My Electronic Portfolio My Electronic Portfolio
Welcome to my Mozilla e-portfolio. I am exploring the capabilities of using Mozilla Composer to maintain electronic portfolios as part of my research on implementation of online electronic portfolio systems.
Click on one of the links in the left side to see the pages that I have decided to include in this version of my portfolio. You can read my biography, see the artifacts that I have identified as my best work, and read my reflections about creating this portfolio.
If you follow a link and want to return, use the Back button on your browser. Within the portfoliom you can click on my picture to return to this page.
Every portfolio has a purpose. My purpose for Dr. Helen Barrett developing this portfolio is to show my skills in developing an electronic portfolio using e-mail: [email protected] any number of tools. After reviewing all of my artifacts (see my Portfolio at a Glance) I Biography and Vita found five general categories of competencies: Reflection & Portfolio-at-a-Glance 1. Electronic Portfolio Competency - ©2004, Helen C. Barrett, Ph.D. Knowledge, Skills and Experience updated 9/14/04 2. Digital Storytelling Competency - Digital Video Editing Skills 3. Technology Competency - Multimedia & Web Page Authoring Skills 4. Teaching & Instructional Design Competency - Presentations 5. Writing & Assessment Competency (included under the first category)
http://electronicportfolios.org/myportfolio/ [9/14/2004 3:14:31 PM] Helen Barrett's Biography Helen Barrett's Electronic Portfolio Biography and Vita
My Vita can be viewed on my website at http://electronicportfolios.org/vita2002.pdf
I am on the faculty of the College of Education at the University of Alaska Anchorage and have been researching electronic portfolios since 1991, publishing a website on Technology and Alternative Assessment since 1995 (http://electronicportfolios.com). I have been involved in Educational Technology and Staff Development in Alaska since 1983, first as Staff Development Coordinator with the Fairbanks School District and now with the University of Alaska Anchorage. I was in charge of Educational Technology programs for the School of Education and initiated the development of UAA's New Media Center for campus-wide faculty development.
As the Assessment Coordinator for the International Society for Technology in Education's National Educational Technology Standards for Teachers (ISTE NETS.T) Project, I have been developing strategies and resources to assess teacher technology competence. I also served as Vice President for Assessment and E-Folios for the Society for Information Technology and Teacher Education (SITE). Through the Educause/NLII/AAHE Community of Practice, I provided early leadership to define pedagogical specifications for online portfolio systems.
Over the last three years, I have written several successful federal technology grants, the most recent through ISTE to support technology and assessment in teacher education programs throughout the United States, providing training and technical assistance on using electronic portfolios to assess achievement of teaching standards. I have been on loan to ISTE on a full time basis for the duration of this PT3 Catalyst Grant (2001-2004).
My presentations at numerous regional and national conferences have explored the emerging field of technology and alternative assessment and my authoritative articles have appeared in books, journals and proceedings published by ISTE, AACE, AAHE, and WCCE. I recently produced a multimedia CD-ROM-based Electronic Portfolio Handbook. My research about electronic portfolios began with a study of K-12 student e-portfolios for the Alaska Department of Education in the early 90s. In the mid-90s, my research focus changed to electronic teacher portfolios, and I am currently exploring both high school graduation portfolios and family involvement in e-portfolio development in early childhood education. This newest research focuses on how schools can meet the Parent Involvement goal of NCLB through the collaborative development of electronic portfolios to communicate authentic student learning related to standards, goals or outcomes.
http://electronicportfolios.org/myportfolio/bio.html (1 of 2) [9/14/2004 3:14:34 PM] VVITAI T A HELEN C. BARRETT
email: [email protected] Web sites maintained: http://electronicportfolios.com and http://helenbarrett.com http://electronicportfolios.org and http://electronicportfolios.net
EEMPLOYMENTMPLOYMENT H HISTORYISTORY
Assistant Professor - University of Alaska Anchorage -- School of Education --September, 1991 to present (tenure-track since Fall, 1996) Coordinator, Alternative (Distance) Education (1992-94); Coordinator, Educational Technology, (1994--); Principal Investigator, National Transition Demonstration Project [Project P/PRIDE] (1992-97); Title III Instructional Technology Specialist (1996-97); UAA New Media Center co-director (1996-98); on leave/loan to International Society for Technology in Education (ISTE) under PT3 Catalyst Grant (2001- 2003)
Owner - Micro Management Systems (Electronic Learning Training & Consulting) -- 1982 to present
Staff Development Coordinator - Fairbanks North Star Borough School District -- July, 1985 to June, 1991
Part-time instructor - Computer Literacy classes -- Tanana Valley Community College & University of Alaska Fairbanks -- September 1982 to May 1991
Community Computer Lab Facilitator & Microcomputer trainer -- Fairbanks North Star Borough School District (F.N.S.B.S.D.) - Community Schools program. -- April, 1983 to July, 1985
Vice President, Administrative Services -- Interior Village Association (I.V.A.), Fairbanks, Alaska -- June, 1976 to April, 1983
Computerized Investment Accounting -- Unigard Insurance Group (U.I.G.), Seattle, Washington -- June, 1971 to January, 1976
EEDUCATIOND U C A T I O N
Doctor of Philosophy Degree (1991) in Human Development, The Fielding Institute, Santa Barbara, California - Dissertation topic: Adult self-directed learning, personal computer competency and learning style: Models for more effective learning
Master of Arts Degree (1988) in Human Development with emphasis in Adult Education and a Professional Specialty in Electronic Learning, The Fielding Institute, Santa Barbara, California
Ongoing Self-directed learning about multimedia, personal computers, training and adult development
University of Alaska and TVCC: 1976-81 Economics, Computer Programming, Business Administration and Accounting
Whitman College, Walla Walla, Washington: 1963-64 - General academic studies 2
SSUMMARYUMMARY O OFF S SKILLSKILLS A ANDND A ABILITIESBILITIES
--Facilitating long-range technology planning related to implementation of electronic portfolios --Assessing needs for training and designing appropriate learning programs to meet continuing education needs of adult learners, especially in the area of technical skills training --Teaching adults to become productive with various computers, primarily in using applications software, telecommunications, and multimedia technologies (CD-ROM and laserdiscs) in the learning process. Selecting and using software to achieve desired results from Windows and Macintosh computers --Innovation and creativity necessary to establish new systems and procedures in programs and organizations. Have an aptitude for systems design and problem solving --Program Planning, Grant Proposal Writing and Grant Administration. Organizational Management skills: Planning, Organizing, Directing, Controlling --Office Management and direct supervision of five employees. Full responsibility for fiscal control of non-profit corporation, with budget in excess of $500K per year, including cash management, accounting, budgeting and long-range planning (IVA) --Self-directed learner -- committed to the concept and practice of life-long learning
AAFFILIATIONSF F I L I A T I O N S
International Society for Technology in Education (ISTE), National Educational Technology Standards for Teachers (NETS•T). Member of writing team to draft teacher standards, January, 2000 Member of writing team to write curriculum materials to support teacher standards, July, 2000 Member of ISTE NETS Leadership Team as Coordinator of Assessment, August, 2000 Co-Director PT3 Catalyst Grant (Community & Assessment in PT3) 2001-2003 Member of writing team to produce book on Assessing the ISTE NETS for Teachers, July, 2002 Society for Information Technology and Teacher Education (SITE). Vice President in charge of the Electronic Portfolio Special Interest Group, Spring 2002 E-PAC (Electronic Portfolio Action Committee) Founding member of ad-hoc organization (formed at EduCause NLII conference) of higher education institutions sharing resources on the development of tools for online electronic portfolios, Spring, 2002 University of Alaska Anchorage (UAA) University Technology Council (UTC) representative, 1998-2001 Faculty Senate At-Large Representative, 2000-2002; Academic Computing, Distance Learning & Instructional Technology Committee Chair, 2000-2001 College of Health, Education & Social Welfare Course & Curriculum Committee, member 1999-2000 Teaching, Learning & Technology Roundtable representative to national meeting, July 1995; Co-Chair campus-wide committee, Spring, 1996-1998 Academic Computing Advisory Committee. Member, 1995-98 Campus Diversity Task Force, Curriculum Committee, Teaching/Learning Models, 1993-94 School of Education Instructional Resources and Technology Committee chair 1992-98; School of Education Curriculum Committee, member 1994 Goals 2000 Technology Task Force (to put together statewide educational technology plan) – 1994-95 Anchorage School District Technology Planning Committee – Spring, 1994 to present University of Alaska Learning Cooperative (UALC) – UAA Faculty Senate Representative, 1994-1998 and chair, Faculty Senate sub-committee on UALC (1994-95) University of Alaska Education Colloquium, UAA representative on committee to develop statewide Educational Technology Masters and Credential Endorsement program, 1993-94 Alaska Society for Technology in Education (ASTE) [formerly Alaska Association for Computers in Education (AACED)] Conference Program Chair (1997) - President (1992-93); Acting Director, Alaska Computer Consortium (1991-92); Conference Program Committee and Program Chair (1988-89); Treasurer and Interior Board Member (1983-86) 3
Anchorage School District & Anchorage Chamber of Commerce WISE Project (1991-92) [America 2000 educational restructuring planning project] - Strategy I (Curriculum Committee); Staff Development and Technology subcommittees Business and Education Partnership for the Access and Use of Educational Technology, formed by Governor Cowper, Planning Group Facilitator (1990) Phi Delta Kappa, Farthest North Chapter, Newsletter Co-Editor (1989) Greater Fairbanks Chamber of Commerce, Leadership Development Committee 1986-90 - Founding Committee Member, Leadership Institute-Fairbanks
AACHIEVEMENTSC H I E V E M E N T S
-- Internationally recognized as an expert on electronic portfolio development for learners of all ages. Website (http://electronicportfolios.com) is often recognized as one of the most authoritative and comprehensive on the Internet. Asked to write the chapter on electronic portfolios in several edited works under development. -- Selected by the American Association for Higher Education (AAHE) to participate in a national meeting of Electronic Portfolio leaders, Fall 2002. -- Named Coordinator of Assessment, International Society for Technology in Education's National Educational Technology Standards for Teachers (NETS•T) Leadership Team, 2000-present --Wrote successful federal Preparing Tomorrow's Teachers to use Technology (PT3) grants ($142,101 Capacity-Building Grant, 1999-2000; $1,499,144 three-year Implementation Grant, 2000-2003; $1,949,967 three-year Catalyst Grant, 2001-2004) PT3 2001 Knowledge Development Catalyst Grant through ISTE buys out 100% of my UAA faculty position for duration of grant. --Wrote successful federal/state Technology Literacy Challenge Grant proposals ($226,000 in 1997; $600,000 in 1998, $530,000 in 1999, $1,000,011 in 2000) for Anchorage School District. --Wrote successful proposal to establish University of Alaska Anchorage as a New Media Center, one of 23 new university sites selected in March, 1996. --Selected by University of Alaska Anchorage to be the UAA Instructional Technology Specialist to develop a faculty development program to integrate instructional technology into the curriculum under the Title III Master Teacher Program, 1996-97. --Established a WWW server for the Transition project (http://transition.alaska.edu/) and designed School of Education home page (http://transition.alaska.edu/www/SOE/UAASOEHome.html). --Under a contract with Alaska Department of Education, coordinated electronically publishing DOE Curriculum Standards & Frameworks (in Math/Science, Language Arts & Social Studies), in WWW/HTML and CD-ROM/Adobe Acrobat format, 1995-97. Produced CD-ROM, Spring, 1997. --Selected by University of Alaska Anchorage Faculty Senate as their representative on the University of Alaska Learning Cooperative (UALC), a cooperative effort of all three UA academic units to explore and expand distance education and alternative models of learning, 1994-97. --Developed first UALC statewide distance-delivered course (ED 626--Technology in Teaching & Learning) integrating CD-Recordable technology, Spring Semester, 1995. Placed course on WWW, Spring, 1997. --Principal Investigator, Project P/PRIDE: Organized and coordinated local evaluation efforts for the National Head Start - Public School Transition Study on behalf of the University of Alaska Anchorage for the Anchorage School District, one of 32 sites around the nation; September, 1992–July, 1997. --Selected by Alaska Department of Education, Public Broadcast Commission, and Commissioner of Administration to participate as member of statewide task force on Satellite Interconnect Project, 1993. --Selected to participate on Alaska 2000--System Accountability-Technology task force, 1992. --Completed a study at the request of the Alaska Department of Education on the use of technology to support and manage innovative assessment (Technology-Supported Portfolios), and developed a dissemination process to share the information with educators throughout the state. September 1991–June 1992. 4
