ASB Web2workshop

Your Digital Self: Web 2.0 as Personal Learning Environment (PLE)February 2010http://sites.google.com/site/eportfolios/Dr. Helen BarrettCourtesy Research AssociateCenter for Advanced Technology in EducationUniversity of Oregon (2007-present)Assistant Professor, Educational Technology (retired)College of EducationUniversity of Alaska Anchorage (1991-2005)

Overview of WorkshopTheoreticalLifelong & Life-wide LearningWeb 2.0Practical SkillsHands-OnOverview of ToolsInteractive Portfolios & Formative AssessmentForm TeamsPractical StrategiesWeb 2.0 Mash-Up: Blogs, Wikis, Google, YouTube, Flickr, Social Networks, Virtual Storage, Mobile Phones, and...???

IntroductionsWho are you?What do you teach?What is your prior experience with portfolios… electronic?What are your questions about ePortfolios?

Legacy from the Portfolio LiteratureMuch to learn from the literature on paper-based portfoliosAs adult learners, we have much to learn from how children approach portfolios“Everything I know about portfolios was confirmed working with a kindergartener”

The Power of Portfolios what children can teach us about learning and assessmentAuthor: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com

The Power of PortfoliosAuthor: Dr. Elizabeth Hebert, PrincipalCrow Island School, Winnetka, IllinoisPicture taken by Helen Barrett at AERA, Seattle, April, 2001

From the Preface (1)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix“Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”

From the Preface (2)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix “We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”

From the Preface (3)Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x “Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.”

Let’s get personal…Think for a minute about:Something about your COLLECTIONS:Suggested topics:If you are a parent, what you saved for your childrenWhat your parents saved for youWhat you collect… Why you collect…

Some issues to considerWhat do your collections say about what you value? Is there a difference between what you purposefully save and what you can’t throw away?How can we use our personal collections experiences to help learners as they develop their portfolios?The power of portfolios [to support deep learning] is personal.

What is a Portfolio?Dictionary definition: a flat, portable case for carrying loose papers, drawings, etc.Financial portfolio: document accumulation of fiscalcapitalEducational portfolio: document development of humancapital

What is an Electronic Portfolio?Digital DocumentsOrganized and presented with some type of "authoring" softwareStored in an electronic container CD-Recordable discDVD-Recordable disc WWW – Changing the genre!

Portfolio ProcessesTraditionalCollectingSelectingReflectingDirectingPresenting+ Technology Archiving Linking/Thinking Storytelling Collaborating Publishing

Personal Learning Environment Supports Self-Directed Learning

Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”Learning that is… Social and Participatory

… and Online!Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

Knowing the learner (Self-awareness)Understanding prior knowledgeMotivation for and attitudes toward learningHelp learners understand themselvesSee their growth over time

Planning for learning (Self management)Setting goalsDevelop a plan to achieve these goals

Understanding how to learn (Meta-learning)Awareness of learners to different approaches to learningDeep vs. Surface Learning, Rote vs. Meaningful LearningDifferent Learning StylesHelp learners recognize successAccommodate approaches that are not successful

Evaluating learning (Self monitoring)Systematic analysis of learners’ performanceResponsibility to construct meaningBe reflective & think criticallyLearners construct meaning, monitor learning, evaluate own outcomes

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

Conventional vs. Reform InstructionTeacher-directedDidactic teachingShort blocks of instruction on single subjectSingle mediaIndividual workTeacher as knowledge dispenserAbility groupingsAssessment of fact knowledge and discrete skillsStudent explorationInteractive modes of instructionExtended blocks of authentic and multidisciplinary workMultimediaCollaborative workTeacher as facilitatorHeterogeneous groupingsPerformance-based assessment SRI (1993)

What is the best tool? Do you need an all-in-one system or multiple tools?

