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Creating a Digital Portfolio

Creating a Digital Portfolio. What’s in your personal collection? (junk drawer, memory box, scrapbook). Is there a difference between what you choose to save purposefully and things that you just can’t throw away? What did your parents save? What do you save of your own? Your students?

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Creating a Digital Portfolio

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  1. Creating a Digital Portfolio

  2. What’s in your personal collection? (junk drawer, memory box, scrapbook) • Is there a difference between what you choose to save purposefully and things that you just can’t throw away? • What did your parents save? • What do you save of your own? • Your students? • Your own children? • Why? (criteria)

  3. What’s Your Story? Celebrations and stories of learning across your lifespan Kindergarten/First Grade Interview Portfolio; My Dad http://homepage.mac.com/eportfolios/families/index.html

  4. Voice • Digital storytelling • Reflection • Own voice • Personality of author is evident • Uniqueness

  5. Meaning "The portfolio is a laboratory where students construct meaningfrom their accumulated experience." 3. Showcase 2. Workplace 1. Storage (Paulson & Paulson, 1991, p.5)

  6. What Artifacts To Put In a Teacher Portfolio • Align to teaching standards • Content areas • ISTE NETS Rubric

  7. Artifacts

  8. Jeremy Hiebert, 2006, http://electronicportfolios.org/nav101/index.html

  9. A standardized checklist of skills? (Positivist) A reflective story of deep learning? (Constructivist) What is your portfolio philosophy?

  10. Audience Outcomes Delivery/Media Purpose Process Product Purpose Drives the Product

  11. Working Portfolio Portfolio as Process Growth over time Learning or reflection Presentation Portfolios Portfolio as Product Thematic Documenting achievement of standards, goals or learning outcomes Accountability or showcase Purpose Different kinds of portfolios for different purposes

  12. Assessment • What is the purpose of the portfolio? • Show growth over time • Document ongoing learning and professional development • Assessment – achievement of standards or goals • Employment (marketing) • Other

  13. Formal Education – Assessment Portfolios • Formative • Summative • When does assessment happen?

  14. Portfolios in the Work Place • Personnel evaluation • Accreditation of prior learning (highly qualified) • Professional (web design, arts, media)

  15. Family focused Junk drawers Memory boxes Photo albums Scrapbooks Artifacts Documented children’s learning over time Associated with a particular time/experience Acquisition of a new skills Feeling of accomplishment that give “witness to the story of our early school experiences.” Personal Hebert, Elizabeth, “The Power of Portfolios:what children can teach us about learning and assessment”

  16. Audience • Who are the various audiences for the portfolio? • Students • Parents • Peers • Administrator • Potential employer

  17. The Professional Portfolio • Creation of Learning Environment: • Evaluations from students • Photos demonstrating positive climate • Notes, comments, reflections on classroom observations substitute teacher’s packet • Planning & DesigningLearning Experiences for ALL Students • Narratives & responses from classroom observations • Video of lesson incorporating differentiation through groupings, technology • Teacher narrative regarding decisions about modifying instruction to meet individual needs • Student profiles with inventories reflecting an understanding of their unique learning needs • Samples of student planners, handbooks used for helping them organize their work • Narrative describing how teachers deals with students individually & collectively • Understanding/Organizing Student Learning: • Assessments & analysis of results • Original lesson plan with adapted version of same lesson • Thematic unit plan • Samples of student work • Plans demonstrating sensitivity to cultural & linguistic differences • Bibliography of materials used for a unit

  18. The Professional Portfolio • Assessing Student Learning • Examples of student portfolios • Examples of student quick writes, learning logs, tests, journals, etc. • Notes form observations of peer writing groups or other critiquing opportunities • Variety of assessments with clarifications regarding their purposes, meaning, and functions • Instructional plans that contain “check points” for authentic assessments • Examples of student projects and rubrics for their evaluation • Video showing teacher movement, observation, and feedback • Videos of teacher stating expectations, giving directions, monitoring • Evidence of specific oral and written feedback to students • Engaging Students in Powerful Learning • Samples of student work from a variety of levels & styles • Lesson plans relating learning to real-life applications • Lesson plans that highlight student participation in the design • Video of large & small group instruction using a variety of teaching models

