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    Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development =

    Powerful Professional Development

    Alaska 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 Portfolio

    Dr. Helen BarrettSchool of Education e-mail: afhcb@uaa.alaska.edu

    University of Alaska Anchorage - http://portfolios.alaska.edu/

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    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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    What 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 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)

  • Several Electronic Portfolio examples:

    Faculty Portfolio (Adobe Acrobat on CD-R)University of Alaska AnchorageTruman State College

    Grady Profile Teacher's Portfolio

    Templates: Ed Tech EndorsementAlaska State Teacher StandardsAlaska State Administrator Standards

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    What 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)

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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)

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

    Boston: Allyn & Bacon.

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    Scrapbook 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)

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    Types of Portfolios

    l Working Portfolios-an intentional collection of work guided by learningobjectives

    l Display, Showcase, or Best WorksPortfolios - demonstrate the highest level ofachievement - a celebration of learning

    l Assessment Portfolios- to document student learning on specific curriculumoutcomes

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    Why use technology?Sheingolds Reasons (1992)

    l To make work in many mediaaccessible, portable, examinable, widelydistributable

    l To make performance replayable andreviewable; it is important to see morethan once

    l To address ownership issues of student-created work

    l To address storage issues

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    Why use technology?(Barretts 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 Its fun & easier to manage the process!(especially storage, presentation, and duplication)

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    Benefits of Professional Portfolios

    l Documentation of Growth & Achievementl Self-assessment of Professional Goals

    l Staff Developmentl Employment Interviews

    l Advancementl Performance Reviews

    l Lifelong Learning Tooll Source of Affirmation & Pride

    l Sharing with StudentsRolheiser, Bower, & Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making

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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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    l 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. ASCD

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    l 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!

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    l 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 plus

    overall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)

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    l 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)

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    l Looking ahead and setting goals forthe future.

    l Students see patterns in their work.l These observations can help

    identify goals for future learning.

    (Danielson & Abrutyn [ASCD], 1997, p. 18)

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

    l PROJECT purposesl COLLECT and

    organize artifactsl SELECT key artifactsl INTERJECT


    l REFLECTmetacognitively

    l INSPECT to self-assessl PERFECT and evaluatel CONNECT and


    l INJECT/EJECT toupdate

    l RESPECTaccomplishments

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

    lPROJECT purposes- the big picturegoals for the portfolio

    Projecting is focusing.

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

    lCOLLECT and organize theartifacts

    Collection is abundance.

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

    lSELECT key artifacts- contents of the portfolio- prioritize

    Selection is abandonment.

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

    lINTERJECT personality- cover, design, layouts- personal touch

    Interjection is style and flair.

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

    lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included

    Reflection is a mirror into the self.

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    Reflection and Learning

    "We do not learn fromexperience.

    We learn from reflecting onexperience.

    -John Dewey

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    from 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."

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

    lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknesses

    Inspection ensures one is oncourse.

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

    lPERFECT and Evaluate- fine-tuning the content- getting ready for grading

    Perfecting is to make a polishedfinal draf