--Coordinated and produced first “Images of Alaska” videodisc for Alaska Association for Computers in Education, 1990-1991. --Requested by Governor Cowper to facilitate a meeting of educators and business leaders to design an Educational Technology Fund for K-12 schools in Alaska, October, 1990 (resulting in House bill legislation in 1991, 1993, and 1995). --Awarded "Computer Using Educator of the Year-1990" by the Alaska Association for Computers in Education (AACED). Elected AACED [now ASTE] President for 1992-93. --Organized two three-week Summer Computer Institutes for teachers in the Fairbanks North Star Borough School District and throughout Alaska, Summer, 1990, generating over 150 graduate-level credits earned. --Coordinated a staff development program for school district with 1400 employees. Achieved overall in- service evaluation ratings of 4.4 on a scale of 1 to 5, which, along with enthusiastic comments, provide evidence of a major positive attitude change toward district-wide in-service. Received an overall performance rating of "Outstanding" and the following comments on the evaluation: "I consider your performance this year as the finest I have seen by a first year administrator. You have gained acceptance and made significant positive change to the staff development program of the district." (FNSBSD) --Developed Computer Literacy Competency Models, which could be used in designing staff development training programs. These models outline personal computer competencies required at various levels for different professions and for the diverse functional uses of microcomputers. (FNSBSD) --Developed a self-paced computer literacy program for Fairbanks North Star Borough School District Community Computer Lab. Assisted adult participants to identify their computer literacy learning needs and then designed an individualized program to meet those needs. Developed materials to aid adults in learning more about personal computer technology. --Developed and administered a summer computer camp for youth and adults in the Fairbanks community in summers of 1983 and 1984 through the FNSBSD Community Schools program. Enrolled 90+ children in 1983 and 150+ children in 1984. --Developed Management Training programs for village corporation board members and managers, both through workshop formats and one-on-one instruction. Installed computerized stockholder record keeping and computerized general ledger system for 20 village corporations and a small municipal government. Using Visicalc, instituted a Decision Support System that helped bring a non-profit organization from the brink of bankruptcy to solvency within a one-year period. (IVA)
PPUBLICATIONSU B L I C A T I O N S
--Barrett, Helen C. (in development) Electronic Portfolios and their relevance to Special Education. A chapter in a book on special education technology research and practice edited by Edyburn and Higgins. --Barrett, Helen C. (in development) Electronic Portfolio Handbook and CD-ROM. Prentice-Hall --Barrett, Helen C. (Ed.) (in development) Electronic Portfolios: Definition, Dilemmas, and Decisions. Stylus Publishing --Barrett, Helen C. (in development) “Reflecting the Times: The Possibilities Within Electronic Portfolios” A chapter in Brown, Judith (ed.) Reflections on Things Past: The Portfolio Phenomena and Adult Learners. Jossey-Bass --Barrett, Helen C. (under review) “Multimedia Memories: Family Involvement in Electronic Portfolio Development in Elementary School.” Learning & Leading with Technology, International Society for Technology in Education (scheduled for publication, December 2002/January 2003 issue) --International Society for Technology in Education (in development) Assessing the ISTE NETS for Teachers. Member of writing team and co-author of chapter on Observation Assessment --Barrett, Helen C. (2002) “Family Involvement in Electronic Portfolio Development in Elementary School.” Handouts published on the Proceedings website of the National Educational Computing Conference 5
--Barrett, Helen C. (2002) Electronic Portfolio Handbook CD-ROM. For use in regional E-Portfolio Handbook Development workshops provided to teams from Schools/Colleges/Departments of Education in various parts of the U.S. through the PT3 program --Barrett, Helen C. (2002) Electronic Portfolio Workshop CD-ROM. For use in hands-on workshops --Barrett, Helen C. (2002) “Researching the Process and Outcomes of Electronic Portfolio Development in a Teacher Education Program” Accepted for publication in the Proceedings of the 2002 Annual Conference of the Society for Information Technology & Teacher Education --Barrett, Helen C. (2001) Electronic Portfolio Handbook CD-ROM, University of Alaska Anchorage Post- Baccalaureate Teacher Education Program, including a series of stand-alone step-by-step instructions and digital video screen recording demonstrations on: “Developing an Electronic Portfolio with Microsoft Word” “Publishing Electronic Portfolios with Adobe Acrobat” “Presenting an Electronic Portfolio with Microsoft PowerPoint” --Barrett, Helen C. (2002) “ICT Support for Electronic Portfolios and Alternative Assessment: The State of the Art.” IFIP World Conference on Computers in Education, Copenhagen, July 2001. Networking the Learner: computers in education Kluwer Publishers, pp.561-568 --Barrett, Helen C. (2001) “Using Adobe Acrobat for Electronic Portfolio Development” Published in the Proceedings of the 2001 Annual Conference of the Society for Information Technology & Teacher Education. Award for Best Technical Paper -- Barrett, Helen C. (2001) “Electronic Portfolios = Multimedia Development + Portfolio Development: The Electronic Portfolio Development Process” Chapter in Electronic Portfolios, American Association for Higher Education, pp. 110-116 -- Barrett, Helen C. (2002) "Electronic Portfolios." A chapter in Educational Technology; An Encyclopedia to be published by ABC-CLIO, 2002. -- Kankaanranta, Marja, Barrett, Helen & Hartnell-Young, Elizabeth (2001). Exploring the use of electronic portfolios in international contexts. Proceedings of 2001 Ed-Media Conference. --Barrett, Helen C. (2002) " Becoming a Digital Packrat" lesson for ISTE NETS•T Writing Team and “Assessing Technology Preparation of Teachers” chapter on assessment in Preparing Teachers to Use Technology, International Society for Technology in Education, pp. 73-76, 283-302 --Barrett, Helen C. (2000) "Create Your Own Electronic Portfolio (using off-the-shelf software)" Learning & Leading with Technology. (April, 2000, pp. 14-21) --Barrett, Helen C. (2000) “Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development” Published in the Proceedings of the Annual Conference of the Society for Information Technology & Teacher Education. --Barrett, Helen C. (2000) " Design & Develop a Standards-Based Electronic Portfolio" Handouts published in the Proceedings of the National Educational Computing Conference. --Barrett, Helen C. (2000) "Electronic Portfolio Development Process" a videotape recorded at University of Central Florida, edited with Final Cut Pro and self-produced to accompany Internet-based workshops. --Barrett, Helen C. (1999) “Electronic Teaching Portfolios.” Proceedings of the Annual Conference of the Society for Information Technology & Teacher Education. --Bandle, Sharon; Helen Barrett & John Hart. (1999) “Anchorage Consortium for Technology & Teacher Training.” Proceedings of the Annual Conference of the Society for Information Technology & Teacher Education. --Barrett, Helen C. (1999) "Digital Portfolios in the High School” Media & Methods (Jan/Feb, 1999, p.8) --Barrett, Helen C. (1998) “Electronic Portfolios and Standards.” Proceedings of the Annual Tel-Ed Conference of the International Society for Technology in Education. --Barrett, Helen C. (1998, October) “Electronic Portfolios, School Reform and Standards.” Posted October 15, 1998, online on the Public Broadcasting System World Wide Web Site: http://www.pbs.org/teachersource/techknow/lounge.html --Barrett, Helen C. (1998) Feature Article: “Strategic Questions: What to Consider When Planning for Electronic Portfolios” Learning & Leading with Technology, (October, 1998, pp. 6-13) 6
-- Alaska Society for Technology in Education (1997) Teachers & Technology: Making the Connection CD- ROM [designed and produced CD-ROM (in Adobe Acrobat with QuickTime videos) and World Wide Web pages (in HTML)] --Barrett, Helen C. (1997) “Collaborative Planning for Electronic Portfolios: Asking Strategic Questions” A paper published in the Proceedings of the National Educational Computing Conference. -- Alaska Department of Education (1997) Alaska Frameworks CD-ROM [designed and produced electronic version on CD-ROM (in Adobe Acrobat with QuickTime videos) and World Wide Web pages (in HTML)] --Barrett, Helen C. (1995) "Technology-Supported Portfolio Assessment" in Student Portfolios (1996), Robin Fogarty, ed., IRI/Skylight Training & Publishing, pp. 127- 137. --Barrett, Helen C. (1995) ED 626 - Technology in Teaching and Learning. Self-paced course study guides & CD-ROM. --Laré; Barrett, Helen C. (1995) Local Evaluation Report 1994-95 (Report #6). National Head Start-Public School Transition Demonstration Project. University of Alaska Anchorage. --Barrett, Helen C. (1995) National Data Evaluation Report (Report #4 & # 5). National Head Start-Public School Transition Demonstration Project. University of Alaska Anchorage. --Greene, Loesch-Griffen & Rasher with Barrett, Everts, Gottlieb, Laré & Speth (1995) "Evaluating Systemic Change in the National Head Start-Public School Transition Project: Perspectives from Five States" prepared for AERA presentation, April 20, 1995. --Barrett, Helen C.; Laré (1995) Local Evaluation Report 1993-94 (Report #3). National Head Start-Public School Transition Demonstration Project. University of Alaska Anchorage. --Barrett, Helen C. (1994) National Data Evaluation Report (Report #2). National Head Start-Public School Transition Demonstration Project. University of Alaska Anchorage. --Barrett, Helen C. (1994) "Laptop Word Processors in the Classroom" The Computing Teacher. Eugene, Oregon: International Society for Technology in Education (October 1994, pp. 69-21). --Barrett, Helen C. (1994) "Technology-Supported Portfolio Assessment" The Computing Teacher. Eugene, Oregon: International Society for Technology in Education (March 1994. pp. 9-12). --Barrett, Helen C. (1994) ClarisWorks for Educators. Video-facilitated independent study credit course. --Barrett, Helen C.; Feldman, Kerry; Porterfield, Jan; Laré (1993) Local Evaluation Report 1992-93 (Report #1). National Head Start-Public School Transition Demonstration Project. University of Alaska Anchorage. --Barrett, Helen C. (1992) "Using Technology to Support Alternative Assessment” Alaska Department of Education. --Barrett, Helen C. (1991) Adult Self-Directed Learning, Personal Computer Competency & Learning Style: Models for More Effective Learning. Dissertation Abstracts. --Barrett, Helen C. (1990) "Adult Self-Directed Learning, Personal Computer Competency and Learning Style." A paper published in the Proceedings of the National Educational Computing Conference. --Barrett, Helen C. (1989) The Alaska Writing Program Guide for Administrators. Nenana, Alaska: Yukon Koyukuk School District. --Barrett, Helen C. (1989) The Alaska Writing Program Training of Trainers Manual. Nenana, Alaska: Yukon Koyukuk School District. --Barrett, Helen C. (1985) Microcomputer literacy competency model. Proceedings of Fourth Annual Conference (pp.1-12). Anchorage, Alaska: Alaska Association for Computers in Education. 7