  19. The Professional Portfolio • Developing Professionally to Improve Teaching & Learning • Bibliography of recent readings, workshops, video, and audios related to teaching and professional growth and collaboration • Tapes & summaries of conversations with colleagues in planning and updating expertise in content areas • Tapes & summaries of conversations with colleagues in planning and updating expertise • Information about innovations and technology used in subject areas • Materials from workshops and seminars attended • Plans and designs from team teaching meetings • Records from school & classroom visits & observations • Examples of conferences, meetings, and other participation in parent/community connections • Evidence of extracurricular activities, demonstrating balance • Evidence of participation in groups or experiences which support professional collaboration and/or professional development

  20. How Do I Get Started? – R-A-R • Artifacts – 3 things for each • Rationale – reason to choose document • Assessment – how artifact shows evidence of knowledge • Reflection – reflect on learning gained

  21. Format • Choose a format the audience will most likely have access to. • What applications will open without having to download expensive applications to view them? • PowerPoint – requires viewer if they don’t have Office • Photo Story – requires Windows Media Player • Adobe PDF – requires Adobe Reader • CD/DVD – Type of files/Links/Is it accessible?

  22. Tips • Use appropriate multimedia to add style and individuality. • Save work in a format that can be easily used. • Convert variety of files from “working portfolio” into Adobe Acrobat format (see free PrimoPDF.com)

  23. You are ready to move ahead when . . . . • You have a collection of digital portfolio artifacts that represent your efforts and achievement throughout the course of your learning experiences. • You have used graphics and layout capability of the chosen software to put your personality into the portfolio artifacts. • It is time to turn your collection into a portfolio.

  24. Traditional Collecting Selecting artifacts Reflecting Directing Presenting Technology Archiving (storage) Thinking/Linking (mapping layout) Storytelling Collaborating (feedback) Publishing Traditional + Technology Hebert, Elizabeth “The Power of Portfolios; Barrett, Helen presentation, NCTE July 2008, http://sites.google.com/site/eportfolios/presentations/ncte-july2008

  25. Process • Teach students to become “Digital packrats” • Owning a lifetime personal web space – digital archive • Focus on collection of documents with reflection of learning over time • Identify outcomes, goals or standards and select artifacts to demonstrate them with rational to justify their selection • R-A-R Rationale-Artifact-Reflection

  26. The Reflective Process • Set up a recordkeeping system to keep track of evidence collected over time.(Excel spreadsheet, Table in Word, Pages in Wiki, Folders in PBWorks, Tabs in Protopage/Pageflakes) • Reflective Statements for Each Artifact • Review the reflective statements written for each artifact as it was stored, elaborating on its meaning and value and why you are selecting it for your presentation portfolio. • Select the best artifacts that represent achievement of the standards or goals. • From those reflections and feedback, set learning goals for the future.

  27. The Reflective Process: 3 Simple Questions to Clarify 1. “What?” (first summarize the artifact that documents the experience) 2. “So what?” (reflect on what was learned and how this leads to meeting standard) 3. “Now what?” (address implications for future learning needed and set forth refinements or adaptations) – the process of setting future learning goals! (Campbell, Melenyzer, Nettles, & Wyman, (2000) based on Van Wagenen and Hibbard (1998) per Barrett (2002)

  28. “ . . . become the architects of [your] own professional development.” Wolf (1996) Use portfolio for planning professional development Feedback Collaboration The Reflective Process

  29. Your are ready for the next stage when . . . . • You have selected the artifacts that are going into your formal or presentation portfolio. • You have written the reflective statements and identified learning goals for the future.

  30. Organization/Tools • How will you organize the digital artifacts? (links, tabs, pages, visual such as Inspiration, Glogster) • How will you evaluate the portfolio’s effectiveness in light of its purpose and the assessment context? • How will you use portfolio evidence to make instruction/learning decisions?

  31. Hyperlinks Tags RSS Collaborative conversation (comments/ feedback) Web 2.0 Tools

  32. Examples with Web 2.0 Tools Pageflakes • www.pageflakes.com/areichert737/ • www.pageflakes.com/barnever Web Page (Weebly, Googlepages, Wiki) • http://asummerford1.googlepages.com/home • Wikispaces: It doesn’t get easier than wikispaces – free upgrade to educators – Start Here!http://www.wikispaces.com/site/for/teachers LISD SharePoint Portal template– James H. Stronge’s criteria: https://student.lisd.us/personal/sue_summerford/portfolio-2008/default.aspx Helen Barrett – the portfolio developer’s “bible” http://electronicportfolios.org/blog/2006/07/wikispaces-for-eportfolios.html

