Coe nov2010 planning
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The document provides guidance on developing a roadmap for implementing e-portfolios. It discusses assessing needs, planning, implementing, and evaluating e-portfolios as a complex change requiring a structured approach. It outlines 8 steps to lead change, including preparing for change, developing a strategy, conducting needs assessments, designing outcomes, implementing, evaluating, and celebrating success. Reflection, assessment, skills development, and interconnecting technical, business and human systems are important considerations for e-portfolio implementation.
Coe nov2010 planning
- 1. PLANNING FOR E-PORTFOLIO IMPLEMENTATION Dr. Helen Barrett http://slideshare.net/eportfolios Change!
- 2. ROADMAP FOR CHANGE ePortfolios = complex CHANGE requiring a roadmap to: Assess need Plan Implement Evaluate
- 3. •What’s the purpose or goal for the use of the technologies? •What contractual or business agreements will be needed with vendors, providers, and partners? •What technology is needed? Is it likely to become industry standard? •What is the compatibility with existing and anticipated technologies? •What is the readiness level of the key stakeholders—both attitude and skill? •What change management and project management processes do we need to put in place?Human Systems Business Systems Technical Systems INTERCONNECTED SYSTEMS
- 4. WHAT TYPE OF CHANGE? Developmental Change Increasing skills of staff and leadership. Improving the performance of a team or group. Improving the quality of services. Transitional Change Doing something differently. Dismantling the old way of doing things and putting into place the new, desired state. Transformational Change A fundamental shift in the way stakeholders views themselves and their world that results in changes in how they operate and interact with others.
- 5. ROADMAP FOR LEADERS #1: Prepare for Change #2: Develop a Change Strategy #3: Conduct a Needs Assessmen t #4: Design Desired State/Outcom e #5: Develop an Implementation Plan #6: Implement the Change #7: Evaluate and Course Correct #8: Celebrate and Integrate the New State
- 6. ROADMAP – PT. 1-2 Step 1: Prepare for Change Build a case for change Assess organization readiness for change Step 2: Develop a Change Strategy Consider different strategies for different types of change Develop a Communications Strategy
- 7. CHANGE STRATEGIES, TARGET, TOOLS Types Developmental Transitional Transformational Strategies Provide individual and group feedback. Analyze the current state and design and implement the desired state. Develop a comprehensive change strategy to include content, people and process. Targets/Goals/Visio n Set performance targets Establish a clear goal and objectives Create a shared vision Tools: • Skills training • Coaching • Personal training and development • Project management tools • Process mapping • Action plans • Roadmap • Action research • Personal and organizational core values
- 8. ROADMAP PT. 3-4 Step 3: Conduct a Needs Assessment Assess Current State Determine technical requirements Assess staff and other stakeholders’ skills and attitudes Conduct a risk analysis Step 4: Design Desired State/Outcome Confirm the old way is going away Assess the impact of the desired change on all aspects of the organization Gather and respond to feedback from key stakeholders Ensure managerial alignment and commitment to support the new state
- 9. ROADMAP PT. 5-6 Step 5: Develop an Implementation Plan Build a Project Plan Develop a Human Resource Plan Develop a Process for Monitoring and Evaluating Develop a Communications Plan Step 6: Implement the Change Implement the project action plan(s) Monitor and acknowledge progress toward milestones Monitor and manage risks Communicate with key stakeholders