Categories of E-Portfolio SoftwareCreated as part of my study of different online tools:http://electronicportfolios.org/categories.html“Not just tools for telling [presentation]but more tools for talking! [conversation]”- Julie Hughes, University of WolverhamptonConversation transforms!

http://electronicportfolios.org/categories.htmlWeb 2.0

Major Categories of ePortfolio ToolsHigherIndividual & InstitutionalAuthoring ToolsStatic Web ServicesInteractive Web Services InstitutionalSoftware - Server requiredHosted ServicesAssessment Systems - Hosted ServicesLowerLevel of interactivityHigherLevel of personalization & creativityLower

Architectureof InteractionArchitecture of Participation (Web 2.0) allows aPedagogyof Interaction

Wikibookhttp://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies

Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE!

All you need is… an <Embed> Code!Hall DavidsonTo link Web 2.0 content into e-portfolio systems

Social LearningHow can we integrate technology use with what we know about social learning and interactivity?

Showcase?Assessment?Reflection?Multiple Purposes from Hidden Assumptionshttp://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

“The Blind Men and the Elephant”Thanks to Alan Levine

QUOTEThe e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios

E-Portfolio Components Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment

Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience

Digital Repository(Becta, 2007; JISC, 2008)

Enhancing students' computer & multimedia skills through ePortfolios

Framework for 21st Century Skillshttp://www.21stcenturyskills.org/(handout)

International Trends in ePortfolio DevelopmentPersonalized Learning‘Choice’ and ‘Voice’Self-Directed LearningReflective PracticeConstructing Deep LearningDigital Identity Development & Personal BrandingInteractivity!!!

Student Engagement!CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion]Learners find their voice and passions through choice and personalization!Portfolio as StoryPositive Digital Identity Development - Branding“Academic MySpace”

Six technologies with the power to transform K-12 teaching and learningOne year or less:collaborative environmentsonline communication toolsTwo to three years:mobile devicescloud computingFour to five years:smart objectsthe personal web New Media Centershttp://www.nmc.org/

Cloud Computing“The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”disk storage and processing cycles a readily available, cheap commodity thin-client, web-based applications for image editing, word processing, social networking, and media creationMore reliable than desktop storageThe Horizon Report, 2009

The Personal Web… computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web. The Horizon Report, 2009

A Reminder…Reflection… is the “Heart and Soul” of a Portfolio… NOT the Technology!

Technology & ReflectionTwo Themes across the Lifespan with ePortfolio Development

Digital Archive (for Life) Supports Lifelong & Life-wide Learning

Early Childhood ePortfolio EmphasisTechnologies: Digital images, audio and video plus parent (and grandparent!) involvementReflection in Early Childhood: Finding Voice and the Language of Reflection

Formal Education: Assessment Portfolio SystemsTwo approachesFormative

SummativeForms of AssessmentFormative AssessmentsProvides insights for the teacherAssessment FOR LearningProvides insights for the learnerSummative Assessments (Assessment OF Learning or Evaluation)Provides insights (and data) for the institutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

Purposes for AssessmentAssessment FOR Learning = Formative (Classroom-based) AssessmentAssessment OF Learning = Summative Assessment

Portfolio DifferencesAssessment FOR LearningPurpose negotiatedArtifacts chosen - feedback to learnerOrganized by learnerFormative (Present to future)Student-centeredIntrinsically motivatingAssessment OF LearningPurpose prescribedArtifacts mandated - scoring for external useOrganized by teacherSummative (Past to present)Institution-centeredRequires extrinsic motivation

ePortfolio 1.0 - ePortfolio 2.0Hierarchical, DesignedMetaphor: Portfolio as TestData-drivenFocus on StandardizationFeedback from Authority FiguresLarge, complex systemsNetworked, EmergentMetaphor: Portfolio as StoryLearner-drivenFocus on Individuality, CreativityFeedback from Community of LearnersSmall pieces, loosely joined - "Mash-ups"Continued…

ePortfolio 1.0 - ePortfolio 2.0(continued)Web-based FormPositivistAccountability-drivenProprietaryDigital Paper (text & images)Local Storage (hard drives, CD)Blog and WikiConstructivist, ConnectivistLearning-focusedOpen StandardsDigital Story (multimedia)Network Storage (Lifetime Personal Web Space)

Middle Level (ages ~9~14)ePortfolio EmphasisTechnologies: Blogs, Wikis, VoiceThread, GAMES!Reflection in Middle Grades: Learning to Learn Portfolio Model