  33. Multimedia • Include at least one 3-minute video clip demonstrating some aspect of your experience. • Audio files • See Podcasts for Teachers -Fordham http://www.podcastforteachers.org/

  34. ePortfolios With what we know about social learning and activity . . . • How can you leverage thetechnologies students own? • Accessibility from home computers • Connectivity with cell phones

  35. Student Portfolios • Life space, expandable • Free • Private (password-protected) • Easily accessible (not blocked!) • Easy to edit, add content, handle media • RSS (push content to teacher for ongoing collaboration & feedback) • Multiple formats (package as PDF, CD/DVD, mobile)

  36. Examples - High School Portfolios • Examples of Online High School Portfolios • Mission High School (San Francisco) http://www.missionhs.org/seniorportfolios2.htm • Sackville High School (Canada) (Geo) http://george.ednet.ns.ca/perl/port_view_domains.pl?school=shs • Richer Picture Consulting (commercial) – links to different levels of portfolios http://www.richerpicture.com/samples.php

  37. The Presentation – Public Face • Present portfolio before an audience (real or virtual) • Celebrate the accomplishments represented. • Opportunity for professionals to share their teaching portfolios with colleagues • Meaningful feedback and collaboration in self-assessment. • “Public commitment” provides motivation to carry out the professional development plan of formative portfolio.

  38. Evaluation • Evaluate the portfolio’s effectiveness • Purpose • Assessment context • Continuous improvement – ongoing learning tool • Review on a regular basis • Is it meeting the goals set?

  39. Web Tools for Lifelong & Life Wide Learning – Dr. Helen Barrett Online course about web 2.0 tools • http://electronicportfolios.org/web2/class/ How To Set Up a Portfolio Using Google Sites • Video clip definition: Dr. Barrett “Electronic Portfolios in Adult Learning” (Google video) • http://sites.helenbarrett.net/portfolio/how-to

  40. Check Out These LinksMore Resources • Graduation Portfolio Assessment and Focus Areas: a Program Guide from the British Columbia Department of Educationhttp://www.bced.gov.bc.ca/graduation/portfolio/ • Kathy Schrock’s Guide for Educators – Assessment Rubrics for Student Web Pageshttp://school.discoveryeducation.com/schrockguide/assess.html

  41. Check Out These LinksMore Resources • Teacher Vision – Portfolios for Students & Portfolio Assessmenthttp://www.teachervision.fen.com/assessment/teaching-methods/20153.html • CETaL Sample Teaching Portfolios (higher ed)http://sunconference.utep.edu/CETaL/resources/portfolios/samples.htm • NMSU Digital Porfolios – see stationshttp://reta.nmsu.edu/Lessons/digital/index.html#intro

  42. Check Out These LinksMore Resources • Coalition of Essential Schools – Getting Started with Digital Portfolioshttp://www.essentialschools.org/pub/ces_docs/resources/dp/getstart.html • Eduscapes – Teacher Tap – Electronig Portfolios: Students, Teachers and Life Long Learnershttp://eduscapes.com/tap/topic82.htm • Alice Christie – It’s Elementary! Using Electronic Portfolios with Young Studentshttp://www.alicechristie.org/pubs/Moritz-Christie.pdf

  43. Check Out These LinksMore Resources • Student Digital Portfolios (2004) – Julie Lindsay (ESL students) http://www.lindsayonline.net/Portfolio/student_portfolio.htm

  44. References • Barrett, Dr. Helen C., “Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning” • http://electronicportfolio.org • http://electronicportfolios.org/blog/ • http://electronicportfolios.org/learning/ • Presentation, NCTE July 2008, http://sites.google.com/site/eportfolios/presentations/ncte-july2008 • Hebert, Elizabeth, “The Power of Portfolios: what children can teach us about learning and assessment” • MOSEP: More Self-Esteem with my E-Portfolio (Idea: e-portfolios for young learners) http://electronicportfolios.org/mosep/index.html • Paulson & Paulson, 1991, p.5 • Campbell, Melenyzer, Nettles, & Wyman, (2000) based on Van Wagenen and Hibbard (1998) (per Barrett) (2002) • Wolf, K. (1996). Developing an effective teaching portfolio. Educaitonal Leadership 53 (6), 32-36. • Larson, Linda, “Tools of the Trade: Scaffolding Digital Portfolios for Preservice Teachers,” AACTE, New Orleans, LA, Sunday, January 26, 2003, http://www.faculty.mcneese.edu/llarson/presentations/conference/aacteportfolio/portfolio.htm

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