Poon Kwai Choi (United Christian College)

1. Quality Learning and Teaching with the use of Information Technology in Primary and Secondary SchoolsSession 1: Electronic Portfolio電子學習檔案 Poon Kwai Choi (United Christian College) The Centre for Information Technology in Education (CITE)

2. Session 1 Aims • The course aims at introducing the uses of electronic portfolio to facilitate quality learning and teaching as well as the concepts of knowledge building and IT tools for establishing knowledge building culture in schools. Session 2

3. Certificate of Attendance • Attendance • Assignment • (Teacher participants are required to submit an assignment after the end of the course in three weeks’ time • Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

4. Content – first half • Introduction of learning portfolios • Reason for implementing learning portfolios in schools • Role of learning portfolios in education • Introduction to electronic portfolio and its characteristics • How electronic portfolio enhance quality learning • Examples from worldwide Break

5. Content – second half • Stages of electronic portfolio development • Levels of electronic portfolio development and implementation • Tools for developing electronic portfolios • Comparison of advantages and limitations of the tools • Consideration and suggestion for implementing electronic portfolio in school • Summary and homework guidelines

6. Warm Up What characterises the condition of worldwide public education today?

7. Warm Up Reform Integrating ICT into Education

8. Warm Up • Example • 1996, USA, Information Super Highway (Similar action has been taken in Denmark, Japan, Finland, The Netherlands, Portugal and Spain) • 1997, Singapore, ‘Thinking Schools’ • 1998, HKSAR, IT for Learning 5-year Strategy • 2004, HKSAR, Empowering Learning and Teaching with Information Technology

9. Warm Up • Why? • Globalization of the economy / enhance our competitiveness • Knowledge is increasingly seen as a primary business asset and KM (Knowledge Management) is a key differentiator between competitors • New levels of social interaction • Paradigm Shift in education

10. Warm Up

11. Introduction of learning portfolios • What are learning portfolios? • A Learning Portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas. • The collection must include student participation in selecting contents, the criteria for selection; the criteria for judging merit, and evidence of student self-reflection. (Northwest Evaluation Association, 1990)

12. Introduction of learning portfolios • What are learning portfolios? • In 1990’s, the traditional storage format for portfolios in education is paper-based, usually in manila folders, three-ring notebooks or larger containers. • Most often, the artifacts are comprised of text and images on paper, although the use of video or audio tape has been emerging.

13. Introduction of learning portfolios • Types of portfolios • Formative (eg. Draft, Showcase) • Summative (eg. Project-based, Report) Learning Process Formative Portfolio Summative Portfolio

14. Introduction of learning portfolios • Framework for the portfolio development process: • Collection • Selection • Reflection • Projection • Presentation (Danielsen & Abrytyn, 1997; Barrett, 2000)

15. Why implementing learning portfolios in schools? • “Learning to Learn - The Way Forward in Curriculum” • Learning to learn • The overarching principle is to help students learn how to learn. • Student centre • A learner-focused approach should be used to make decisions in the best interests of • students. Diversified learning, teaching and assessment strategies should be used to • suit the different needs of students.

16. Why implementing learning portfolios in schools? • “Learning to Learn - The Way Forward in Curriculum” • Authentic Assessment • Assessment is the practice of collecting evidence of student learning. It is an integral part of the learning and teaching cycle rather than a separate stage at the end of teaching. It helps to provide information for both students and teachers to improve learning and teaching (assessment for learning).

17. Role of learning portfolios in education • How do learning portfolios bring curriculum, instruction and assessment together? • Portfolio development is a powerful assessment tool • Portfolio development become a learning process

18. Why using electronic? • Digital Landscape in 21st Century • Everything is in digital • Multimedia presentation is fun • Digital storage is easy to manage

19. Introduction of electronic portfolios • Helen C. Barrett, University of Alaska Anchorage (1991) • many documents are initially created with a computer • Hypertext links allow clear connections between standards and portfolio artifacts • Creating an electronic portfolio can develop skills in using multimedia technologies • If teachers develop electronic teaching portfolios, their students will be more likely to have their own electronic portfolios • It's fun and easier to manage the process, especially storage and presentation

20. Introduction of electronic portfolios • What are electronic portfolios / e-Portfolio? • An electronic portfolio uses electronic technologies, allowing the portfolio developer to collect and organize portfolio artifacts in many media types (audio, video, graphics, text). • A standards-based portfolio uses a database or hypertext links to clearly show the relationship between the standards or goals, artifacts and reflections.