- 10. ROADMAP PT. 7-8 Step 7: Evaluate and Course Correct Monitor desired outcomes Make course corrections Evaluate impact to business, technology and human systems Capture “lessons learned” for future efforts Establish a process for continuous improvement Step 8: Celebrate and Integrate the New State Declare and celebrate completion of the implementation phase Acknowledge and reward extra effort and achievements Share “lessons learned” with key stakeholders Reinforce desired state in performance reviews, policies and procedures
- 11. AGE & SOCIAL TECHNOLOGY ADOPTION
- 12. Industries, Companies & People
- 13. 13 MANAGING COMPLEX CHANGE GRAPHIC
- 14. CHANGE Vision Clarity of Multiple Purposes Skills Portfolio Processes Resources Tools Time Incentives Intrinsic Motivation Action Plan
- 15. Confusion VISION
- 16. CREATING A VISION STATEMENT FOR EPORTFOLIOS
- 17. “A Vision Statement can paint a picture which creates a sense of desire and builds commitment to reaching the vision.” http://www.teal.org.uk/vl/vl3vlead.htm “A Vision statement: … concentrates on the future; it is a source of inspiration; it provides clear decision-making criteria. http://en.wikipedia.org/wiki/Strategic_planning “A vision statement is a vivid idealized description of a desired outcome that inspires, energizes and helps you create a mental picture of your target. It could be a vision of a part of your life, or the outcome of a project or goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm
- 18. VISION STATEMENTS… “The purpose is to create a mental picture charged with emotion that can serve to energize and inspire you and your team. Take as much space as you need to accomplish this goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm A Vision is defined as 'An Image of the future we seek to create'. It should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts. http://www.samples-help.org.uk/mission-statements/vision-statements.htm
- 19. FEATURES OF AN EFFECTIVE VISION STATEMENT MAY INCLUDE: Clarity and lack of ambiguity Paint a vivid and clear picture, not ambiguous Describing a bright future (hope) Memorable and engaging expression Realistic aspirations, achievable Alignment with organizational values and culture, Rational Time bound if it talks of achieving any goal or objective http://en.wikipedia.org/wiki/Strategic_planning
- 21. 1 PARAGRAPH! What is your “elevator speech” describing your Vision for ePortfolios?
- 22. A CALIFORNIA SCHOOL DISTRICT K-12 VISION Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.
- 23. ONE NYC SCHOOL’S VISION An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.
- 24. VISION STATEMENT FOR A UNIVERSITY IN THE SOUTH We envision students using an electronic portfolio 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.
- 25. YOUR TEAM’S TASK Brainstorm Vision What is your vision for e-portfolios? (“your elevator speech”) Brainstorm Action Plan Steps What is on your “to do” list? What changes need to happen? What support do you need?
- 26. SHARING!!!
- 27. Anxiety SKILLS
- 28. TECHNOLOGY & REFLECTION & ASSESSMENT Two Skills across the Lifespan with ePortfolio Development and Social Networking
- 29. BOUNDARIES BLURRING (BETWEEN E-PORTFOLIOS & SOCIAL NETWORKS) Structured Accountability Systems? or… Lifelong interactive portfolios Mash-ups Flickr YouTubeblogs wikis Twitter Picasa Facebook Ning
- 31. DUAL SKILL DEVELOPMENT Students Collection/ Digitizing Selection/ Organizing Reflecting Goal-Setting Presentation Teacher/Faculty/Ment or Pedagogy – Facilitate portfolio processes Role of Reflection Assessment Model own Portfolio Learning + Technology Skills
- 32. WHAT IS REFLECTION? Major theoretical roots: Dewey Habermas Kolb Schön Dewey: “We do not learn from experience…we learn from reflecting on experience.” Discuss…
- 33. MOON ON REFLECTION One of the defining characteristics of surface learning is that it does not involve reflection (p.123)
- 34. performance self-reflectionforethought knowledge for planning actions and imagination reflection for action knowledge for acting/doing reflection in action context knowledge of self derived from doing reflection on action HOW MIGHT AN E-PORTFOLIO SUPPORT DEVELOPMENT OF PERSONAL KNOWLEDGE, REFLECTION, AND METACOGNITION? Norman Jackson Higher Education Academy, U.K.
