Balancing The Two Faces Of EPortfolios: Reflection .

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Balancing the Two Facesof ePortfolios:Reflection & AssessmentDr. Helen BarrettUniversity of Alaska Anchorage (retired)International Researcher & tfolios/Electronic Portfolios and Digital Storytelling for Lifelong and Life Wide Learning

Key Concepts Definitions, Portfolios for LifelongLearning Balancing the 2 Faces of ePortfolios Peter Ewell’s 2 paradigms of assessment Metacognition, Reflection,Motivation & Engagement Future Directions in Higher Education:- Digital Identity Development- Online Branding- Badges, Co-Curricular Transcripts, Personal Ledgers

Resources upporting materials) http://electronicportfolios.org/(further information) Twitter hashtag: #eportfolios

Simon Sinek’s Golden Circleproductprocessmotivation4

WHAT?

ResponsibilitiesPortfolioOne Word,Many MeaningsArt WorkCollection of ArtifactsShowcaseWorkspaceSpecialty CaseInvestments

Who was thefirst famous“folio” keeper?DEFINITIONS

Leonardo da Vinci’s Folio

What is a Portfolio? Dictionary definition:a flat, portable casefor carrying loosepapers, drawings, etc. Financial portfolio: documentaccumulation of fiscal capital Educational portfolio: documentdevelopment of human capital

What is a Portfolio in Education?A portfolio is a purposefulcollection of [academic] work thatexhibits the [learner/worker’s]efforts, progress andachievements in one or moreareas[over time].(Northwest Evaluation Association, 1990)

Electronic digital artifacts organized onlinecombining media & interactivity(audio/video/text/images/dialogue)

E-Portfolio Components Multiple Portfolios forMultiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment Multiple Tools to SupportProcesses-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience Digital Repository(Becta, 2007; JISC, 2008)

WHY?

Multiple Purposesfrom Hidden AssumptionsWhat are yours? Showcase Assessment Learning 6082.png

Hostos CC VisionTo bring about an integratedinstitution-wide e-Portfolioenvironment to maximize thecreative, academic, andprofessional potential ofevery student.

Hostos CC MissionEncourage integrative learning bycreating online learning spacesthat foster student reflection onacademic learning, personal andprofessional goals, and career planning toincrease student performance, retention, andengagement.

Vision statement for a universityin the southern U.S.We envision students using an electronicportfolio as an integral part of their education:- to reflect on learning,- to integrate their knowledge,- to learn more deeply,- to shape curricular choices and goals, and- to showcase skills and accomplishments.

Northeastern University “ based on our read of the portfolios theredesign transformed the program from acollection of courses into an intentionallydesigned learning experience from a ‘degreewith a portfolio requirement’ into a portfolioprogram whose students graduate with acollection of signature work that evidencestheir capabilities.”“Are we who we think we are? ePortfolios as a Tool forCurriculum Redesign.” Gail Matthews-DeNatale

Purpose The overarching purpose ofportfolios is to create a sense ofpersonal ownership over one’saccomplishments, becauseownership engenders feelings ofpride, responsibility, anddedication. (p.10) Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers.American Psychological Association

“The portfoliois a laboratorywherestudentsconstructmeaningfrom theiraccumulatedexperience."(Paulson & Paulson,1991, p.5)

Deep Learning involves reflection,is developmental,is integrative,is self-directive, andis lifelongCambridge (2004)

“metacognition lies at the root ofall learning”“ self-knowledge, awareness of how and whywe think as we do, and the ability to adapt andlearn, are critical to our survival asindividuals ”- James Zull (2011) From Brain to Mind: Using Neuroscience toGuide Change in Education

QUOTE The e-portfolio is the centraland common point for the studentlearning experience It is a reflectionof the student as a person undergoingcontinuous personal development,not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted inJISC, 2008, Effective Practice with e-Portfolios

Portfolio LearningExperienceFeelingReviewingPublishing &Receiving Conceptualizing& ectingFigure 2 A model of e-portfolio-based learning, adaptedfrom Kolb (1984)JISC, 2008, Effective Practice with e-Portfolios, p. 9Sharing &Collaborating

E-Portfolios should allowCHOICE and VOICE! IndividualIdentity Reflection Meaning Making 21st Century Literacy Digital Story of Deep Learning