Learning to Learn Portfolio ModelIan FoxBucklands Beach Intermediate School, Auckland, New Zealand

Learning to Learn Portfolio ModelIan Fox, New Zealand

Metacognitive DevelopmentModels for Learning - for teaching thinking skillsReflection - being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement.Goal-Setting - has a profound effect on students’ progress towards independent learning

Assessment to Improve LearningClear Success Criteria - Clear performance standards give students a goal towards which they should strive.Self-Assessment - Students can assess their own work against stated standards.Authentic Process and Product - real-life tasks and contexts

Development of Home-School LinksParental Involvement - portfolio going home on a regular basis, parents have opportunities to discuss progress with their children and give support and encouragementStudent-Led Conferences - focus remains on the students and the critical role they have in determining their own future developmentShared Understanding - the whole assessment process becomes more open

Goal:Development of Independent Learners“More significantly the portfolio can be a vehicle for empowering students to take increasing responsibility for their own learning. It can assist with the development of student self esteem through providing a means for them to display work of which they are proud;”

High School ePortfolio EmphasisTechnologies: GoogleApps (Docs, Sites), Social NetworkingReflection in High School: Construction of Self, Planning for the Future

How can you leverage the technologies students own?Accessibility from home computersConnectivity with cell phones

How is social networking impacting technology in education?It is having a huge impact on our social and political world!

Discuss!What are the engagement factors that drive the use of social networks and how can we incorporate those factors into ePortfolios?

Professional ePortfolio EmphasisTechnologies: Social Networks, Productivity Tools, Micro-Blogging (Twitter, Edmodo) and Second LifeReflection on the Job: Sharing Experiences, Building a Community of Learners

Web 2.0, an Architecture of Interaction/CollaborationUsing Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)Using Social Networking Strategies(Facebook, Ning, Twitter, Edmodo)

Planning IssuesWhat is your purpose?Software capabilities: allow interaction between faculty and students around learning activities and products

Web 2.0 TechnologiesAdvantagesFree, often open-source tools on the WWW“Me Publishing (blog and wiki)Shared Writing (GoogleDocs)Web Publishing(Google Sites)DisadvantagesMay require higher technology competencyMostly not secure websites“Small Pieces, Loosely Joined”

Validating my dissertation researchWhen learning new tools, use familiar tasksWhen learning new tasks, use familiar tools

Hands-on activity: #1 Google Account Log in toyourGoogle accountUse this account as your Google address for all other tools we will be using. Write down your user name and password in more than one place! Put all of participant Google addresses on a list and give to me.

Google SitesAdvantagesFree website builderEasy-to-use Flexibility and creativity in portfolio authoring. Helps students build technology skills. Automatically store pages online. 100 MB limit on uploaded attachmentsInteractivity and FeedbackDisadvantagesSet up own system for managing the feedback on student work.

Page Types in Google SitesWeb Page – create your own structureAnnouncements – blog with RSS feedsFile Cabinet – upload files, organize in foldersList – simple flat-file data base

Explore Google Sites Capabilities for ePortfolio RequirementsFile Cabinet page type to upload artifactsComments for feedback on pages or entries in Announcements pageAnnouncements page type (blog) with RSS feedsList page type as data baseSubscribe to page or site changesWhat’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html

Google Sites ePortfolioshandouts

Public Google Tools vs. GoogleApps for Education?Public Google Tools (Gmail account)Google Apps for EducationStudent owns the account for life (must be over 13)Student has complete control of accessFREE for anyoneNo uploading to Google Video (must use YouTube to embed videos)Start immediatelyProtected environment (school assigns account)School can control access (limit to members)FREE for educationLimited use of Google Video (2 GB)Need some advanced set-up timehttp://sites.google.com/site/colettecassinelli/proscons

Hands-on Activity: #2 & 7 Google Siteshttp://sites.google.comWith your new Google Account, activate a new Google Site asan ePortfolio.Create the following pages: Home (main page)

Journal (Announcements page type)

Competencies (or Goals or Standards)

Sub pages for each oneCreate hyperlinks to artifacts in blog or attachments

BlogsAdvantagesQuickly, easily create a learning journal, documenting growth over time with entries that are date-stamped. WordPress allows additional pages and sub-pages. Interactivity is maintained through RSS feeds and Comments that can be added.WordPress file limit 3 GB!WordPress blogs can be password-protected.DisadvantagesPrescribed order (reverse-chronological) of entries. Does not allow organizing attached files into folders. Limited attachments in Blogger.

