AAEEBL SLC feb11

Editor's Notes

• #3: Simon Sinek, in his wonderful TED Talk, discusses How great leaders inspire action – talks about the Golden Circle. Leaders talk a lot about What and How, but really need to focus on Why.
• #7: Adjectives to describe purpose
• #21: Who knows what this means?
• #22: Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.
• #25: Portfolios in Formal Education: Exploring Personal and Professional IdentityBuilding a Professional Online Brand.
• #26: Every student getting their own domain name. Building a positive digital identity.
• #34: How do portfolios and reflection fit into the learning process?BEFORE - goal-setting (reflection in the future tense), DURING - immediate reflection (in the present tense), where students write (or dictate) the reason why they chose a specific artifact to include in their collectionAFTER - retrospective (in the past tense) where students look back over a collection of work and describe what they have learned and how they have changed over a period of time (in a Level 3 portfolio)
• #35: “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
• #39: How do we implement ePortfolios in a manner that engages students and helps achieve the purposes?
• #40: We have witnessed a revolution in mobile computing this year with the iPad. A new version will be announced on Wednesday. But most of the world has plain mobile phone.
• #47: Look at the way that technology supports those processes: digitizing/archiving, hyper-linking/embedding, storytelling, collaborating, publishing, aggregating. We need to help students develop lifelong skills that will last after they graduate. If students are using "world ware" (tools in use it the world) then they are developing skills that can be applied in the "real world" outside of formal education. We should also look at how students are naturally using technology in their lives: social networking, mobile communications, capturing and storing images, audio and video, etc. We could build on the tools that students are already using... and look at the intrinsic motivation factors that drive the use of social networking, and apply those factors to the ePortfolio environment: autonomy, mastery and purpose (thanks to Dan Pink's book, Drive). We are looking at a future that is well integrated with mobile devices.
• #49: 7 languages: English, Catalan, Spanish. German, Russian, Catalan, Mandarin
• #52: - this evidence of learning can be in the form of text, images, audio or video
• #53: “the heart and soul of a portfolio” - this reflection could be captured in real time in different formats: writing, voice capture (and voice-to-text conversion), video capture and digital stories- a very important part of the portfolio process is personal development planning and setting goals for achievement
• #54: one of the most effective uses of a portfolio is to review a learner’s work and providing feedback for improvement- learning is a social activity - technology provides new forms of collaboration
• #55: - at specific points in the learning process, a learner may put together a presentation of their learning outcomes for an audience, either real or virtual
• #57: Here is an example
• #62: Grade 3-5 classroom in Portland using Evernote. Scanner wirelessly emails documents to each student’s Evernote account. Use of tags, software recognizes text in scanned docs.
• #76: In TELL ME A STORY, Schank argues that storytelling is at the heart of intelligence. We think of storytelling primarily as entertainment, secondarily as a form of art, yet it also—and perhaps more fundamentally—has a cognitive function: Stories help us organize our experience and define our sense of ourselves.
• #78: Using the computing power we carry in our pockets can dramatically enhance student engagement in documenting and showcasing their own learning. And with other tablets emerging in the market, we have many opportunities for research and implementation.
• #79: In summary, I’m not convinced that deep reflection can be represented in 140-160 characters of a tweet or SMS message. But this format can be an effective way to document process over time --to capture the moment-- and can later be aggregated and analyzed for deeper understanding. As a current example, the tweets that were coming out of Egypt prior to February 11 told a very compelling story of the revolution as it was happening (as curated and retweeted by PBS’s Andy Carvin [@acarvin] - an incredible service!). We have seen the power of digital media in social change; it can also be part of individual transformation through understanding oneself and showcasing achievements in reflective portfolios.