HandoutLifelong Context for E-Portfolios

E-Portfolios inGenerational Contexts1. Family – Birth & up2. Formal Education– K-12 - Schools– Adult/Post Secondary Education3. Workplace – Professions4. Retirement – Legacy

22/en/Digital-Birth-Online-WorldDigital Birth:Welcome to the Online World Mothers with children aged under two (N 2200) that haveuploaded images of their child (2010) Overall – 81%– USA – 92%– Canada - 84%– (EU5 - 73%)UK - 81% France - 74% Italy - 68% Germany - 71% Spain –71%– Australia – 84%– New Zealand – 91%– Japan - /The research was conducted by Research Now among 2200 mothers with young (under two) children during the week of 27September. Mothers in the EU5 (UK, Germany, France, Italy, Spain), Canada, the USA, Australia, New Zealand and Japanwere polled.

Digital Identity Creating a positive digital footprint

No More Resumes

5 Reasons Why Your Online Presence WillReplace Your Resume in 10 years1. Social networking use is skyrocketing whileemail is plummeting2. You can’t find jobs traditionally anymore3. People are managing their careers asentrepreneurs4. The traditional resume isnow virtual and easy to build5. Job seeker passion has become thedeciding factor in ace-your-resume-in-10-years/

Dan Schawbel, Forbes“personal branding guru” “Your online presence communicates,or should communicate, what you’retruly and genuinely passionateabout I firmly believe that you won’tbe able to obtain and sustain a jobwithout passion anymore.” esume-in-10-years/

“Know Thyself”Temple at Delphi

Managing OneselfPeter Drucker, (2005) Harvard Business Review “Success in theknowledge economycomes to those whoknow themselves –their strengths, theirvalues, and how bestthey perform.” Purpose: UseePortfolios formanaging knowledgeworkers' careerdevelopment What are my strengths?How do I perform?What are my values?Where do I belong?What should Icontribute? Responsibility forRelationships The Second Half of yourLife

Some Basic Concepts “ePortfolio is both process and product” Process: A series of events (time andeffort) to produce a result- From Old French proces (“‘journey’”) Product: the outcome/results or“thinginess” of an activity/process- Destination Wiktionary

”)Listen(Reading)Direction/Goals al llaboratingPublishing

Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning throughelectronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall2008. cle/507/238

Learning/Reflection CycleblogWhy?(double-loop learning)NowWhat?So What?What?website

Detailed Model: MetacognitionPlanning What is the nature of my task? What is my goal? What info/strategies do I need?Monitoring Do I understand what I’m doing? Am I reaching my goals? Do I need to make changes?Evaluation Have I reached my goal? What worked/did not work? What would I do differently?Adapted from Schraw (2001)Kaplan, et.al, eds (2013) Using Reflection and Metacognitionto Improve Student Learning. Sterling, VA: Stylus , p. 128

Handout

Balancing the Two Faces ofePortfoliosWorking PortfolioDigital ArchivePresentation Portfolio(s)Docs(Repository of Artifacts)Collaboration SpaceReflective Journal BlogPortfolio as ProcessWorkspaceThe “Story” or NarrativeMultiple ViewsSites(public/private)Varied Audiences &PurposesPortfolio as ProductShowcase

Structure of ePortfolio Types Portfolio as Process/Workspace– Organization:Chronological –Documenting growth overtime for both internal andexternal audiences– Primary Purpose:Learning or ReflectionBlog - journal– Reflection: immediatefocus on artifact or learningexperience Portfolio as Product/Showcase– Organization:Thematic – Documentingachievement of Standards, Goalsor Learning Outcomes forprimarily external audiences– Primary Purpose:Accountability or Employment orShowcasewebsite– Reflection: retrospectivefocus on Standards, Goals orLearning Outcomes (Themes)

Learning is a Conversation!E-portfolios should bemore Conversationthan PresentationBecause Conversation transforms!