Hands-on activity: #3 BlogSet up a reflective journalas an Announcements page in Google SitesWrite your first blog entryCreate entries with hyperlinks in your blog to document the learning activities in this workshop.Add comments to another participant’s blog(any blogging software will work)

Reflection: a reminderWrite a reflection on what you learned todayTip on reflection: add not only descriptive comments (who, what, when, where)Also add Analysis (why, how)A brief look at reflection next:

GoogleDocsAdvantagesDocuments, presentations or spreadsheets can be editedMaintains a record of all revisions, with identity of author. Interactivity is maintained through comments and co-authoring. Easily embed presentations into blog. Convert all documents to Microsoft Office or OpenOffice or PDF.DisadvantagesSet up own system for managing the feedback on student work. Requires full time high speed Internet access. No attachments, only hyperlinks to documents.

Hands-on activity: #5 Create Artifacts in GoogleDocsCreate at least one artifact for your portfolio in GoogleDocsUpload Word files, convert to GoogleDocs.

Attachments in Google SitesMore Actions -> Manage SiteShows pages where attachments were added and links(re-use files using hyperlinks – right click and copy link)

Storage Limitations in Google Sites – Apps vs. Sitessites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each studentStandard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain Google's FAQ on Storage in different versions of Google Sites

Digital Tools for ReflectionDigital Storytelling and Engagement

Do Your e-Portfolios have VOICE?Individual IdentityReflection Meaning Making21st Century Literacy“When words are infused by the human voice, they come alive.”- Maya Angelou

Digital Storytelling ProcessLearners create a 2-4 minute digital video clipFirst person narrative [begins with a written script ~ 400 words]Told in their own voice [record script]Illustrated (mostly) by still imagesMusic track to add emotional toneAnchorage8th grade

Wordle.netThis following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/

ExamplesDigital Stories in ePortfoliosDigital Narratives in Online Video Formats

Balancing the 2 Faces of E-Portfolios

Types of ePortfolio ImplementationWorking PortfolioThe CollectionThe Digital ArchiveRepository of Artifacts Reflective Journal(eDOL)Collaboration SpacePortfolio as Process-- Workspace (PLE)“shoebox”Presentation Portfolio(s)The “Story” or NarrativeMultiple Views (public/private)Varied Audiences(varied permissions)Varied Purposes Portfolio as Product-- Showcase

Structure of E-Portfolio TypesPortfolio as Process/ WorkspaceOrganization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiencesPrimary Purpose: Learning or ReflectionReflection: immediate focus on artifact or learning experiencePortfolio as Product/ ShowcaseOrganization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiencesPrimary Purpose: Accountability or EmploymentReflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

ProcesshandoutsPurpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. REPEAT for each learning activity or artifact.

1. Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step?Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.”Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.Teachers: Set up templates for student work in GoogleDocs, if appropriate

2. Collection/ClassificationWhat artifacts will you include in your portfolio? How will you classify these entries?Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocsStudents: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work

Recommendations on Storage:Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs). Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.

BrainstormWhat is your purpose for developing ePortfolios? How would you answer your students’ question:“Why are we creatinga blog/portfolio?”

Brainstorm - Level 1What are some strategies you currently use to integrate technology across the curriculum?What types of digital documents do students create?Where are these digital documents stored?

3. ReflectionReflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).Students: Add your own classification using TagsStudents: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item

4. Connection/Interaction/Dialogue/FeedbackThis stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent. Teachers and Peers: Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.Students should be given the option of updating the work, based on the feedback and the rubric.REPEAT steps 3-4 for each learning activity or artifact.

Level 2: Primary Purpose: Learning/Reflection

Brainstorm - Level 2How are you supporting student reflection on their learning?How are you providing feedback on student learning?Who is currently bloggingwith students? Give abrief description.