CCONFERENCEONFERENCE P PRESENTATIONSRESENTATIONS
PREPARING TOMORROW’S TEACHERS TO USE TECHNOLOGY (PT3) Grantees meeting, Washington DC, July 2002 – Breakout Session: Developing a Support System for Electronic Portfolio Development Symposium on Electronic Portfolios in Teacher Education Programs AMERICAN ASSOCIATION FOR HIGHER EDUCATION (AAHE) Assessment Conference, Boston, June 2002 – Breakout Session (co-presented with John Ittelson, CSU Monterey Bay): Emerging Models For Online Electronic Portfolio Development NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) – San Antonio, June 14-19, 2002 Pre-conference Sessions: Chair, ISTE Forum on Assessment & Technology [ISTE PT3 grant] Workshop: Design and Develop NETS-Based Electronic Portfolios Using Common Software Tools Conference Presentations: Family Involvement in Electronic Portfolio Development in Elementary School; Assessing the ISTE NETS for Teachers Standards SOCIETY FOR TECHNOLOGY AND TEACHER EDUCATION (SITE) - Nashville, March 19-23, 2002 Pre-conference Session: Design your own Electronic Portfolio Development Handbook: Strategies to Support Electronic Portfolio Development Short Paper: Researching the Process and Outcomes of Electronic Portfolio Development in a Teacher Education Program; Interactive Session: Assessing the ISTE NETS for Teachers Standards NORTHWEST COUNCIL FOR COMPUTERS IN EDUCATION, Seattle, March 14-15, 2002. Conference Workshops: Design & Develop Standards-Based Electronic Portfolios using: (1) Microsoft Word, (2) Microsoft PowerPoint, (3) Adobe Acrobat Conference Presentation: Family Involvement in Electronic Portfolio Development in Elementary School FLORIDA EDUCATIONAL TECHNOLOGY CONFERENCE, March 6, 2002. Conference Presentation: Design and Develop Standards-Based Electronic Portfolios Using Common Software Tools KENTUCKY TEACHING AND LEARNING CONFERENCE, Louisville, KY. March 7-9, 2002, Pre-conference Workshops: Design & Develop a Standards-Based Electronic Teaching Portfolio Electronic Portfolios=Multimedia Skills + Portfolio Development Conference Presentations: Design and Develop Electronic Teaching Portfolios to Support Lifelong Professional Development; Using Adobe Acrobat for Electronic Portfolio Publishing; Create Your Own Electronic Portfolio Using Off-the-Shelf Software to Showcase Your Own or Student Work NATIONAL LEARNING INFRASTRUCTURE INITIATIVES (NLII) CONFERENCE, San Diego, January 27-28, 2002. Member of Featured Panel on Electronic Portfolios in Higher Education. SURF CONFERENCE, Rotterdam, The Netherlands, November 27-28, 2001 (Higher Ed IT Conference) Pre-Conference on Electronic Portfolios: Keynote Address Conference Presentations: Strengthen Professional Development with Electronic Teaching Portfolios; Electronic Institutional Portfolios and Accreditation. IOWA ASCD/ITEC CONFERENCE, Des Moines, October 14-15, 2001 Pre-conference Workshops: Planning Electronic Portfolios PreK-Grade 8 Planning for Electronic Portfolios for Grade 9—Adult Students Conference Presentations: Design and Develop Standards-Based Electronic Portfolios; Strengthen Professional Development with Electronic Teaching Portfolios; Managing Complex Change for Adoption of Electronic Teaching Portfolios PREPARING TOMORROW’S TEACHERS TO USE TECHNOLOGY (PT3) Grantees meeting, Washington DC, August 2001 - Presentation: Electronic Portfolio Development; Presentation: ISTE NETS for Teachers Assessment: Building a Performance-based System Invited Panel member: Online Learning, Leadership and Policy, and Evaluation WORLD CONFERENCE ON COMPUTERS IN EDUCATION (WCCE) Copenhagen, August 2001. Demonstration: Design & Develop Electronic Teaching Portfolios to support Lifelong Professional Development Paper: ICT Support for Electronic Portfolios and Alternative Assessment: The State of the Art 8
ED-MEDIA, Tampere, Finland, June 2001. Interactive Session: Using Adobe Acrobat as the ideal hypermedia format for Electronic Portfolio Development; Interactive Panel: Exploring the use of electronic portfolios in international contexts Poster Session: Electronic Portfolio Development and Publishing: Options and Issues NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Chicago, June 2001. Pre-conference workshops: Electronic Portfolios & Alternative Assessment; Create your own Electronic Teaching Portfolio Conference presentations: Design & Develop a Standards-Based Electronic Portfolio; ISTE NETS for Teachers: Identifying Performance-Based Assessment Measures Birds of a Feather Session: Electronic Portfolios ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 2001. Featured Speaker - Conference sessions: Electronic Teaching Portfolios; Competency-Based Educational Technology Endorsement SOUTH CENTRAL REGIONAL TECHNOLOGY IN EDUCATION CONSORTIUM PT3 Convocation Dallas, March 2001. Keynote Address SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION (SITE) Orlando; March 2001. Interactive session: Using Adobe Acrobat for Electronic Portfolio Development Conference Session: Performance-Based Technology Assessment of Teachers Pre-conference workshop: Design & Develop a Standards-Based Electronic Teaching Portfolio FLORIDA EDUCATIONAL TECHNOLOGY CONFERENCE (FETC) Orlando: January 2001 Conference session: Standards-Based Electronic Portfolios for Aspiring Teachers Conference session: Performance-Based Technology Assessment of Teachers ASTUTE (California Teacher Educators) Sacramento; November 2000. Pre-conference session: Electronic Portfolio Development in Teacher Education NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Atlanta, June 2000. Pre-conference workshops: Electronic Portfolios & Alternative Assessment; Create your own Electronic Teaching Portfolio Conference presentations: Design & Develop a Standards-Based Electronic Portfolio; NETS•T Assessment & Evaluation: component of presentation on electronic portfolios PT3 Pre-conference presentation: Electronic Portfolios in Teacher Education Programs as part of session on Assessment Birds of a Feather Session: Electronic Portfolios SECOND ANNUAL SEIRTEC HIGHER EDUCATION INSTITUTES, Orlando, April & May 2000. Videotaped presentation on Creating Electronic Teaching Portfolios with follow-up videoconferences over the Internet using CUSeeMe software. ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 2000. Featured Speaker - Conference sessions: Electronic Teaching Portfolios; Competency-Based Educational Technology Endorsement SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION (SITE) San Diego; February 2000. Conference session: Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development Pre-conference workshop: Design & Develop a Standards-Based Electronic Teaching Portfolio NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Atlantic City, June 1999. Pre-conference workshops: Electronic Portfolios & Alternative Assessment; Create your own Electronic Teaching Portfolio. Birds of a Feather Session: Electronic Portfolios NEW MEDIA CENTERS CONFERENCE Santa Barbara; June 1999. Conference presentation: Multimedia Authoring Environments and Electronic Portfolios. FIRST ANNUAL SEIRTEC HIGHER EDUCATION INSTITUTE, Orlando, May 1999. Workshop on Creating Electronic Teaching Portfolios ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1999. Featured Speaker - Conference sessions: Electronic Teaching Portfolios; Electronic Portfolios for students: The State of the Art; Competency-Based Educational Technology Endorsement 9
NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Seattle, Washington, March 1999. Conference Session: “Electronic Portfolios: The State of the Art” Post-conference Workshop: “Make Your Own Electronic Teaching Portfolio” SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION (SITE) San Antonio; March 1999. Conference sessions: Electronic Teaching Portfolios; Anchorage Consortium for Technology and Teacher Training – ACT3 INSTITUTE FOR EDUCATIONAL RESEARCH, University of Jyväskylä, Finland, December 1998. A series of workshops and a research seminar entitled, “Toward Digital Portfolios.” Workshop: Constructing digital teaching portfolios [using Adobe Acrobat] Research Seminar Presentation: Strategic Questions Workshop: Constructing digital school portfolios [using HTML] TEL-ED (ISTE’s SEVENTH INTERNATIONAL CONFERENCE on TELECOMMUNICATIONS and MULTIMEDIA in EDUCATION) New Orleans, Louisiana; October 1998. Conference session: “Electronic Portfolios and Standards” NORTHWEST EDUCATIONAL TECHNOLOGY CONSORTIUM Fall Conference, Missoula, Montana; September 1998. Conference session: Electronic Teaching Portfolios NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) San Diego, California, June 1998. Pre-conference workshop: Create an Electronic Teaching Portfolio with Adobe Acrobat Conference Spotlight Session: Electronic Portfolios: The State of the Art ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1998. Featured Speaker – Pre-conference Session: Make Your Own Electronic Teaching Portfolio Conference sessions: Electronic Portfolios: Asking Strategic Questions; UAA’s Proposed Educational Technology Endorsement SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION (SITE) Washington, D.C.; March 1998. Conference session: “Electronic Teaching Portfolios” ALASKA FALL PRINCIPALS’ CONFERENCE, Anchorage, Alaska, October 1997. Conference session: “Planning for Electronic Portfolios” NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Seattle, Washington, June 1997. Conference pre-conference session: Electronic Portfolios and Alternative Assessment Conference Session: Electronic Portfolios: What’s New? ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1997. Conference Program Chair & Conference session: Collaborative Planning for Electronic Portfolios: Asking Key Questions NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Portland, Oregon, March 1997. Featured Speaker: Technology Support for Alternative Assessment AMERICAN ASSOCIATION FOR HIGHER EDUCATION (AAHE) Washington, D.C.; March 1997. Tutorial (Technology “Poster” Session) on Faculty-Developed CD-ROM projects NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Minneapolis, Minnesota, June 1996. Pre-conference workshop: Multimedia Support for Alternative Assessment Conference Session: Recordable CD-ROM: Is it Time? NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Portland, Oregon, April 1996. Featured Speaker & Conference Workshops: Technology-Supported Portfolios, Multimedia Support for Alternative Assessment. Conference sessions: Recordable CD-ROM: Is it Time?; Technology Support for Alternative Assessment ALASKA STATEWIDE SPECIAL EDUCATION CONFERENCE Anchorage, Alaska, February 1996. Conference Sessions: Multimedia Support for Alternative Assessment; Results of Project P/PRIDE. WESTERN INTERSTATE COMMISSION ON HIGHER EDUCATION Distance Education Conference Spokane, Washington, October 1995. Evening roundtable presentation: Make your own "Just-in- QuickTime" Training CDs. HEAD START/PUBLIC SCHOOL TRANSITION DEMONSTRATION PROJECT Washington, D.C., October 1995. Workshop: Technology Support for Alternative Assessment. Plenary Session on setting up a WWW and CD-ROM electronic publishing system. 10
NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Baltimore, Maryland, June 1995. Pre-conference workshop: Technology Support for Alternative Assessment Conference Session: Affordable, Recordable CD-ROMs for Storing Student Portfolios AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (AERA) San Francisco, California, April 1995. Evaluating Systemic Change in the National Head Start-Public School Transition Project: Perspectives from Five States -- on a panel with evaluators from five states. ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1995. Pre-conference Sessions: Technology-Support for Portfolios; laptop computers Conference sessions: CD-Recordable: Is It Time?; Electronic Portfolio Showcase; The Change Game NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Bellevue, Washington, March 1995. Featured Speaker & Conference Workshop: Technology-Supported Portfolios Conference sessions: Affordable, Recordable CD-ROMs; Technology Support for Alternative Assessment NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Boston, Massachusetts, June 1994. Pre-conference workshop: Technology Support for Alternative Assessment Conference session: Affordable, Recordable CD-ROMs for Storing Student Portfolios NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Spokane, Washington, April 1994. Featured Speaker & Pre-conference Session: Technology-Supported Portfolios ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1994. Pre-conference Sessions: Technology-Supported Portfolios & The Change Game Conference session on software to support alternative assessment PROFESSIONAL DEVELOPMENT CONFERENCE, Anchorage, October 1993. Conference session: Future Directions for Technology in Adult Education ALASKA PRINCIPALS' ASSOCIATION CONFERENCE, Anchorage, October 1993. Conference session: Technology and Restructuring ALASKA SOCIETY for TECHNOLOGY in EDUCATION (ASTE) Anchorage, April 1993. Pre-conference Sessions: Technology-Supported Portfolios & Making Change Conference Sessions: Images of Alaska: a teacher-made laserdisc; Notebook Computing: word processing for every student in a class NORTHWEST COUNCIL for COMPUTER EDUCATION (NCCE) Portland, Oregon, January 1993. Pre-conference Session: Technology-Supported Portfolios Conference Sessions: Images of Alaska: a teacher-made laserdisc; Technology-Supported Portfolios Notebook Computing: word processing for every student in a class Member of a panel on Future Directions for Technology in Education EDUCATIONAL PARTNERSHIPS CONFERENCE, Anchorage, November 1992 Technology-Supported Portfolios ALASKA SCHOOL BOARDS ASSOCIATION, Anchorage, November 1992 Roundtable presentation on Technology Planning COMPUTER-USING EDUCATORS (CUE) Santa Clara, California, October 1992. Images of Alaska: a teacher-made laserdisc; Technology-Supported Portfolios Notebook Computing: word processing for every student in a class ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1992. Integrating Laptop Computers into the Classroom ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, March 1991. Laptop Computers and the Writing Process ADULT LITERACY and TECHNOLOGY CONFERENCE (ALTC) St. Paul, July 1990 Adult Self-Directed Learning, Personal Computer Competency & Learning Style NATIONAL EDUCATIONAL COMPUTING CONFERENCE (NECC) Nashville, June 1990 Adult Self-Directed Learning, Personal Computer Competency & Learning Style - including paper published in Conference Proceedings 11
ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1990. Adult Self-Directed Learning, Personal Computer Competency & Learning Style Alaska Videodisc; District-level Technology Planning ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1989. Conference Program Chair. ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1988. New Methods for Transferring Data between Computers and a session on Administrative Computing ALASKA LIBRARY ASSOCIATION (AKLA), Fairbanks, March 1988. Desktop Publishing for Librarians NATIONAL STAFF DEVELOPMENT COUNCIL (NSCD) Seattle, December 1987. High Tech/High Touch: Desktop Publishing for Staff Developers ALASKA STATE MUSEUM ASSOCIATION, Fairbanks, October 22, 1987. Desktop Publishing for Museums ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1987. Networking Microcomputers ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1986. Overcoming Hardware Incompatibility ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 1985. Microcomputer Literacy Competency Models: A Tool for Staff Development ALASKA ADULT EDUCATION ASSOCIATION (AAEA) Anchorage, October 20, 1984. - Setting up a Community Computer Lab ALASKA ASSOCIATION FOR COMPUTERS IN EDUCATION (AACED) Anchorage, April 7, 1984. Student-Operated Bulletin Boards and Telecommunications Networks within a School District ALASKA ASSOCIATION FOR COMMUNITY EDUCATION (AACE) Juneau, October 19, 1983. Setting up a Community Computer Lab
CCONSULTINGONSULTING S SERVICES/IN-SERVICEERVICES/IN-SERVICE P PRESENTATIONSRESENTATIONS
WISCONSIN PT3 GRANT (for all 13 Teacher Education programs) [ISTE PT3 grant] Statewide planning and Portfolio handbook workshop in Madison, September 2002 SOUTH CAROLINA PT3 GRANTS [ISTE PT3 grant] Electronic Portfolio workshops at Clemson University and Columbia College, September 2002 UNIVERSITY OF ILLINOIS CHICAGO [ISTE PT3 grant] Electronic Portfolio presentation to PT3 summer institute, July 2002 UNIVERSITY OF NEVADA, RENO [ISTE PT3 grant] Electronic Portfolio workshop to PT3 summer institute, July 2002 CALIFORNIA STATE UNIVERSITY SAN MARCOS [ISTE PT3 grant] Create Your Electronic Portfolio Handbook workshop with six teams from various California State University Teacher Education institutions, June 2002 LOYOLA UNIVERSITY [ISTE PT3 grant] Electronic Portfolio workshop for students & faculty, May 2002 RHODE ISLAND COLLEGE [ISTE PT3 grant] Electronic Portfolio workshop for faculty, May 2002 GRAMBLING UNIVERSITY [ISTE PT3 grant] Electronic Portfolio workshop for faculty, May 2002 SNOQUALMIE VALLEY SCHOOL DISTRICT (Washington) Workshop with Electronic Portfolio Planning Committee, May 2002 NORTHWESTERN UNIVERSITY COLLABORATORY PROJECT [ISTE PT3 grant] Part of international teleconference for teachers participating in Collaboratory project, May 2002 12
UNIVERSITY OF SOUTH DAKOTA [ISTE PT3 grant] Electronic Portfolio workshop for faculty, April 2002 CALIFORNIA STATE UNIVERSITY SACRAMENTO [ISTE PT3 grant] Create Your Electronic Portfolio Handbook workshop with four teams from various California State University Teacher Education institutions, April 2002 UTAH STATE UNIVERSITY [ISTE PT3 grant] Electronic Portfolio workshops for faculty with representatives statewide, April 2002 SOUTHWEST MISSOURI STATE UNIVERSITY [ISTE PT3 grant] Electronic Portfolio workshops for faculty & teachers, April 2002 UNIVERSITY OF NEVADA, LAS VEGAS [ISTE PT3 grant] Electronic Portfolio workshops for faculty, April 2002 UNIVERSITY OF MAINE, ORONO [ISTE PT3 grant] Academic Computing Advisory Committee (ACAC) and Center for Teaching Excellence (CTE) Teaching and Technology Speakers Series, Electronic Portfolio workshop with faculty, April 2002 STATE OF LOUISIANA, DEPARTMENT OF EDUCATION Consultation on Electronic Teaching Portfolios, March 2002, May 2002 UNIVERSITY OF PUERTO RICO [ISTE PT3 grant] Videoconference with faculty, November 2001 Hands-on workshop with faculty & support staff, February 2002 CLACKAMAS COMMUNITY COLLEGE [ISTE PT3 grant] Keynote address to faculty, presentation to students, February 2002 UNIVERSITY OF ILLINOIS-URBANA-CHAMPAIGN [ISTE PT3 grant] Electronic Portfolio workshop for faculty & teachers, February 2002 UNIVERSITY OF TENNESSEE, KNOXVILLE [ISTE PT3 grant] Electronic Portfolio workshops for faculty & teachers January 2002 UNIVERSITY OF CENTRAL FLORIDA [ISTE PT3 grant] Electronic Portfolio workshop for faculty January 2002 HOPE COLLEGE, Holland, MI [ISTE PT3 grant] Electronic Portfolio workshop for faculty, January 2002 WESTERN MICHIGAN UNIVERSITY, Kalamazoo, MI [ISTE PT3 grant] Statewide videoconference, Electronic Portfolio workshop for faculty & students, January 2002 SEIR-TEC SUNRAY WORKSHOP AT UNIVERSITY OF CENTRAL FLORIDA [ISTE PT3 grant] Create Your Electronic Portfolio Handbook workshop with 10 teams from various universities, January 2002 WHEELOCK COLLEGE, Boston [ISTE PT3 grant] Keynote address to faculty and teachers, December 2001 HIGHER EDUCATION INSTITUTIONS IN THE NETHERLANDS University of Utrecht, University of Maastricht, SURF Higher Ed IT Conference, November 2001 UNIVERSITY OF LOUISIANA LAFAYETTE [ISTE PT3 grant] Statewide videoconference, consultation on e-portfolio product, hands-on workshop, November 2001 OHIO UNIVERSITY-ATHENS [ISTE PT3 grant] Electronic Portfolio workshop for faculty/graduate students, October 2001 CHICAGO PUBLIC SCHOOLS Electronic Portfolio workshop for teacher/trainers, October 2001 UNIVERSITY OF NORTHERN IOWA [ISTE PT3 grant] Electronic Portfolio workshop with faculty, October 2001 WISCONSIN ART EDUCATORS Electronic Portfolio consultation with statewide task force, September 2001 13
UNIVERSITY OF WISCONSIN-WHITEWATER [ISTE PT3 grant] Electronic portfolio workshops with faculty, September 2001 UNIVERSITY OF SAN FRANCISCO [ISTE PT3 grant] Electronic Portfolio workshop with faculty, September 2001 Follow-up workshop, February 2002 CSU-HAYWARD [ISTE PT3 GRANT] Electronic Portfolio workshop with faculty, September 2001 UNIVERSITY OF IDAHO Workshop with teachers from Coeur d’Alene and Post Falls School Districts, August 2001 ARIZONA STATE UNIVERSITY, -WEST TEMPE [ISTE PT3 grant] Hands-on Workshop on Electronic Portfolio Development– August 2001 Faculty Workshop & planning session, May 2002 UNIVERSITY OF NEBRASKA LINCOLN Hands-on Workshop on Electronic Portfolio Development– June 2001 BRIGHAM YOUNG UNIVERSITY Workshop on Electronic Portfolio Development for all PT3 grantees in state of Utah– June 2001 CALIFORNIA STATE UNIVERSITY-MONTEREY BAY Videotape faculty development workshop– May 2001 CLARION UNIVERSITY, CLARION, PA Videotape and live teleconference on Electronic Portfolio Development, July 2000 Workshop on Electronic Portfolio Development, May 2001 SEIR-TEC SUNRAY Academy – Keynote Address and two breakout sessions, Greensboro College, North Carolina, May 2001 NEBRASKA STATEWIDE ASSOCIATION OF EDUCATIONAL SERVICE UNITS Two days of training on Electronic Portfolio Development, December 2000 IOWA STATE UNIVERSITY, AMES, IA Electronic Portfolio presentations to students and faculty, October 2000 MINISTRY OF EDUCATION, SINGAPORE, IT Training Branch Electronic Portfolio workshops for Senior IT Trainers and Teachers in schools, October 2000 INDIANA UNIVERSITY OF PENNSYLVANIA Videotape and live teleconference on Electronic Portfolio Development, August 2000 MONTANA STATE UNIVERSITY-NORTHERN- HAVRE Consulting on implementing electronic portfolios in PT3 program, June 2000 IONA COLLEGE, NEW YORK Keynote Address on Electronic Portfolio Development for Summer Institute, June 2000 SOUTHEAST KANSAS EDUCATION SERVICE CENTER (GREENBUSH), GIRARD, KANSAS Electronic Portfolio workshop, April 2000; February 2001 NATIONAL-LOUIS UNIVERSITY, CHICAGO, ILLINOIS Electronic Portfolio workshops (3 days) October 1999 ANCHORAGE SCHOOL DISTRICT Macintosh for Teachers --Creekside Park Elementary, October 1991; Aurora Elementary, August 1992 Technology Planning -- Three-hour awareness sessions, December 1991; January 1992; October 1992 Technology-Supported Portfolios -- Klatt Elementary, April 1993; Chapter I staff, January 1993 Change Game facilitation, May 1993; February,1994; Technology & Restructuring, Bear Valley, 1995; Internet in Schools, Clark Jr. High, 1995 Technology Supported Portfolios -- Muldoon & Williwaw Elementary, 1995 Integrating Technology Across the Curriculum (ED 565C) – district-wide class, 1996-97 Educational Technology Curriculum Integration (ED 655)—district-wide class, 1997-98 Electronic Portfolio class (ED 566V)-- August 1998 Electronic Portfolio Development class (ED 470) -- November 2000. 14
ESSDACK, HUTCHINSON, KANSAS Electronic Portfolios for Teachers & Electronic Portfolios for Students, 1999 KENAI PENINSULA SCHOOL DISTRICT Advanced HyperStudio/Multimedia -- Soldotna, Alaska, June 1995 Laserdiscs in the Classroom -- One-day in-service at Seward Elementary, January 15, 1993 WILLIAMSON COUNTY SCHOOLS, FRANKLIN, TENNESSEE Technology Support for Alternative Assessment -- full day hands-on workshops, March & June 1995 Technology Support for Alternative Assessment -- two half-day workshops led via CUSeeMe desktop video conferencing program with teachers at Vanderbilt University, July 1994 UNIVERSITY OF MICHIGAN Technology Support for Alternative Assessment -- full day workshop, Ann Arbor, June 1994 LAKE WASHINGTON SCHOOL DISTRICT Technology Support for Alternative Assessment -- full day workshop, January 1994 ISSAQUAH SCHOOL DISTRICT Technology Support for Restructuring -- full day workshop, February 1994 JUNEAU SCHOOL DISTRICT Technology Support for Alternative Assessment and Change Game-- February 1994 ALEUTIANS EAST BOROUGH SCHOOL DISTRICT Computers in the Classroom -- Three days of hands-on in-service, Sand Point, October 2-4, 1991. ADULT LEARNING CENTER, AVTEC, SEWARD arranged through Nine-Star Enterprises Two-day workshop in Microsoft Works & HyperCard, January 1992; One-day follow-up, June 1992 Two-day workshop in ClarisWorks & FileMaker Pro, June 1993 KODIAK BOROUGH SCHOOL DISTRICT Technology-Assisted Innovative Assessment One-day in-service, March 27-28, 1993 ALASKA DEPARTMENT OF EDUCATION Portfolio Assessment Workshop, presentation on Technology-Supported Portfolios, November 1992 NINE-STAR ENTERPRISES Multimedia and Brain-Based Learning for Adult Education staff, February 1992. KLAWOCK CITY SCHOOLS Technology Planning, half-day in-service, April 1992
TTEACHINGEACHING E EXPERIENCEXPERIENCE (Complete Course Outlines available upon request)
