................36CHAPTER 6. PROFESSIONAL PORTFOLIOS ..................................................................................................................37Beyond Resumes and Vitas...............................................................................................................................37Using the Professional Portfolio for Lifelong Learning ......................................................................................37Case Studies: Adobe Acrobat PDFs & CD-ROM-based portfolios .....................................................................38CHAPTER 7. THE YOUNG CHILD AND FAMILY PORTFOLIO........................................................................................39Beyond the Baby Book - Birth through 3rd Grade............................................................................................39Case Studies: Video tape, KidPix & parent involvement .....................................................................................39CHAPTER 8. THE MIDDLE LEVEL STUDENT PORTFOLIO............................................................................................40Beyond the Report Card & Cum Files - 4th8th Grade.....................................................................................40Case Studies: Hypermedia programs, AppleWorks & propriety software...........................................................40CHAPTER 9. THE ADOLESCENT STUDENT PORTFOLIO...............................................................................................41Beyond GPA and SATs - High School................................................................................................................41Case Studies: Multimedia authoring software & relational database .................................................................41iiPART III. TOOLS AND STRATEGIES FOR CONSTRUCTING ELECTRONIC PORTFOLIOS ...............42CHAPTER 10. MULTIMEDIA TECHNOLOGY: TOOLS AND STRATEGIES FOR LEARNING HOW TO LEARN ....................43How can electronic portfolios be a learning tool in todays information age? ...................................................43CHAPTER 11. MULTIMEDIA DEVELOPMENT TOOLS ..................................................................................................52Digitizing and Using Text.....................................................................................................................................53Digitizing and Using Images ................................................................................................................................54Digitizing and Using Sound..................................................................................................................................55Digitizing and Using Video ..................................................................................................................................56Using Mixed Media Products ...............................................................................................................................56Emerging Multimedia Technologies for Electronic Portfolio Development........................................................57CHAPTER 12. MODELS FOR ORGANIZATION AND NAVIGATION ................................................................................58Organizing Digital Artifacts for Easy Storage & Retrieval to meet your purpose ..............................................58Some final advice on the Electronic Portfolio Development Process ..................................................................59Deciding on the Best Electronic Portfolio Strategy .............................................................................................61APPENDIX WORKBOOKS ..................................................................................................................................62APPENDIX A. CREATING AN ELECTRONIC PORTFOLIO WITH FILEMAKER PRO .........................................................63APPENDIX B. CREATING AN ELECTRONIC PORTFOLIO WITH HYPERSTUDIO .............................................................64APPENDIX C. CREATING AND PUBLISHING AN ELECTRONIC PORTFOLIO IN HTML WITH NETSCAPECOMMUNICATOR COMPOSER ....................................................................................................................................65APPENDIX D. CREATING AN ELECTRONIC PORTFOLIO WITH POWERPOINT...............................................................66APPENDIX E. CREATING AN ELECTRONIC PORTFOLIO WITH APPLEWORKS..............................................................67APPENDIX F. PUBLISHING AN ELECTRONIC PORTFOLIO WITH ADOBE ACROBAT EXCHANGE...................................68APPENDIX G. CREATING AND PUBLISHING AN ELECTRONIC PORTFOLIO WITH MACROMEDIA DIRECTOR ORAUTHORWARE ...........................................................................................................................................................72APPENDIX H. PLANNING WORKSHEETS AND TEMPLATES.........................................................................................73REFERENCES ...........................................................................................................................................................7485Helen C. Barrett, Ph.D.l Web Site on Electronic Portfolioshttp://transition.alaska.edu/www/portfolios.htmlhttp://portfolios.alaska.edul Listserv: el-port@uaa.alaska.edul E-Mail: afhcb@uaa.alaska.edu

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