Multiple Purposes ofE-Portfolios in Education– Learning/ Process/ Planning– Marketing/ Showcase/ Employment– Assessment/ Accountability"The Blind Men and the Elephant”by John Godfrey Saxe

Matching Portfolio Purpose toPortfolio ToolsPurposesStrategies ToolsProcessesLearning/Process vity ToolsCapture ExperienceMobile tools?SelectionPresentationWebsite/Wiki/Social NetworkEvaluation (Self &Teacher) Evidencew/RubricsDatabaseExcel

ePortfolio designs/strategies fordifferent purposes Learning Portfolios–Organized chronologically–Focus of Reflection:Learning Activities &Artifacts–Tools: Reflective Journal (blog)–Faculty/peer role: Feedback onartifacts and reflection

ePortfolio designs/strategies fordifferent purposes Showcase Portfolios(Employment, Self-marketing) Organized thematically(position requirements) Focus of Reflection:Suitability for position Tools: Choice of portfolioowner – personalized webpages – digital footprint Personal online branding

ePortfolio designs/strategies fordifferent purposes Assessment/Accountability Portfolios(Summative assessment)– Organized thematically (outcomes, goalsor standards)– Focus of Reflection: Achievement ofStandards (rationale)– Tools: Assessment systemwith data from scoring rubrics– Faculty role: Evaluation

titleHow can we helpstudents put theirsignature work in alarger and moretextintegrativecontext?ePortfolio as avital, longitudinaland integrativelearning processRandy Bass(Georgetown University)

Addressing the Whole StudentPurposeful Self-AuthorshipFormal PracticeConnectingw/ Faculty& StudentsLearning AcrossDisciplinesRandy Bass(Georgetown University)Learning AcrossSemestersExternalAudiencesCo-Curricular& LivedExperiencesAdvisement & Academic Planning

Forms of Assessment FormativeAssessments Provides insightsfor the teacher Assessment FORLearning Provides insightsfor the learner SummativeAssessments(Assessment OFLearning orEvaluation) Provides insights(and data) for theinstitutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

Assessment FORStudent, Faculty &Institutional LearningRandy Bass(Georgetown University)Ground assessment inthe authentic work offaculty & students.Digital systems canhelp to make studentlearning visible

Two “Paradigms” of Assessment (Ewell, 2008)Strategic Dimensions:PurposeStancePredominant EthosApplication Choices:InstrumentationNature of EvidenceReference PointsCommunication of ResultsUses of ResultsAssessment forContinuous ImprovementAssessment forAccountabilityFormative (Improvement)InternalEngagementSummative Quantitative andQualitativeOver Time, Comparative,Established GoalMultiple Internal Channelsand MediaMultiple Feedback LoopsStandardizedQuantitativeComparative or FixedStandardPublic CommunicationReportingEwell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

Opportunity Cost The alternative you give upwhen you make a decision The cost of an alternative that must beforgone in order to pursue a certain actionWhat is the opportunity cost of emphasizingaccountability in portfolios over reflection,deep learning, and continuous improvement?

Goal: Balance in Electronic oseImprovement(Student-Centered)(Or Course-Centered)Along a Continuum?Opportunity Cost

Goal: Balance in ElectronicPortfoliosAccountabilityPurposeHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty vementEngagementDeep LearningPersonalizationChoice and VoiceLifelong SkillsEase of UseOwnershipTimeCost

Goal: Balance in ElectronicPortfoliosAccountabilityFaculty TimeEase of ScoringCollection of Datafor AccountabilityInstitutionalSupport& Funding?PurposeImprovementFlexible StructureSelf-Assessment & FeedbackLifelong Learning SkillsMore Social LearningPersonalizationChoice and VoiceEngagementStoryOpportunity Cost

Goal: Balance in Electronic PortfoliosPurposeAccountabilityFaculty FeedbackUniformityFlexible RequirementsDataProgram onChoice and VoiceStudent EngagementIncreased AchievementFaculty Time InvolvementComplexityOpportunity CostSocial Learning

Finding Balance in E-PortfolioImplementationTools Use separate tools for assessment management andstudent e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools forinteractivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, includingvideo, into their e-portfolios Enable exporting e-portfolio to students’ lifetimepersonal webspace

Finding Balance in E-PortfolioImplementationStrategies Acknowledge the importance of both portfolio asworkspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios forvisual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digitalidentity

What about Motivation?Why would a student want to put allthat work into developing an ePortfolio?How do we make it relevant?