- 35. SELF-REGULATED LEARNING ABRAMI, P., ET. AL. (2008), ENCOURAGING SELF-REGULATED LEARNING THROUGH ELECTRONIC PORTFOLIOS. CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY, V34(3) FALL 2008. HTTP://WWW.CJLT.CA/INDEX.PHP/CJLT/ARTICLE/VIEWARTICLE/507/238 Goals Captions/Journals Change over Time
- 36. WHAT ARE EFFECTIVE SELF-REGULATION PROCESSES? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTERWade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
- 37. BEFORE Goal setting increases self- efficacy and intrinsic interest Task Analysis Goal setting Strategic Planning Self-motivation beliefs increase commitment Self-motivational beliefs: Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation Forethought Influential processes which precede efforts to act and set the stage for action. Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. GOALS
- 38. DURING Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation Performance or Volitional Control Processes that occur action and affect attention and action Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. Captions Journals
- 39. AFTER Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment Self-evaluation Casual attribution Self-reaction Self-satisfaction/affect Adaptive-defensive response Self- Reflection Processes which occur after performance efforts and influence a person’s response to that experience Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008. Change over Time
- 40. REFLECTIVE QUESTIONS THAT TIE THE PAST TO THE FUTURE
- 42. WRITING A REFLECTION - 1 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT M 1. Select: What evidence/artifacts have you included? 2. 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?
- 43. WRITING A REFLECTION - 2 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HT M 3. Analyze: "digging deeper." • "Why" of the evidence or artifact • "How" of its relationship to teaching practice 4. Appraise: 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. 5. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
- 44. REFLECTION Source: http://peterpappas.blog s.com/copy_paste/201 0/01/taxonomy- reflection-critical- thinking-students- teachers-principals- .html Based on Bloom’s Taxanomy (Revised)
- 45. MY WEBSITES SUPPORTING REFLECTION https://sites.google.com/site/reflection4learni ng/ http://electronicportfolios.org/reflection/index. html
- 46. PRIORITIZING ACTIVITIES Most important features in ePortfolio system selection (more input from academic departments?) Assessment Management: one or two systems? Host on in-house server or hosted system? Student cost? Fee or Free? Longevity of student data stored? Graduation? Lifelong?
- 47. ASSESSMENT What are you assessing in a portfolio? What is your purpose for assessing portfolios? How are you assessing student portfolios? Rubrics? Inter-rater consistency/reliability
- 48. FORMS OF ASSESSMENT Formative Assessments Provides insights for the teacher Assessment FOR Learning Provides insights for the learner Summative Assessments (Assessment OF Learning or Evaluation) Provides insights (and data) for the institution Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
- 49. TWO “PARADIGMS” OF ASSESSMENT (EWELL, 2008) Assessment for Continuous Improvement Assessment for Accountability Strategic Dimensions: Purpose Stance Predominant Ethos Application Choices: Instrumentation Nature of Evidence Reference Points Communication of Results Uses of Results Formative (Improvement) Internal Engagement Multiple/Triangulation Quantitative and Qualitative Over Time, Comparative, Established Goal Multiple Internal Channels and Media Multiple Feedback Loops Summative (Judgment) External Compliance Standardized Quantitative Comparative or Fixed Standard Public Communication Reporting Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
- 54. SPU SCORING PROCESS First of all, our candidates pay an assessment fee of $60 when they enter the program. For that, the bPortfolio gets scored three times. The first is a simple format check and we hire student help to do that. The second is scored using a rubric and we use trained scorers for that and pay them $25/bPortfolio. The third is using the rubric and again, the scorer gets $25/bPortfolio scored. We have one faculty person who handles the logistics and we pay him an extra fee for a) assembling and training the scorers, b) making the scoring assignments, c) putting all of the scoring results together for the assessment coordinator. Frank Kline, Seattle Pacific University
- 55. SPU SCORING PROCESS (PT. 2) When our scoring assignment is made, the name of the student along with the URL for the bPortfolio are sent out. The folios are divided up more or less arbitrarily across all of the scorers. The scorer opens the spreadsheet with the name, the URL, the cells to enter the scores, and the rubrics for each standard right there. They click on the URL which takes them directly to the bPortfolio they score. They determine the score and enter it on the spreadsheet. They determine what comments they want to make and leave them on the blog. They move on to the next scoring task. When they are done, they save the spreadsheet with the scores entered, and send it back to the faculty who does the logistics. He connects them and sends them on to the Assessment Coordinator. That's the basic process in outline form. We have about 250 bPortfolios to score per year and it's growing! We have about 10-15 people who are doing the scoring, so each does between 15 and 25 bPortfolios. Frank Kline, Seattle Pacific University
- 56. 56 HOW WILL YOU DEVELOP SKILLS? Brainstorm strategies (or questions) you can use to develop the skills necessary for implementing electronic portfolios in your organization. OR Brainstorm strategies (or questions) for building skills in assessing student portfolios.