Less abouttellingMore about talking!- Julie Hughes, University of WolverhamptonTake advantage of Web 2.0 strategies in learning

Reflection reminderCreate a blog entry with a link to at least one of your GoogleDocs documents you created.Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.

Don’t jump tothe final presentation prematurely…Document the learning process over time… through a learning journal.

Moon on ReflectionOne of the defining characteristics of surface learning is that it does not involve reflection (p.123)

Reflective Questions that tie the Past to the Future

North Carolina Reflection CycleSelf-Assessment: The Reflective Practitionerhttp://www.ncpublicschools.org/pbl/pblreflect.htm

Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htmSelect: What evidence/artifacts have you included?Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed:Who was involved?What were the circumstances, concerns, or issues?When did the event occur?Where did the event occur?

Writing a Reflection - 2http://www.ncpublicschools.org/pbl/pblreflect.htmAnalyze: "digging deeper." "Why" of the evidence or artifact

"How" of its relationship to teaching practiceAppraise: In the previous three steps, you have described and analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

Review Examples of Scaffolding for Reflectionhttp://sites.google.com/site/reflection4learning

Forms of AssessmentFormative AssessmentsProvides insights for the teacherAssessment FOR LearningProvides insights for the learnerSummative Assessments (Assessment OF Learning or Evaluation)Provides insights (and data) for the institutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

Crucial DistinctionAssessment OF LearningHow much have students learned as of a particular point in time?Assessment FOR LearningHow can we use assessment to help students learn more?Rick StigginsAssessment Training Institute

Principles of Assessment FOR LearningDefinition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

Formative assessments to improve student achievement“Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source: http://teachfirst.com/2009/09/14/formative-assessments-is-the-feedback-on-student-learning-or-on-our-teaching/Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).

7 Principles of Good Feedback Practice for Formative Assessment:helps clarify what good performance is (goals, criteria, expected standards); facilitates the development of reflection and self-assessment in learning; delivers high quality information to students about their learning; encourages teacher and peer dialogue around learning; encourages positive motivational beliefs and self-esteem; provides opportunities to close the gap between current and desired performance;provides information to teachers that can be used to help shape the teaching.

Feedback - Use the acronym THIRD...TIMELY: Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment. HONEST: or assignment better.IMPROVING: Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this.RELEVANT: Make sure your feedback makes sense. DIRECT: If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html

Checklist of Observable Behaviors for FeedbackPractice: Students exercise with the purpose of enhancing knowledge and skills.Teacher: The instructor gives students verbal or written input.Peer feedback: Peers provide verbal or written input.Cues about how to improve: The learner gets information back that includes suggestions on how to do better.Corrective feedback: This input is meant to help improve performance.Supportive feedback: A mentor or peer provides encouragement.Reference: Ewell, P. T. (1997). Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). p.9 Available: http://www.intime.uni.edu/model/learning/learn_summary.html

Level 3: Primary Purpose: Showcase/Accountability

Brainstorm - Level 3How might you support student presentation of their achievement?What are strategies you could use to engage students in showcasing their work?

5. Summative Reflection/Selection/EvaluationAt the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.Students: Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.

6. Presentation/PublishingThe portfolio developer decides what parts of the portfolio are to be made public. Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.Students: Create a page with Future Learning Goals (reflection in the future tense).Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).

Implementing Google Apps with your studentsDesignate an administrator in your schoolWork with staff to assign student accounts in lifegrantnyc.com domain

Making Change HappenManaging Complex Change

If we provide it… will they use it?How do we implement an ePortfolio process thatSticks?136

137Key Qualities of an idea that is made to stick:SimplicityUnexpectednessConcretenessCredibilityEmotionalStories

138Qualities of “Stickiness”Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"Unexpectedness: "How do you capture people's attention... and hold it?"Concreteness: "How do you help people understand your idea and remember it much later?"Credibility: "How do you get people to believe your idea?"Emotional: "How do you get people to care about your idea?"Stories: "How do you get people to act on your idea?"

Managing Complex Change graphic

How will you develop a vision?Brainstorm strategies you can use to share and create buy-in for your vision for implementing electronic portfolios in your organization.What should you includein your visionstatement?