UNIVERSITY OF ALASKA SYSTEM ELECTRONIC PORTFOLIO DEVELOPMENT (ED470) -- Fall/Spring Semester, 2000-2001 (Professional development class for Anchorage School District). FOUNDATIONS OF EDUCATIONAL TECHNOLOGY (ED 320) -- Fall Semester, 1997; Spring & Fall Semesters, 1998, 1999, 2000; Spring Semester, 2001; UAA SOE (2 cr.) EDUCATIONAL TECHNOLOGY CURRICULUM INTEGRATION (ED 655)-- Summer Session, 1998; Summer Session, 1999; Summer Session, 2000; UAA SOE (3 cr.). PORTFOLIO DEVELOPMENT & ASSESSMENT CENTER (ED 657) -- Summer Session 2000; UAA SOE (3 cr.). EDUCATIONAL TELECOMMUNICATIONS AND THE INTERNET (ED 652)--Spring Semester, 1998; Summer Session, 1998; Fall Semester, 1998; UAA SOE (3 cr.). MULTIMEDIA TOOLS FOR LEARNING (ED 629)--Spring Semester, 1998; Summer Session, 1998; Spring Semester, 1999; Summer Session, 1999; Spring Semester, 2000; Summer Session, 2000; UAA SOE (3 cr.). 15
TECHNOLOGY IN TEACHING AND LEARNING (ED 626)-- Spring, 1992; Summer Session, 1992; Spring, 1993; Summer Session, 1993; Spring, 1994; Summer Session, 1994; Fall Semester, 1994; Spring Semester, 1995 (as self-paced distance-delivered, CD-R-based course); Fall Semester, 1995, 1996, 1997; web-based distance learning class every semester (fall, spring, summer, 1996-98); Fall Semester, 1999; interactive, Blackboard-based course Spring & Fall Semester, 2000, 2001; UAA SOE. (3 cr.). TEACHERS & COMPUTERS: INSTRUCTIONAL DESIGN FOR THE WWW USING HTML (ED 625M)-- Summer Session, 1997; Spring Semester, 1997; UAA SOE. (1 cr.). TEACHERS & COMPUTERS: COMPUTERS & EDUCATIONAL RESEARCH (ED 625K)-- Summer Session, 1995; Spring Semester, 1996; Spring Semester, 1997; UAA SOE. (1 cr.). TEACHERS & COMPUTERS: TELECOMMUNICATIONS FOR EDUCATORS (ED 625A)-- Summer Session, 1995; Summer Session, 1996; Spring Semester, 1996; Spring Semester, 1997; Summer Session, 1997; UAA SOE. (2 cr.). TEACHERS & COMPUTERS: MULTIMEDIA & BRAIN-BASED LEARNING (ED 625J) -- Fall, 1993; University of Alaska Anchorage, School of Education (3 credit directed study); Summer Session, 1994; Spring Semester, 1995; Summer Session, 1995; Spring Semester, 1996; Summer Session, 1996; Spring Semester, 1997; Summer Session, 1997; UAA SOE. (3 cr.). ORGANIZATION & ADMINISTRATION OF ADULT & CONTINUING EDUCATION (ED 658) - Fall Semester, 1991; Fall Semester, 1992; Fall Semester, 1993; Fall Semester, 1994; University of Alaska Anchorage, School of Education [UAA SOE] (3 cr.). INTRODUCTION TO WORKS FOR TEACHERS (ED 565B)--June 1993 (Staff Development in-service for Adult Learning Program, AVTEC, Seward, through 9-Star Enterprises); UAA SOE. (1 cr.). TECHNOLOGY-SUPPORTED PORTFOLIOS -- March 1993 (Staff Development in-service for Kodiak Borough School District); UAA SOE. (Part of 3 cr, course). TEACHERS & COMPUTERS: INTERACTIVE MULTIMEDIA (ED 625I)-- January 1993 (Staff Development in-service & course for Seward Elementary, Kenai Peninsula Borough School District); UAA SOE. (1 cr.). TEACHERS & COMPUTERS: INTEGRATING LAPTOP COMPUTERS IN THE CLASSROOM (ED 625H)-- November-December, 1992 (Staff Development course for Anchorage School District); UAA SOE. (1 cr.). INTERACTIVE MULTIMEDIA IN EDUCATION (ED 565D)-- June 1992 (Staff Development in-service for Chapter I Summer School); UAA SOE. (2 cr.). TEACHERS & COMPUTERS: TECHNOLOGY-SUPPORTED PORTFOLIOS (ED 625G)-- April, 1995 (Anchorage School District); June, 1992 (Staff Development in-service for Chapter I Summer School); April-May, 1995 (Williwaw Elementary School); Summer Session, 1995; October-December, 1995 (Muldoon Elementary School); Summer Session, 1996; Summer Session, 1997; UAA SOE. (1 cr.). TEACHERS & COMPUTERS: TECHNOLOGY PLANNING (ED 625C)-- Spring, 1992, UAA SOE. (Staff Development courses for various schools); Fall, 1997, for Anchorage School District. (1 cr.). TEACHERS & COMPUTERS: INTRODUCTION TO APPLICATIONS & HYPERMEDIA (ED625B)-- Spring, 1992 & Fall, 1992; UAA SOE (Staff Development courses for various schools and adult learning organizations) (1 cr.). COMPUTERS FOR TEACHERS (ED 593) -- October 1991; (Staff Development workshop for Aleutians East Borough School District); University of Alaska Southeast (1 cr.). COMPUTER BUSINESS APPLICATIONS (CAPS 150) - Fall and Spring (1 class each), 1988-89, 1989-90, and 1990-91 school years for University of Alaska Fairbanks, School of Career & Continuing Education [UAF CCCE] (3 cr.). INTRODUCTION TO PERSONAL COMPUTERS (CAPS 100)- November 4-December 9, 1982 and July 11-15, 1983, for Tanana Valley Community College. Fall and Spring Semesters (3 classes each), 1988-89, 1989-90 school years for University of Alaska, School of Career & Continuing Education (1 cr.). MICROSOFT WORKS (MAC) - Fall and Spring, 1987-88, for Tanana Valley Community College. MICROCOMPUTER APPLICATIONS IN SMALL RURAL BUSINESSES - January 18- March 24, 1985, for University of Alaska, Nenana Rural Education Center. 16
MICROCOMPUTER ACCOUNTING - January 24-May 8, 1984, for Tanana Valley Community College (3 cr.). MICROCOMPUTERS AS A BUSINESS TOOL - October 12-December 14, 1982; January 17-March 23, 1983; July 18-29, 1983; September 8-November 17, 1983, for Tanana Valley Community College (3 cr.). MICROCOMPUTERS IN ADULT EDUCATION - February 18-May 6, 1983, for Adult Learning Programs of Alaska and Tanana Valley Community College. MICROCOMPUTERS IN BUSINESS EDUCATION - April 22-23, 1983, for University of Alaska, Juneau (held in Fairbanks at Ryan lab) and State of Alaska's Rural Vocational Student Program. MICROCOMPUTERS AS A LEARNING TOOL (APPLE II) - January 18-May 3, 1983, and September 7- December 15, 1983, for Tanana Valley Community College [TVCC]. TELECOMMUNICATIONS BY MICRO COMPUTER - July 23-30, 1983, for TVCC. MICROCOMPUTERS FOR THE OFFICE STAFF - September 10-October 8, 1984, for TVCC. INTRODUCTION TO MICROCOMPUTERS IN SCHOOL ADMINISTRATION - July 6-21, 1983, for University of Alaska Fairbanks, Summer Sessions. VISICALC FOR ACCOUNTANTS - November 22-December 6, 1982, for Interior Village Association and Main Hurdman. MICROCOMPUTERS FOR RURAL BUSINESSES - January 4-8, 1983 and March 26-30, 1984, for Interior Village Association and TVCC. SMALL BUSINESS SYSTEMS FOR THE APPLE COMPUTER - October 11-November 29, 1982, for TVCC.
ALASKA STAFF DEVELOPMENT NETWORK SUMMER ACADEMIES INTRODUCTION TO TECHNOLOGY-SUPPORTED PORTFOLIOS -- August 5, 1994 [Elementary Restructuring Institute (Anchorage)] TECHNOLOGY-SUPPORTED PORTFOLIOS -- June 3-5, 1993 [Academy of Applied Research in Education-Juneau] & June 9-11, 1993 [Southcentral (Anchorage) Academy] MACINTOSH PRODUCTIVITY TOOLS IN THE LEARNING PROCESS -- June 3-6, 1992 [Academy of Applied Research in Education-Juneau] & June 10-12, 1992 [Southcentral (Anchorage) Academy] ALASKA STUDIES & MULTIMEDIA: HIGHER ORDER THINKING -- June 8-10, 1992 [Southcentral (Anchorage) Academy] INTEGRATING LAPTOP COMPUTERS INTO THE CLASSROOM- June 5-7 [Rural and Interior (Fairbanks) Academy] & June 12-14, 1991 [Southcentral (Anchorage) Academy] MACINTOSH PRODUCTIVITY TOOLS IN THE LEARNING PROCESS and DESKTOP PUBLISHING (MAC) - May 31-June 2 (Fairbanks Academy) & June 6-10, 1988 (Anchorage Academy) MULTIMEDIA SANDBOX - May 29 - June 1, 1990 (Fairbanks Academy) COORDINATED Technology Strand, 1987 Rural Alaska Instructional Improvement Academy, Fairbanks, Alaska DIRECTED 1990 and 1991 Interior Alaska Instructional Improvement Academies, Fairbanks, Alaska Reflections Helen Barrett's Electronic Portfolio
Reflection on the Process
In the absence of a blog, here are my reflections on the process of creating this electronic portfolio. In reality, this is the fourth tool I have used to publish my e-portfolio on the Web. The first version of my new e-portfolio was published using a portfolio system developed by the Maricopa Community Colleges. The second was completed using the system in place at Fairleigh Dickinson University. These are some of the comments that I write in the blogging tool that is included in the Maricopa system:
I spent an evening going through my web pages and my hard drive (my digital archive) to select the specific artifacts that I wanted to use in my portfolio. I set up an Excel spreadsheet that let me list the artifacts (21 in all) and then create hyperlinks to each URL. Portfolio at a glance-Excel
After creating the list with the URLs, I added comments in Excel to represent the captions for each artifact. I played around with converting the document into HTML, but spent too much time fighting the Microsoft style sheet codes. So I just converted the document into PDF, which I will use on the WWW. I uploaded the Excel spreadsheet to this portfolio as a document, but I might prefer using the PDF. Portfolio at a Glance - PDF
After selecting the artifacts, I tried to identify which competencies or skills each artifact demonstrates. I found five or six major categories right now, maybe more when I think about it. But the major categories have emerged. Now, all I have to do it create a collection for each grouping, and write an overall reflection plus record the captions. Since I had all of the artifacts on one of my websites, all I had to do was capture the URL.
From start to finish this project has taken me an evening, and most of the time was spent in selecting the artifacts and writing the captions. Those aren't really technology issues...they are portfolio issues.
It took me about two hours to finish all of the entries using Mozilla Composer, which was mostly a copy/paste job between my FDU portfolio and Composer. Not too bad for 20+ entries. It even transferred the hyperlinks. I only had to change the relative link to the documents within the portfolio, not the links to the artifacts on the web.
http://electronicportfolios.org/myportfolio/reflect.html (1 of 2) [9/14/2004 3:14:39 PM] Portfolio at a Glance Helen C. Barrett, Ph.D. September, 04 Electronic Digital Multimedia & Presentation, Assessment Writing Portfolio Storytelling Web Page Instructional Knowledge Skills Knowledge, (Digital Authoring Design & Skills and Video Editing (Technology Teaching Skills URL Artifacts Competencies Demonstrated --> Experience Skills) Skills) My Website on Electronic Portfolios x http://electronicportfolios.org X My "Blogger" blog x http://electronicportfolios.org/blog/ X Choices - a digital story of learning (.mov) http://homepage.mac.com/eportfolios/iMovieTheater11.html X Electronic Portfolios as Digital Stories of Learning (.mov) x http://homepage.mac.com/eportfolios/iMovieTheater13.html X Preparing for a Digital Storytelling Workshop (.mov) http://homepage.mac.com/eportfolios/iMovieTheater4.html X Professional Development for Implementing Electronic x X x x http://electronicportfolios.org/teachers/profdev.html Portfolios Electronic Portfolios as Digital Stories of Learning x x http://electronicportfolios.org/digistory/epstory.html X X Conflicting Paradigms in Electronic Portfolio Approaches x http://electronicportfolios.org/systems/paradigms.html X X Differentiating ePortfolios and Assessment Management http://electronicportfolios.org/systems/concerns.html x X X Systems Using Adobe Acrobat for Electronic Portfolio Development http://electronicportfolios.org/portfolios/sitepaper2001.html X Technology-Supported Portfolio Assessment x http://electronicportfolios.org/portfolios/compteach0394.html X Create Your Own Electronic Portfolio http://electronicportfolios.org/portfolios/iste2k.html X Distance Courses on Electronic Portfolios and Digital x x X http://electronicportfolios.org/distance/index.html Storytelling Plan/Proposal for Book -- Portfolios at the Crossroads x http://electronicportfolios.org/crossroads.pdf X CD-ROM Handbook x X http://electronicportfolios.org/handbook/index.html X Workshop Outlines on Electronic Portfolios and Digital x X http://homepage.mac.com/eportfolios/workshop/index.html Storytelling Apple Learning Interchange Exhibit on Electronic Portfolios x x http://ali.apple.com/ali_sites/ali/exhibits/1000156/ X Family Portfolio and Digital Story Samples x x http://homepage.mac.com/eportfolios/families/index.html X "At-a-Glance" Guides - Common Software Tools for Creating x X x http://electronicportfolios.org/ALI/index.html and Publishing Electronic Portfolios My Vita (PDF) http://electronicportfolios.org/vita2002.pdf X Descriptions of presentations and workshops available x http://electronicportfolios.org/workshops.html X Key: x = secondary X = primary Portfolio Competency Helen Barrett's Electronic Portfolio
My Portfolio Competency
This is my collection of artifacts that are selected to demonstrate specific competencies in portfolio development knowledge and skills. I have been researching, presenting and writing about electronic portfolios since 1991. This collection shows the growth in my thinking about electronic portfolio development between 1991 and 2004.