- 59. 59 DON’T DOUBLE YOUR LEARNING! CONSIDER COGNITIVE OVERLOAD! When learning new tools, use familiar tasks; When learning new tasks, use familiar tools. Barrett, 1991
- 60. INSTITUTIONAL PORTFOLIOS What happens when a learner leaves or transfers? Learners’ Digital Archives and presentation portfolios Class portfolios Guidance portfoliosEmployment portfolios Institution’s server or online service Limited Time Frame Institutional data Blogs Faculty-generated evaluation data Academic focus Social networks
- 61. SEPARATE SYSTEMS LEARNER-CENTERED Learners maintain collection across the lifespan, institutions maintain evaluation data & links Learners’ Digital Archive & Blog Learner-owned Lifelong Web Space Class portfolio Guidance portfolio Employment portfolio Institution’s Server or Service & Purposes Limited Time Frame hyperlinks Institutional data Meta-tags Faculty-generated evaluation data Life-wide focus Social networks
- 62. WHY WEB 2.0? Access from Anywhere! Interactivity! Engagement! Lifelong Skills! Mostly FREE! All you need is an <EMBED>
- 63. WEB 2.0 IS BECOMING THE PERSONAL LEARNING ENVIRONMENT OF THE “NET GENERATION” Learning that is… Social and Participatory Lifelong and Life Wide Increasingly Self-Directed Motivating and Engaging … and Online!
- 64. TOOLS, TOOLS, TOOLS! Recommendations Commercial Vendors: keep up with current technology trends – interactivity & mobile! Institutions: Value student learning as much as data collection or accountability Schools: Recognize/incorporate students’ out-of-school technology experiences – Don’t block! Educate about Digital Citizenship! Web 2.0 Tool Providers: Don’t pull a “Ning”
- 65. OREGON, COLORADO, IOWA. MARYLAND, NEW YORK States Adopt Google Apps for K-12 Schools Docs Sites Groups Video CalendarMail Wave
- 66. ADD-ONS TO GOOGLE APPS BY YEAR END Additional Google Applications soon to be included inside GoogleApps Education domains:
- 67. CREATING AN E-PORTFOLIO WITH GOOGLE APPS OR WORDPRESS 1. Storage = Google Docs 2. Reflective Journal = Blogger or WordPress 3. Presentation = Google Sites
- 68. LEVEL 1 WORKSPACE: COLLECTION IN THE CLOUD
- 69. STAGES OF PORTFOLIO DEVELOPMENT Level 1 • Collection -- Creating the Digital Archive (regularly – weekly/monthly) – Digital Conversion (Collection) – Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)
- 70. BRAINSTORM - LEVEL 1 What 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?
- 71. LEVEL 2 WORKSPACE: LEARNING/REFLECTION
- 72. STAGES OF PORTFOLIO DEVELOPMENT Level 2 • Collection/Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) – organized chronologically (in a blog?) – Captions (Background Information on assignment, Response) – Artifacts represent integration of technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math)
- 73. BRAINSTORM - LEVEL 2 How are you supporting student reflection on their learning? How are you providing feedback on student learning? Who is currently blogging with students? Give a brief description.
- 74. TIMELINE 74 Sept Oct Nov Dec Jan Feb Mar Apr May Level 1 X X X X X X X X X Level 2 X X X X X X X X Level 3 ? XXX Level 1: Collection Level 2: Collection + Reflection Level 3: Selection + Presentation
- 75. LEVEL 3: PRIMARY PURPOSE: SHOWCASE/ACCOUNTABILITY Showcase
- 76. STAGES OF PORTFOLIO DEVELOPMENT Level 3 • Selection/Reflection and Direction (each semester? End of year?) – organized thematically (in web pages or wiki) – Why did I choose these pieces? What am I most proud to highlight about my work? – What do they show about my learning? – What more can I learn (Goals for the Future)? • Presentation (annually)
- 77. BRAINSTORM - LEVEL 3 How might you support student presentation of their achievement? What are strategies you could use to engage students in showcasing their work?