Develop a VisionExplore other school websitesSee what others are doingDevelop a prototypeConduct a pilot projectBe willing to change your vision

VisionModel itPresent it…again and againRevisit itTop down… bottom upToo many priorities?

How will you develop skills?Brainstorm strategies you can use to develop the skills necessary for implementing electronic portfolios in your organization.

Student SkillsCollect evidence of learningSelect specific evidence that demonstrates a particular outcome, goal or standardReflectmetacognitively on learning represented in evidence, making a case that the artifacts constitute evidence of achievementMake connections in their learningSet goals for future learninghttp://electronicportfolios.org/teachers/competencies.html

Teacher SkillsModel all of student competencies PLUS:Articulate the difference between assessment OF learning and assessment FOR learningImplement classroom-based assessment FOR learning strategiesProvide/facilitate specific and detailed feedback to learners about their learningSupport student reflection through modeling and research-based practicesCreate an environment that facilitates students' deep learningModify instruction based on what teachers are learning about their students’ reflectionhttp://electronicportfolios.org/teachers/competencies.html

Develop SkillsBegin with current softwareAdd new skills when you are readyGo slowlyTake TimeBe willing to learn alongwith your studentsDo your own e-portfolio!

Don’t double your learning!Consider Cognitive Overload!When learning new tools, use familiar tasks;When learning new tasks, use familiar tools.Barrett, 1991

More Learning Resourceshttp://mosep.orgMOre Self-Esteem with my ePortfolio (European Study & Tutorial)

How will you develop incentives?Brainstorm strategies you can use to develop incentives for implementing electronic portfolios in your organization.

Develop IncentivesRelease time?Equipment & software for early adoptersWhat works in your school?With individual teachers?

How will you find resources?Brainstorm strategies you can use to find resources for implementing electronic portfolios in your organization.

How will you develop an Action Plan?Strategies you can use to develop an action plan for implementing electronic portfolios in your organization.

What are the elements of your action plan?Here are the elements that you will need to include in your action plan for implementing electronic portfolios:Infrastructure (hardware and software)Curriculum IssuesTraining Issues (Skills)IncentivesResourcesOther?

Curriculum IssuesWhere is the concept of the e-Portfolio introduced to students?Does the curriculum require “appropriate digital artifacts for electronic portfolio?”What kind of support is available to student & teachers… class? lab?How is the portfolio assessed?

Develop an Action PlanIdentify standards/themes to be addressedIdentify curriculum areas to be “tweaked”Create a timeline and milestonesAssign responsibilityDevelop an e-portfolio handbook Identify success indicatorsDevelop rubricsExamples

Planning into ActionFocus on what you can do with current resources (technological & skills)Designate an ePortfolio championBoth teacher and administrator supportIdentify opportunities in the curriculum to develop digital artifactsTie to standards

Your Small Group TaskBrainstorm Vision StrategiesWhat is your vision for e-portfolios for your school? (“your elevator speech”)Think about how will you communicate that vision?30 minutes

Next StepsBrainstorm Action Plan StepsWhat is on your “to do” list?What changes need to happen?What support do you need?Build web-based resource on ePortfolios in your school

Really Simple Syndication (RSS)aggregation of content from multiple Web sources in one placeRSS content can be read using software called an "RSS reader", "feed reader" or an "aggregator", which can be web-based or desktop-based.The user subscribes to a feed by entering the feed's link into the reader or by clicking an RSS icon in a browser that initiates the subscription process. (Wikipedia)

RSS Feed ReaderGoogle ReaderThe RSS reader checks the user's subscribed feeds regularly for new content, downloading any updates that it finds and provides a user interface to monitor and read the feeds.in Oprah speak, RSS stands for: I’m “Ready for Some Stories”. It is a way online for you to get a quick list of the latest story headlines from all your favorite websites and blogs all in one place.(Wikipedia)

“Oprah Speak”http://www.backinskinnyjeans.com/2006/09/how_to_explain_.html

Hands-on activity #10: RSS ReaderSet up a Google Readeraccount with your GMAIL addresshttp://www.google.com/reader/Subscribe to RSS feeds. Collect RSS feeds in a folder in Google Reader.

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