Apple Learning Interchange Exhibit on Electronic Portfolios
I developed this Expert Exhibit on Electronic Portfolios for Apple Computer as an Apple Distringuished Educator. I was flown down to Apple's office in Austin to record the video clips, which I am not very pleased with the results. Some day I will redo the whole exhibit, with new video clips.
Publications on Electronic Portfolios
These specific papers published on my website highlight the change in my thinking about electronic portfolios between 1994 and 2004.
My Website on Electronic Portfolios
This is my web site on electronic portfolios in education. I started working on this website in 1995, on the server that I set up for the University of Alaska Anchorage School of Education. I bought my own domain names in 2000, and have been updating it ever since. You might say that this web site contains the archive of my professional work in electronic portfolio development since my research started in 1991. I actually have three URLs that point to this same page: http://electronicportfolios.com http://electronicportfolios.org http://helenbarrett.com
My 'Blogger' blog
I started to experiment with blogs in the spring of 2004. Within a couple of months, this blog has been highlighted on several lists of recommended educational blogs. I have enjoyed writing in this blog, to use it as a way to explore my own thoughts and reflections on my experiences. As a result of writing in this blog, I am experimenting with other tools, http://electronicportfolios.org/myportfolio/Portfolio.html (1 of 2) [9/14/2004 3:14:43 PM] Portfolio Competency as well, to see how various blogging software would work to construct e-portfolios.
Updated 9/13/04
http://electronicportfolios.org/myportfolio/Portfolio.html (2 of 2) [9/14/2004 3:14:43 PM] Publications Helen Barrett's Electronic Portfolio
My Publications
These publications were selected as evidence of my writing skills and my knowledge about portfolios that support assessment for learning. I chose examples of my publications from the early 1990s through to the summer of 2004. I can definitely see a change in my thinking about portfolios, from learning about e-portfolio tools, to learning about assessment for learning.
Portfolios at the Crossroads - Book Proposal
I developed a book proposal with Joanne Carney to address Portfolios at the Crossroads: the impact of high stakes accountability and emerging technologies on the portfolio in education.
Create Your Own Electronic Portfolio
The latest article that I published in Learning & Leading with Technology, April 2000, focused on "Using Off-the-Shelf Software to Showcase Your Own or Student Work." In this article, I moved from commercial software to the use of common desktop software tools.
Technology-Supported Portfolio Assessment
This was my first publication on Electronic Portfolios, published in The Computing Teacher, March, 1994. Reprinted in Student Portfolios: A Collection of Articles edited by Robin Fogarty (1996). Palatine, Illinois: IRI/Skylight Training & Publishing, Inc., pp. 127- 137.
Differentiating ePortfolios and Assessment Management Systems
This SITE 2004 paper addresses some of the issues of definition, between electronic portfolios and online assessment management systems. It is difficult to conduct comparative research on electronic portfolios because of the emergence of very diverse models of implementation, especially in some of the new commercial tools that are http://electronicportfolios.org/myportfolio/pubs.html (1 of 2) [9/14/2004 3:14:44 PM] Publications
available. These different implementations and "definition by default" make the task more difficult. This paper is an attempt to delineate the differences between electronic portfolios and online assessment management systems.
Conflicting Paradigms in Electronic Portfolio Approaches
This 2004 paper covers the conflicting paradigms in portfolio development, positivism vs. constructivism. The paper covers the Legal and Psychometric Issues of High Stakes Portfolios, and how to separate assessment management systems and electronic portfolios, to maintain the integrity of both. Links to institutions who have successfully kept the two tools separate. Discusses a theory of motivation and electronic portfolios around content, purpose, and process.
Electronic Portfolios as Digital Stories of Learning
This 2004 paper provides the a summary of assessment of and for learning, portfolios that support assessment for learning, and technologies that engage learners in the portfolio development process: digital storytelling, blogs and wikis.
Updated 9/13/04
http://electronicportfolios.org/myportfolio/pubs.html (2 of 2) [9/14/2004 3:14:44 PM] Dr. Helen Barrett's Electronic Portfolios electronicportfolios.org Information about Electronic Portfolio Development
On-line Publications Recent Conference Presentations Favorite Internet sites Bibliography Dr. Helen Barrett Electronic Portfolio Handbook Internationally-known expert on PT3 Catalyst Grant through ISTE Electronic Portfolio Development NETS e-portfolio templates for learners of all ages Vita (html) (pdf) Bio "At-a-Glance Guides" E-mail Contact - Blog Apple Learning Interchange Exhibit
Resources: Communication: Themes: Electronic Portfolio Listservs Portfolio Metaphors Website Blogs & Wikis Research Questions Digital Storytelling
Information on Specific Applications of Electronic Portfolios:
❍ Family Involvement in Early Childhood Portfolios
❍ High School Portfolios
❍ Teacher Education & Professional Development Portfolios
❍ Professional Development for Implementing Electronic Portfolios
■
http://electronicportfolios.org/ (1 of 2) [9/14/2004 3:14:46 PM] Dr. Helen Barrett's Electronic Portfolios Distance course on Electronic Portfolio Development
Information available on:
Workshop CD In-Person Guidebook to PDF/Print Internet-based Online Workshops accompany Tutorials Workshops Order CD
Updated August 31, 2004
http://electronicportfolios.org/ (2 of 2) [9/14/2004 3:14:46 PM] E-Portfolios for Learning
E-Portfolios for Learning
I have created this blog to discuss my ideas on electronic portfolios to support lifelong learning. I hope to share some of my concerns about the current direction of electronic portfolios in High Education and K-12 schools.
Tuesday, September 14, 2004
Mozilla Composer and WordPress It took me a couple more hours each, and I tried out two more tools for publishing my e-portfolio online: Mozilla Composer and WordPress, a blogging program. I chose Mozilla because the software is free, and cross-platform. The program was an improvement over the older Netscape Composer, and had many nice features. I found that when I copied contents of pages with weblinks with the browser, Mozilla Composer maintained the hyperlinks. I had to manually date the pages, and create links to the index page. But generally, it was easier to use than Geocities, and gave me a basic set of hyperlinked pages.
The WordPress portfolio was basically a set of blog entries with links to artifacts posted to the web. I could not upload documents from the authoring mode, but I still have a lot to learn about the program. I like the categories and subcategories for organizing the entries, although I had a few problems with the order. With the categories, this type of program has possibilities for portfolio development. I wonder when this open source software will become multi-user. permalink # posted by Helen Barrett @ 1:52 AM 0 comments
Monday, September 13, 2004
GeoCities I spent way too much time tonight, re-creating my e-portfolio using Yahoo's GeoCities. Here are my reflections on the process of re-creating this electronic portfolio. In reality, this is the third tool I have used to publish my e-portfolio on http://electronicportfolios.org/blog/ (1 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
the Web. The first version of my new e-portfolio was published using a portfolio system developed by the Maricopa Community Colleges. The second version I developed used the Manila system in use by Fairleigh Dickinson University. I decided to use my Yahoo Geocities account to set up a third version.
It took me about five hours to finish all of the entries using the GeoCities PageBuilder, which was mostly a copy/paste job between the most recent version of this portfolio (on the FDU website) and my web browser. The Yahoo PageBuilder was very slow, froze many times, and I had to restart several times. Plus, I had to use a Windows laptop and download Firefox to be able to even begin the task. I think I should have created the files in Dreamweaver or Composer and upload the raw HTML files. It probably would have been faster. But I wanted to learn this system, to see how it works. If there is no other system available, and the user doesn't know HTML, it might be OK, but I realized how much I needed to draw on my understanding of web page development to complete this version. permalink # posted by Helen Barrett @ 2:14 AM 0 comments
Saturday, September 11, 2004
Transformational Technology? In an interesting refereed journal article, these authors report on a study conducted after graduate students participated in a blog at a university in Australia. Their conclusions:
In short, blogs have the potential, at least, to be a truly transformational technology in that they provide students with a high level of autonomy while simultaneously providing opportunity for greater interaction with peers. A blogging tool would be a valuable addition, therefore, to any LMS.
Williams, J. B. and Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. http://www.ascilite.org.au/ajet/ajet20/williams.html
permalink # posted by Helen Barrett @ 1:43 AM 0 comments
Friday, September 10, 2004
http://electronicportfolios.org/blog/ (2 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning FDU ePortfolio System I decided to complete the ePortfolio that was set up for me by Fairleigh Dickinson University. It took me about two hours to finish all of the entries in the Manilla- based portfolio system, which was mostly a copy/paste job between my first portfolio (on the Maricopa website) and my web browser. Not too bad for 20+ entries. I had to refresh my memory about how to make links to internal pages, something I did not have to learn in the other system.
It is clear to me that most of the work involved in creating an electronic portfolio is in collecting (digitizing the artifacts), selecting the appropriate artifacts, and reflecting why those artifacts were selected and what they mean about my learning and growth over time. The actual time it takes connecting the artifacts and reflection with hyperlinks and publishing an electronic portfolio using any system is a small percentage of the total portfolio development time. permalink # posted by Helen Barrett @ 7:17 PM 0 comments
Thursday, September 09, 2004
Maricopa ePortfolio system In my WordPress blog today, I provided feedback to the developer of Maricopa's ePortfolio system. I spent about eight hours yesterday constructing a new e- portfolio for myself, using this tool. Here are the thoughts I had about the system, after "sleeping on it" (rather briefly, if you follow the time stamps!).
Rather than publishing the rather long entry, I just made a link to the entry above. This is the first of many systems that I want to use, to construct an electronic portfolio. Now that I have about 20 artifacts identified, all with URLs, I have the contents of the portfolio (artifacts with reflections, categorized by groups of competencies). My Portfolio-at-a-Glance (PDF) provides the framework that I can use for future examples. permalink # posted by Helen Barrett @ 1:48 PM 0 comments
Tuesday, September 07, 2004
Blogger model for ePortfolios As I was setting up another blog, using Blogger, and marveling at how easy it is, it occurred to me that the Blogger model might be developed for e-portfolio construction. Blogger is currently a free service from Google, and an individual can either use the Blogspot hosting site to hold the files, with ads added to the top of
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the page, or change the publishing settings to FTP the entries to my own server, without ads. I can attach files and images, which are stored in my server space. The entries are stored chronologically, but other blogging software allows categories and subcategories. The software handles the organization, but the files are stored in my own server space. Albeit, I pay for my domain name and server space on an annual basis, but I am not using even half of my space allocation.
Why can't there be a similar type of software, similar to Blogger, that allows me to choose a different form of organization? What needs to be added to Blogger? Categories and sub-categories plus a tool to inventory the attachment files, to be able to use them in other entries. Right now, I think they can only be used in the original entry (unless I manually enter the full URL of the file). Word Press allows Categories, but the organization within each one is still chronological, the most recent on top. Perhaps that is not terrible for a portfolio, but I would like more control over the organization.