- 79. INTEGRATE INTO EVERYDAY ACTIVITIES Photos: Flickr by Kim Cofino
- 81. “EVERYDAY-NESS” How can we make ePortfolio development a natural process integrated into everyday life with everyday tools? Lifelong and Life Wide Learning
- 83. REFLECTION WITH WORDPRESS APP
- 84. MOBILE PHONE APPS FOR E-PORTFOLIOS Add: PebblePad & WordPress Apps
- 85. iPad?
- 86. XO-3 One Laptop per Child Available 2011-2012 ~$100 Android-based tablet
- 90. SIMILARITIES IN PROCESS Major differences: extrinsic vs. intrinsic motivation Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose
- 91. PINK’S MOTIVATION BEHAVIOR Type X - Extrinsic fueled more by extrinsic rewards or desires Type I – Intrinsic Behavior is self-directed. X I
- 92. SUCCESSFUL WEBSITES = TYPE I APPROACH People feel good about participating. Give users autonomy. Keep system as open as possible. - Clay Shirky
- 94. MASTERY & EPORTFOLIOS Exhilaration in Learning Sports? Games? Compliance vs. Personal Mastery Open Source movement (Wikipedia vs. Encarta) Make a contribution
- 95. MASTERY & EPORTFOLIOS (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self- understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111)
- 96. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp”
- 97. USE EPORTFOLIOS TO DOCUMENT MASTERY
- 98. PURPOSE & EPORTFOLIOS Relevance Big picture Engagement
- 99. GOOD QUESTION…
- 100. BECAUSE PURPOSE AND PASSION CO-EXIST
- 102. COMPONENTS OF ACTION PLAN Vision Skills needed Students Teachers/Faculty Resources needed Human Systems Technological Systems Incentives Leadership 1. Prepare for Change 2. Develop Change Strategy 3. Needs Assessment 4. Design Desired Outcome 5. Implementation Plan 6. Implement 7. Evaluate and Course Correct 8. Celebrate New Outcome
- 103. COMMUNICATION PLAN Identify Stakeholders in Portfolio Implementation Process “Who do you need to talk to when you get back to your school?” Develop Initial Communication Plan for each stakeholder group Brainstorm strategies you can use to communicate your vision for implementing electronic portfolios in your organization. 103
- 104. SOME QUESTIONS TO ASK AT BEGINNING: What is the context for ePortfolio development? What is the organization’s readiness for change? Who are the various stakeholders? What is the leadership’s commitment to the process? What is the vision for ePortfolios in the organization?
- 106. 106 LIFE PORTFOLIO – PLANNING FOR AN EXTENDED MIDLIFE TRANSITION (50-90) Passions and pursuits New possibilities Visualize a new life Not “retirement” but “rewirement”
- 107. 107
- 108. 108 PORTFOLIO WAY OF THINKING Portfolios can be timeless What really matters in life? Discover or rediscover passion… Create a legacy… Turn careers into callings, success into significance… To make a difference… An ongoing, ageless framework for self- renewal
- 109. 109 STRATEGIES FOR A PORTFOLIO LIFE Tell the Story of Your Life Accomplishments Leave Clues … + self-esteem Connect with Others Network Develop Your Goals… Change… Goals -- Purpose Revise, Reflect, Rebalance Story Goals Share
- 110. BEGIN WITH A WORKING PORTFOLIO Adopt social networking strategies: Maintain a blog/reflective journal (Blogger or WordPress) Comments = Conversation Create a PLN on Twitter Follow and Invite Followers Sharing ideas/links/current events – Post Collect digital copies of your work Set up GoogleDocs account and upload Office Docs into one place
- 111. Create an inventory of your work What themes emerge in your work?