21. Characteristics of electronic portfolios Multimedia Network Hyperlink Electronic Portfolio System Database

22. How electronic portfolio enhance quality learning • to support the shift of classrooms from teacher-centered to a student-centered • to foster active and constructive learning • to develop students’ generic skills • to give teachers, parents and students participate in the assessment process

23. Pedagogical Benefits • Student • Promote reflective self-learning • Enhance study motivation • Develop generic skills (eg. creativity, IT skills…) • Teacher • Authentic assessment • Gather students’ formative and summative result • School • Enrich students’ record • Present students’ success • A channel that connect school, parents and students

24. Examples from worldwide • Nogales High School (Arizona) http://www.nusd.k12.az.us/nhs/seniorproject/digital.portfolios/ramon.salazar/page1.htm

25. Examples from worldwide • LaGuardia Community College http://www.eportfolio.lagcc.cuny.edu/lagcc_student_eport.html

26. Examples from worldwide • Southern Utah University http://dagwood.dgrc.crc.ca/eportfolio/portfolio//851//10214235711049.html

27. Examples from worldwide • Penn State University http://www.portfolio.psu.edu/gallery/index.shtml

28. Examples from worldwide • 台灣明道中學 http://md102.mingdao.edu.tw/rd/learn/s1.doc http://md102.mingdao.edu.tw/rd/learn/s2.doc http://md102.mingdao.edu.tw/rd/learn/s4.doc http://md102.mingdao.edu.tw/rd/learn/s5.doc

29. Examples from Hong Kong • United Christian College http://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//16//109030773039.html http://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//24//109030724041.html

30. Examples from Hong Kong • Fung Kai Primary School http://fkpsam.fungkai.edu.hk/mainframe/pl_web/PLFRAME.htm

31. Discussion • What are common in those examples? • What are different in those examples? • Link shortcut: http://www.hkedcity.net/ihouse/ucc-pkc/link.htm

32. Homework guidelines • Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

33. Plan • Defining the portfolio purpose • Identify the content of portfolio items • What reflection should be recorded • How to organize and link the digital artifacts • How to present the portfolio before an audience

34. Break(15 minutes)

35. Stages of electronic portfolio development • Stage 1: Defining the Portfolio Context • Identify the purpose of the portfolio (eg. Assessment, Generic skills, Career…) • Identify the learner outcome goals (eg. Showcase, report, certification…) • Identify the resources available for electronic portfolio development (eg. Manpower, hardware…) • Identify the audience for the portfolio (eg. Students-by class/subject, teachers, parents, boss…)

36. Stages of electronic portfolio development • Stage 2: The Working Portfolio • Identify the content of portfolio items and the type of evidence to be collected (eg. Project, writing, CV…) • Select the software development tools most appropriate for the portfolio context and the resources available. • Identify the storage and presentation medium most appropriate for the situation • Gather the multimedia materials that represent a learner's achievement

37. Stages of electronic portfolio development • Stage 3: The Reflective Portfolio • Record self-reflection on work and achievement of goals (eg. 5W - What, When, Where, Why, How, Satisfation) • Record feedback on work and achievement of goals (eg. Feeling, comment, improvement)

38. Stages of electronic portfolio development • Stage 4: The Connected Portfolio • Organize the digital artifacts • Identify patterns through the "linking" process • Final review of the portfolio and goals • Match the portfolios with Standard / Rubric

39. Stages of electronic portfolio development • Stage 5: The Presentation Portfolio • Record the portfolio to an appropriate presentation and storage medium • Present the portfolio before an audience • Evaluate the portfolio's effectiveness in light of its purpose and the assessment context

40. Levels of electronic portfolio development and implementation • Level 1: Text only • Level 2a: with Graphics • Level 2b: with Audio and Video • Level 3: with Navigational links • Level 4: with WWW links • Level 5: with interactive multimedia

41. Tools for developing electronic portfolios • Common tools • e.g. Powerpoint, Frontpage and Dreamweaver • Customized systems • Eg. Chalk and Wire “Electronic Portfolio”

42. Example of Customized Systems • Eg. www.chalkandwire.com

43. Comparison of advantages and limitations of the tools

44. Assessment Rubric for electronic portfolio Electronic Student Portfolios, Linda E. Ash, P. 69

45. Consideration and suggestion for implementing electronic portfolio in school • Purpose • Target • Tools • Storage • Budget

46. Reference • Dr. Helen Barrett’s Electronic Portfolio http://electronicportfolios.com • Apple Expert Profiles http://ali.apple.com/ali_sites/ali/exhibits/1000156 • The Web Portfolio Guide http://www.ablongman.com/kimball

47. Homework guidelines • Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

48. Plan • Defining the portfolio purpose • Identify the content of portfolio items • What reflection should be recorded • How to organize and link the digital artifacts • How to present the portfolio before an audience

49. Contact • Poon Kwai Choi (潘貴才) • United Christian College (THT) (匯基書院(大坑東)) • School Tel: 2777 8344 • Email: ucc-pkc@hkedcity.net