Of course, I could use a web publishing service, like Yahoo's GeoCities, to create static web pages, but there are limitations with the amount of free storage space. I really like the ease-of-use that I have with Blogger or Word Press, or any of the other blogging tools I have tried. Perhaps I am asking for a hybrid between the Open Source Portfolio and the open source Word Press blogging software. permalink # posted by Helen Barrett @ 6:00 PM 2 comments
Sunday, September 05, 2004
Educause Review In the latest issue of the Educause Review, there are four articles that are very interesting:
● Educational Blogging
● Going Nomadic: Mobile Learning in Higher Education
● Wide Open Spaces: Wikis, Ready or Not
● Game-Based Learning: How to Delight and Instruct in the 21st Century
These are very interesting articles that highlight emerging technologies in higher education. With some adaptation, they also can apply to K-12 education. In fact, the first article on blogging begins by describing the use of blogs in a school in
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Quebec, that I recently found. permalink # posted by Helen Barrett @ 5:24 PM 0 comments
Wednesday, September 01, 2004
Storytelling on TV I just finished watching the Jane Pauley show, which focused on personal storytelling. The first part was an emotional story of a woman with ALS who was telling her story for her very young son. I wish they had given more tips on how to tell these stories, rather than just showing the examples. I got a lot more out of the non-profit Story Corps program, which maintains a small soundproof booth in Grand Central Station where two (or three) people record a 40-minute CD for $10. There are many excerpts from those recordings on their website, which also has some great resources for interview questions and recording tools. The third example was the 100-word autobiography project sponsored by the Washington Post. That sounds like a great tool to limit the length of digital stories. Several examples shown on the show looked like classic digital stories told with still images. The show's website mentioned the SOLEIL LIFESTORY NETWORK -- Turning Memories Into Memoirs® and the Center for Digital Storytelling, but not the Association for Personal Historians, which is causing some angst on their listserv. So storytelling goes mainstream! permalink # posted by Helen Barrett @ 5:46 PM 1 comments
Blogging tools I spent a lot of time yesterday setting up different free blogs, to try them out. I have a free LiveJournal account. I set up a 90-day trial TypePad account that I linked to one of my URLs currently not in use. I also sent an e-mail to Will Richardson who runs the Weblogg-Ed blog. It appears that they are using Manila, and I have two administrator accounts where I could experiment. Dan Mitchell set one up for the ADE Bloggers, and a university in New Jersey is letting me play with their system. I also set up a couple of wikis, using SeedWiki and Swiki. I realize now that I need to set up a page where I can keep track of all of the log-in pages, my account name and my password.
What I find confusing as I learn to use these systems is the different strategies for editing. With Blogger, WordPress, LiveJournal, and TypePad (the hosted version of Movable Type), you edit the blog in a different URL from the URL where you view it. I find myself using tabs in Mozilla to move back and forth between the editing window and the "public face" of the blog. The wikis I use both edit in the same
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window where they are created, which makes that an easier interface. But as I discussed with Joanne last night, we both find seedwiki's user interface to be more difficult. That is why I want to try swiki. The one advantage that LiveJournal has is the availability of client programs to make entries without using a browser, or being online. I downloaded xjournal for Macintosh OS X. I also see that there is client software for my Palm, that also interfaces with most of the blogs I currently use. I may spend the $10 to see if that can make a difference, especially when I am away from my computer (which is hardly ever!). permalink # posted by Helen Barrett @ 12:17 PM 5 comments
Sunday, August 29, 2004
Technology Acceptance Model I just found a paper online (PDF) that I think can inform the adoption of portfolios. The authors discuss the Technology Acceptance Model, that relates perceived usefulness and perceived ease of use with a person's attitude toward using, behavioral intention to use, and actual use of a system. There are other factors, as well, including self-efficacy and cognitive absorption, as discussed in this excerpt:
Agarwal and Karahanna (2000) further developed the concept of self- efficacy to analyze the relationship between self-efficacy and perceived usefulness and perceived ease of use. Adding the cognitive absorption construct, they further modified the TAM model from Agarwal’s original study (1998). The three aspects of cognitive absorption research are the personality trait dimension of absorption, the state of flow, and the notion of cognitive engagement. The study was done using the World Wide Web and university students. PLS was used to establish the nomological validity of cognitive absorption. The hypotheses that cognitive absorption is a significant predictor of perceived usefulness and perceived ease of use were supported by the results. They also found that playfulness and personal innovativeness have strong significant effects on cognitive absorption. (p.4)
I thought the point of playfulness, absorption, state of flow and cognitive engagement were key constructs that could also apply to the development of e- Portfolios. permalink # posted by Helen Barrett @ 10:36 PM 0 comments
Friday, August 27, 2004
http://electronicportfolios.org/blog/ (6 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning Professional Development Guide I am starting to build a guide for professional development to implement electronic portfolios in a college, school or district. I am almost embarrased that I did not address this issue before now, with my background in Staff Development and my graduate studies in Human Development.
I am addressing several components of professional development: Adoption of Innovations (C-BAM and Rogers' Diffusion of Innovations); Competencies (Portfolio and Technology Skills); Resources for Professional Development. permalink # posted by Helen Barrett @ 11:11 PM 0 comments
Sunday, August 22, 2004
Portfolio Competencies What are the competencies necessary for effective development of portfolios (either paper or electronic) that support lifelong learning? Competencies are described as knowledge, skills and abilities, attitutdes or dispositions. Can we build a competency model that describes these competencies, so that we can build professional development to help learners effectively use portfolios to support lifelong learning?
I have posted a wiki page to add to my preliminary list. A wiki is different from a blog, since anyone who opens a wiki page can edit it. I am going to announce the page on the eportfolios listserv and invite people to contribute their ideas.
permalink # posted by Helen Barrett @ 3:45 PM 0 comments
Olympics Reflections I'm sitting here watching the Women's Marathon and remembering other recent Olympic events I'm struck with the similarities with the issues of e-portfolios and accountability. As I talked with a colleague about the issues at her school, I realized that we were talking about the e-portfolio development process as both a balance beam and a marathon. The balance beam represents the narrow path we traverse, between the needs of the institution for an accountability system to document students' assessment OF learning, and the needs of the learner for a way to tell the story of their own learning, and to use feedback on their work for their own development. It is also a marathon, where the learners need to pace themselves, conserving themselves for the long run, so that they don't burn out before they meet their goals. This metaphor was very vivid today, with the British woman, who http://electronicportfolios.org/blog/ (7 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
kept up with the leaders for the first 20 miles, but then broke down and did not finish, whereas the American woman ran her own race, turning on the speed at the end of the race, coming from behind to win the Bronze medal. It looks like I have another metaphor to add to my website.
permalink # posted by Helen Barrett @ 2:17 PM 0 comments
Friday, August 20, 2004
Assessment Symposium If school districts are looking for good professional development to design programs of assessment for learning, I highly recommend the symposium sponsored by Dr. Anne Davies of Connect2Learning in Courtenay, British Columbia. I was invited to be a resource person at this symposium last July (and discussed it previously in this blog). I just found out that next summer the dates will be Friday, July 22 - Wednesday, July 27, at the Kingfisher Resort, a little piece of heaven on Vancouver Island. From last summer, I thought those who attended as part of a team got more out of the symposium than those who came by themselves, although it was a great experience for everyone.
I spent a lot of time reading and reflecting after my week on what Doug Snow called "Assessment Island" and I realize how much I gained from that experience. I had discovered the work of the Assessment Reform Group in the U.K. in my own web search in preparation for ISTE's last Assessment and Technology Forum in June, where I started emphasizing the assessment "OF and FOR" learning distinction. I realize now that I only understood the concept on a surface level. The days that I spent at the Symposium helped me to start internalizing that concept.
permalink # posted by Helen Barrett @ 10:07 PM 0 comments
Research questions Today I received another e-mail message from another graduate student looking for some research questions related to electronic portfolios:
A couple of years ago I heard your presentation at the University of Illinois in Champaign and the value of electronic portfolios still intrigues me. I am now a doctoral student wrestling with the best way to define my topic,conduct the literature review and identify the need for the study.
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My thoughts still need direction and focus, but I am hoping your expertise will provide guidance. My Question: In what ways can electronic portfolios provide credible evidence of student achievement for accountability?
This question comes from my concern regarding the over reliance on testing to assess student performance and progress. I am also concerned that students are getting the wrong message, that tests are more valued than their ability to perform/demonstrate their competencies. I am also concerned that the business community will be disappointed when students show high achievement on tests but are still not the workers they desire.
Any guidance you are able to offer is greatly appreciated.
My response:
I agree with some of your statements (about high stakes testing) but I am concerned about using portfolios for high stakes accountability. I am going to give you some reading assignments:
● This blog (be sure to go back and read from the beginning last May, and read all the direct links to my articles, websites, etc.) ● All of the articles linked from my page on assessment FOR learning: ● You will also find a list of research questions on my website,
● Also read the book on student assessment from the National Academy of Sciences: Knowing What Students Know. You can find it on the web
I believe that using portfolios to meet the demands of the high stakes accountability movement will kill the strategy for learners. The whole issue of purpose for assessment is discussed in some of the entries above, as well as motivation for maintaining the portfolios as a lifelong learning tool.
I think the point is that we need multiple measures, with as much recognition given to classroom-based assessment (i.e., portfolios and other measures) as given to those "snapshot" standardized tests. But teachers need a lot more professional development in appropriate uses of these classroom-based assessment measures. Portfolios are wonderful tools for documenting growth over time for the learner and
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local stakeholders. One of my articles discusses the difference between an online assessment management system and an electronic portfolio. Another identifies the differences between portfolios used as assessment OF learning and those that support assessment FOR learning.
permalink # posted by Helen Barrett @ 2:13 PM 0 comments
Thursday, August 19, 2004
BlogShop I know it's been out there for a year, but I just found Alan Levine's tutorial on blogging, called BlogShop 2.0. Very impressive, Alan. Why didn't I find it when I was starting my journey into blogging last spring? He has a posting about "Blog-folios" and a link to an e-portfolio created with Movable Type.
permalink # posted by Helen Barrett @ 12:46 AM 0 comments
Wednesday, August 18, 2004
Reconciling divergent needs I received an e-mail today from Steve Lang, whose background is educational assessment and psychometrics, discussing the challenge of balancing summative and formative evaluation, as well as the implementation process.
My response to him included a discussion of the ideas represented in this image and other issues, too lengthy to include in this blog entry.
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permalink # posted by Helen Barrett @ 10:42 AM 0 comments
Tuesday, August 17, 2004
Australia and New Zealand I just received the invitation to participate in e-portfolio conferences in Melbourne (December 6-7) and in New Zealand (dates to be determined, but before December 15). I am really excited! I have not been to Australia (or below the Equator, for that matter). The folks at Eifel who are sponsoring the ePortfolio 2004 conference in France are putting together the tour. permalink # posted by Helen Barrett @ 12:50 PM 0 comments
Sunday, August 15, 2004
GLEFFA blog Interesting that the GLEF Faculty Associates group is using Blogger as a forum for getting acquainted. I added my vision to the discussion. Interesting that they are using the same blog engine that I am using, although they are using the blogspot hosting site. It will be interesting to see how other members of the group respond to the blog process. I also learned something new with the GLEF blog...I didn't realize that there could be multiple people posting to a single blog using Blogger, like we did with Manila at Camp Apple.
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Wednesday, August 11, 2004
Multimedia Blogs and e-portfolios Reading our ADE blog site, I see that there is some discussion in the blogsphere about adding multimedia content into blogs and the potential for digital portfolios. Fellow ADE blogger Dan Mitchell wrote, "What it takes is someone to create the tools that permit bloggers to create, edit, and link other media types with the same facility that current blogging tools provide for text-based blogging. All the better if it can be done entirely within the browser. And what better company to take the lead than the company that already has all the best tools for creating these media? Yes, you know who I'm talking about.
My response: I think what we need for this to happen is an environment to maintain a collection of documents (a digital archive), in any web-accessible format, and to be able to access that archive and construct any type of multimedia presentation linking to any number of those documents. Right now, I can upload documents into my blog, but there is no easy way to meta-tag those documents as they are stored, nor is there a way that they could be retrieved easily.
I think we need an authoring environment with an interface like most of the iLife suite, that allows quick access to any type of multimedia artifact. The problem with the iLife software is that these are silos that are beginning to talk to each other (like being able to see the iPhoto and iTunes libraries in iMovie). But I can't combine media types in a single archive and I do not always want to create a digital video file. Sometimes I want to produce a presentation, sometimes a web page, sometimes a mind map. And my .Mac account isn't the answer.
permalink # posted by Helen Barrett @ 10:12 PM 0 comments
Book proposal revised A good productive day or more with my co-author on our book proposal. We have a pretty good outline. Now we need to find the right publisher. Just a short summary of our book:
This book is a guide for all those who seek to make wise decisions about electronic portfolios. We seek to help teachers, administrators, policymakers, software
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designers— recognize their assumptions about the nature of portfolios, consider the implications of their portfolio decisions, and confront the dilemmas associated with their choices about portfolio purpose, audience, technology, and the use of the device for high-stakes assessment. This book will look at how these new technologies and accountability mandates have impacted the portfolio development process.