- 113. ORGANIZE A PRESENTATION PORTFOLIO BASED ON THEMES Use Pages in Blogger or WordPress http://blog.helenbarrett.org/ Use Google Sites http://sites.helenbarrett.net/portfolio/ Use a Wiki
- 114. DR. HELEN BARRETT Researcher & Consultant Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios http://slideshare.net/eportfolios
Editor's Notes
- #2: Process of Change
- #3: Drawn from the literature on Organizational Development
- #5: E-portfolios are disruptive technologies!
- #8: Most technology projects include two or more types of change. To support this change, different strategies, targets and tools may be needed, e.g.
- #13: Essentially, industries, companies and people go through the 5 stages of: 1) heh, this is cool, 2) yeah, we all think this cool, 3) woah, we were sold down the river, 4) no, come to think of it, used in the right way, this can be good and finally 5) this has become part of what we do."
- #15: The ePortfolio Community needs to pay attention to the OD Community: those professional who understand and facilitate Change.
- #29: There are two skills that are needed across the lifespan with both ePortfolio Development and social networking: Technology and Reflection.
- #30: The boundaries are blurring between eportfolios and social networks. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many educational institutions? Or are we beginning to see lifelong interactive portfolios emerging as… mash-ups in the Web 2.0 cloud, using Blogs or wikis or Twitter,Facebook or Ning,Flickr or Picasa or YouTube, etc.?
- #36: 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)
- #45: Reflection = higher retention (SPU’s iTunesU videos)
- #59: Common Tools vs. Proprietary systems
- #63: Oregon in April, Colorado & Iowa yesterday.
- #80: iTunes U broadcast from Seattle University on bPortfolios and Reflective activities
- #84: Just like Social NetworksRefer to my TEDxASB talk on YouTube
- #91: There are many similarities between these two processes; the major differences are often in extrinsic vs. intrinsic motivation Dan Pink describes the essential elements of true (intrinsic) motivation in his new book, Drive, the concepts of autonomy, mastery, and purpose.
- #92: Pink says, “It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.” (p. 80-81) Pink identifies two types of Motivation Behavior: Type X Extrinsic, fueled by extrinsic rewards or desires. And Type I Intrinsic, where behavior is self-directed. I am on a campaign to make electronic portfolios a more intrinsically-motivated process.
- #93: Pink quotes Internet scholar Clay Shirky ...the most successful websites and electronic forums have a certain Type I approach [to motivation] in their DNA. They're designed-often explicitly--to tap into intrinsic motivation. You can do the same with your online presences if you listen to Shirky and: Create an environment that makes people feel good about participating.Give users autonomy.Keep the system as open as possible. That’s also good advice for developing ePortfolios.
- #94: The urge for Self-Direction is basic human need.It is a Natural state to be Active and EngagedePortfolio Implementation should adopt the motivating characteristics of autonomy found in social networksChoiceVoiceSharing and FeedbackImmediacy
- #95: According to a tweet I read from ChadHamady, True Mastery NOT possible without FUN! (Chad Hamady@chamady Twitter, January 16, 2010)There is an inherent exhilaration in Learning“It’s fun to get better at something!” – Why do we play Sports and Games?Is it for Compliance or Personal MasteryLook to the Open Source movement (popularity of Wikipedia vs. the demise of Microsoft’s Encarta) – Authors and programmers look for Challenge and Improvement – To make a contribution to the greater good
- #96: In their spare time, people gravitate toward activities where they gain masteryePortfolio Implementation should adopt the motivating characteristics of mastery found in social networksFlow,Showcasing Achievements,Increased self-awareness and self-understanding“Only engagement can produce Mastery.” (Pink, 2009, p.111)
- #97: Csíkszentmihályi popularized the concept of Flow as a feeling of energized focus. According to Wikipedia, it is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In flow the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task.
- #98: We should use ePortfolios to document our MASTERY of skills and content. Showcase our Achievements! Share our Expertise!Support Personal & Professional Development!
- #99: Pink’s third concept is Purpose. All of us want to be part of something larger than ourselvesWhen people learn, they want to know the relevance of what they are learningThe more people understand the big picture, the more they will be engaged
- #100: Here is a good question:
- #101: Because Purpose and Passion Co-Exist.