Building my ePortfolioAgree/Strongly AgreeHelped me make connections between ideas75.6%Helped me think more deeply about course contentAllowed me to be more aware of my growth &development as a learner64.4%My (ePortfolio-enhanced) course engaged me in Quite a Bit/Very Much69.3%Synthesizing & organizing ideas, information orexperiences in new ways83.1%Applying theories or concepts to practical problemsor in new situations77.2%My course contributed to my knowledge, skills andpersonal development in understanding myself78.6%Core Survey, Connect to Learning Project (FIPSE, Making Connections NationalResource Center, LaGuardia CC

Think!EngagementFactors?Social networks?ePortfolios?

Similarities in Process Major differences:– extrinsic vs.– intrinsic motivation Elements of True(Intrinsic) Motivation:– Autonomy– Mastery– Purpose

Pink’s Motivation BehaviorType X - Extrinsic fueled more by extrinsicrewards or desires(Grades?)Type I – Intrinsic Behavior is self-directed.XI

Successful websites Type IApproach Peoplefeel goodaboutparticipating. Give usersautonomy. Keep system as open as possible.- Clay Shirky

Autonomy & /342946821/

Mastery & ePortfolios Exhilaration in Learning Sports? Games? Compliance vs.Personal Mastery Open Source movement(Wikipedia vs. Encarta) Make a contribution

Mastery & ePortfolios ePortfolio: Flow ShowcasingAchievements Increased self-awareness and selfunderstanding“Only engagement can produce Mastery.”(Pink, 2009, p.111)

USE E-PORTFOLIOS TODOCUMENT MASTERY

Purpose & ePortfolios Relevance Big picture Engagement

Because Purpose and PassionCo-Exist

Help students findtheir Purpose and Passionthrough Reflection &Goal-Setting inE-Portfolio Development

Design Principles:a Vision worth Working TowardLearner-centeredEngagement & EmpowermentNetworkedCommunity, mentorship & porous boundariesIntegrativeIntegration from the inside outConnect what has not been connectedAdaptiveInstitutional learningRandy Bass(Georgetown University)

ePortfolios: Not a Magic BulletQuestions that need asking Are ePortfolios really student-centred? Is an ePortfolio just another way of getting a grade? Is ePortfolio just another way of “reporting up”? If ePortfolios are used for learning assessment, are you prepared to assessfor prior learning? If it is a tool for transition:– What happens when a student brings an ePortfolio to your institution, sayfrom high school?– Will your students want to keep their ePortfolios after they graduate?– Will you do this as a favour, or a deliberate strategy? Are they too much work?Don Presant, Learning Agents

Benefits of ePortfoliosDesigned for learning and developmentMore supportive, flexible than Web 2.0 tools; good for RPLPersonal control and privacyNot at the mercy of social media business modelsIntegrated public/private useArchive, reflective chamber, showcase, recognition tool Employeracceptance 2015 AACU surveyaacu.org 2015EVIDENCE OF SOFTSKILLS IS KEYe.g. “effectivecommunication, appliedskills, evidence-basedreasoning, and ethicaldecision-making”

Photos: Flickr by Kim CofinoINTEGRATE INTO EVERYDAYACTIVITIES

Open Badges, CCR, ePortfoliosFriends.with benefits?ExperiencedLearningPersonal ngUnapprovedCo-CurricularActivitiesThesis /Capstone ProjectCo-CurricularRecordePortfolio/PassportDon Presant, Learning AgentsDegreeCoursesAcademicTranscript

Open pen-badges-connectors-for-open-learning/

Small pieces loosely joinedePortfolio BadgeArtefactArtefactPersonal t)Social MediaBadgeBadgeBadgeBadgeBadgeClaimCampus PortalsWILBadgeCCRBadgeBadgePlatformCareersDon PresantWith assistancefrom @szergeBadgesBadgeInstitutionLMS, SRSOutsideCommunity Other institutions Trainers Open learning Employers Volunteer organizations

Serge Ravet, ADPIOS

Personal Ledger, a lifelong and lifewide inventory of my ges-and-blockchainsSerge Ravet, ADPIOS

For more epic.euhttp://www.aaeebl.org

Upcoming ePortfolio Conferences Center for Recording AchievementUnderstanding the essence(s) of portfoliobased learning. A collaborativeinternational seminar, the University of Edinburgh6-8 June 2016 AAEEBL Annual Conference - Bo

Learning or Reflection –Reflection: immediate focus on artifact or learning experience Portfolio as Product/ Showcase –Organization: Thematic –Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences –Primary Purpose: Accountabi

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