Electronic portfolios are now riding a wave of popularity, bringing both exciting and disturbing changes to the process. These emerging technologies show signs of changing the very nature of the portfolio concept. The commercial marketplace has produced technological products that are being sold to administrators based on institutions’ short-term accountability mandates, often without regard to the potential to support the lifelong learning needs of students. Will learners experience the power of the portfolio process as a learning tool, or will the institutional adoption of electronic portfolios to meet high stakes accountability mandates supplant the needs of learners? Will we lose the power of the portfolio as a story of learning to the use of the portfolio as a way to check off a long list of standards? Or will the power of the technology help learners tell the story of their learning in ways not possible on paper?
permalink # posted by Helen Barrett @ 4:27 PM 0 comments
Friday, August 06, 2004
Planning documents Last spring, I provided feedback to Kathryn Chang Barker on a document to provide a Consumer Guide to ePortfolio Tools and Services. This document is aimed more at organizations who are seeking server-based systems and/or services, not at individuals who want to build electronic portfolios using common desktop software. But it is a good companion to my April 2000 article in Learning & Leading with Technology called, "Create Your Own Electronic Portfolio: Using Off-the-Shelf Software to Showcase Your Own or Student Work." I also developed a Word document to help individuals answer specific questions at various stages in the electronic portfolio development process.
permalink # posted by Helen Barrett @ 5:52 PM 0 comments
iPods for ePortfolio storage After Camp Apple, and the Duke University announcement about iPods for every
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freshman this fall, I realized that an iPod could be used to maintain a digital archive of student work and their electronic portfolio with lots of multimedia artifacts. Storage problems solved!
Of course, this should not be the only place a student's work is stored, but it is a very portable medium for organizing work, and will enable more efficient storage of large multimedia projects, especially during construction, when video is not compressed. Access to data on a firewire or USB 2.0 hard drive is much faster than on a network, CD-ROM or DVD.
I bought the Griffin iTalk microphone to go with my new iPod. The quality of the audio recording is marginal, better with my Radio Shack computer microphone that I can plug into the iTalk. At 8 Mhz, probably not the quality needed for digital storytelling. But with this add-on, learners could record self-reflections on their work; teachers could provide audio feedback to their students. I just bought the device last week, and haven't had a lot of time to play with it. Stay tuned!
permalink # posted by Helen Barrett @ 12:28 AM 0 comments
Wednesday, August 04, 2004
iChat with Class I did an online iChat with a class in Fresno last night. Most of the questions asked were very insightful (with a summary of my response):
● What is the advantage of all the work required to do a portfolio electronically? (there isn't if you are only doing text-based portfolios... for me the real advantage is two-fold: adding multimedia elements, especially video; and communication, better able to share the portfolios with a wider, but intentional, private audience) ● What do parents think about electronic portfolios? (I've never really asked them...even though I have done several presentations on family involvement in e-portfolio development. I only have experience from my own family, but I imagine the parents at Mt. Edgecumb, a boarding school in Alaska, appreciate seeing their children's work; but the motivation behind the question had to do with confidentiality of information, which is another reason that I am not a fan of web-based portfolios for children) ● Can I do this with very little technology access, like a single mobile computer cart in a high school? (frankly, no... unless you can leverage the technology that is in homes, which was not likely in low-income communities)
We also used Tapped In to send web pages (type "/project URL" in chat window) to http://electronicportfolios.org/blog/ (14 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
each participant logged in to the chat room. It worked on previous ocassions, but last night, I found it to be too distracting (based on the chatter in the chat session), and I think in the future, I will create a single web page with all of the links I want them to visit in a short time frame.
permalink # posted by Helen Barrett @ 11:42 AM 0 comments
Learner Engagement I try to keep my personal life out of my blog, but I will make an exception this week, since I am working with my grandchildren on their e-portfolios covering the last school year (3rd grade and Kindergarten, respectively). My older granddaughter (age 9) wanted to learn how to scan, so we are having a great time together, digitizing her work, using digital camera and scanner. This week they are both coming over to my place, when we will figure out how we are going to organize their portfolios, but the older one will be much more engaged than in years past. She remembers some of the things we did last year, including typing reflections into iPhoto on each artifact instead of writing them out on sticky notes, and doing "cool" titles in iMovie. So, more good times together to come! We are going to try new tools for organization, like Kidspiration. More new things to learn! It also tells me that the power is in the process and the relationships that are enhanced! They could not do this alone, and I would not put in this much work for just anybody's child!
I appreciate the new resource I found online in the ERADC forum on Engagement Theory. I also need to find my book on Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihaly, since I think that has a lot to do with learner engagement as well.
Just found two new articles on portfolio assessment in teacher education, published by Education Policy Analysis Archives at ASU: http://epaa.asu.edu/epaa/v12n32/and http://epaa.asu.edu/epaa/v12n33. permalink # posted by Helen Barrett @ 9:37 AM 0 comments
Monday, August 02, 2004
Home for a while I've been traveling more than I've been home this summer. I have no trips on my calendar for August, but that may change soon. I'm going to work with Joanne on our book project, I'll probably go to Eugene to work on the extension of my PT3
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grant, and I may go to LA. But otherwise, it will be a slow month! Even though I was on vacation for three weeks in Europe, it was a "bus driver's" holiday... we never stayed more than three days in one place at any time. Then, practically as soon as I came home, I was on Vancouver Island for the Connect2Learning Assessment Conference, then to Cupertino for the Apple Distinguished Educator "Camp Apple."
I was home for less than two days, and then off to Columbus, Ohio, for the Council of Independent Colleges Teaching and Learning Mentors Institute, where I led a conference strand on electronic portfolios for the first afternoon (an overview of electronic portfolios in higher education), a full day hands-on in a lab (ePortfolios with Office, Digital Storytelling with MovieMaker2), and the last morning (Balancing ePortfolio as test with ePortfolio as story). It was gratifying to hear people tell me how much better they understood what ePortfolios were (and were not). It was an exhausting three days, including the trip home on Friday afternoon so that I could be back to enjoy the weekend at our cabin in the woods.
I am hoping that Joanne and I can get re-energized on our book writing. AERA preparation took a lot of our time this spring. I did not submit a proposal to this year's AERA on purpose. It will be in Montreal, and I probably won't have travel money under my grant. I am also being very cautious about which conferences I send proposals. I am considering an education conference in Hawaii in early January, right after New Years, because it would be a good excuse to go to Hawaii. Haven't been there in years.
I received a call from the person helping to organize the ePortfolio conference in France. My keynote is on the second morning, not the first (I guess that is OK) and I get to name my topic. I suggested "ePortfolios: Your Digital Story of Learning." Then I can incorporate a lot of my focus on digital storytelling. But it looks like they don't have anyone interested in doing a breakout session on digital storytelling...no imagination! I also suggested that they organize a showcase session where individuals could show examples of their e-portfolios, much like we do in the ISTE Assessment & Technology Forum Gallery Walk.
permalink # posted by Helen Barrett @ 5:28 PM 0 comments
Sunday, July 25, 2004
Home from Camp Apple It was an inspiring four days. I learned so much about blogs, and using Userland's Manila. It was also an opportunity to spend four days with a group of people with the same values, at least when it comes to learning and technology. It is apparent to me that the tools are very close to being ready. I downloaded and installed the
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update to iBlog, but haven't tried to use it yet.
When I had an opportunity to share my professional achievements, I said, "showing learners how to use technology to tell the story of their learning, whether through e-portfolios, digital stories, or blogs." My highlighted personal achievement was working with my grandchildren to help them develop their e-portfolios.
permalink # posted by Helen Barrett @ 4:21 PM 2 comments
Friday, July 23, 2004
Camp Apple Project Today, we chose the teams we would work with on a group project. There were many that interested me, including electronic portfolios and several different digital storytelling projects. But I decided to join the small team working on Blogging! I am learning so much about using Userland's Manila for maintaining a group blog. It had many elements of a wiki (it was set up so that we could edit each other's posts). I also spent some time finding links on blogging in education. I can see many possibilities for using a tool like this for a learning portfolio.
I had downloaded iBlog last week, so I installed it today. Then I read about another tool that is an update to iBlog, not free ($20). It's called Blogwave Studio for .Mac. Both tools are integrated with some of the iLife tools, which is a good start. More experimenting ahead! I'm not sure I want to change tools so early in the process. I am pleased that we have a blog set up on the ADE Community. Maybe we can interest more ADEs in sharing their thoughts and activities using this tool. The time is late!
permalink # posted by Helen Barrett @ 11:22 PM 0 comments
Thursday, July 22, 2004
Apple Camp I'm in the first full day of Apple Camp with Apple Distinguished Educators, after a day of travel. Up early this morning to provide a 90 minute iChat teleconference with the Florida Deans and Directors....all before breakfast! Being with fellow Mac users who are devoted to lifelong learning is always a high! I'm hoping to make connections with others here who share my interests on creating new tools to support our content management needs for e-portfolios. The vision I saw this morning was very encouraging (but I probably shouldn't say any more in a public
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environment being under non-disclosure). The conversation with Linda Roberts is exciting.
permalink # posted by Helen Barrett @ 10:52 AM 1 comments
Monday, July 19, 2004
Day 3 Assessment Workshop After spending more time on Sunday working on my latest paper, and adding more ideas on Assessment FOR Learning, I have shared my new chart with others. I am trying to compare portfolios used as assessment OF learning with portfolios that support assessment FOR learning. Today I am sharing examples of e-portfolios and digital stories with participants in the workshop. The feedback I am getting is very positive. Teachers see the advantages of digital storytelling and portfolios used as assessment FOR learning. I'm not sure this distinction is used in higher education.
permalink # posted by Helen Barrett @ 5:15 PM 0 comments
Saturday, July 17, 2004
Day 2 Assessment Workshop After the second day, the fog is beginning to clear. I won a copy of Anne's book on classroom-based assessment, which I plan to read this weekend. I also received an e- mail from a colleague about a new article posted to the ERADC website about blogging in e-portfolios. Since the authors quoted my article on "Electronic Portfolios as Digital Stories of Deep Learning" I decided that I had better finish it. So, I took a few minutes and polished it a bit. It still needs some more work, but from the readings at this meeting, I now had the link to Rick Stiggens article that explains the assessment crisis and the difference between assessment OF learning and assessment FOR learning. I can now work on adding that piece to my presentation to the Florida deans and directors next week.
permalink # posted by Helen Barrett @ 5:34 PM 0 comments
Friday, July 16, 2004
Assessment FOR Learning Workshop I am participating in a very interesting workshop on Assessment FOR Learning led by Dr. Ann Davies from British Columbia. The process is very engaging and the ideas http://electronicportfolios.org/blog/ (18 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
that are being discussed are enlightening. I was so pleased when the first resource person, Dr. John Gardner from Ireland, presented the Assessment for Learning model from the UK, the one I found online as I was preparing for the Assessment and Technology Forum in June. It is almost as if there is serendipity in the air. We even received their CD-ROM and a printed copy of the "sunrise" chart on Assessment for Learning.
I had an opportunity to make a short presentation on international perspectives on electronic portfolios. But mostly I talked about my concerns about the direction that e-portfolios are taking related to high stakes accountability and I presented my "balanced" model. It was delightful to get to know Doug again, after years ago and his work on the Scholastic Electronic Portfolio. I am so pleased that he has the same concerns that I have. I am looking forward to the next four days.
permalink # posted by Helen Barrett @ 3:11 PM 0 comments
Wednesday, July 14, 2004
New links on e-portfolios Now that I am back from my European vacation (and back to wifi web access!), I can get caught up on some online reading. Thanks to David Tosh's and Jeremy Hiebert's blogs, here are a couple of recent web-based articles: An article in the Washington Post on July 6 on portfolios http://www.washingtonpost.com/wp-dyn/articles/A30980-2004Jul6.html A summary of a debate held in the UK in late June on e-portfolios for recording achievement http://cetis.ac.uk/content2/20040711232051 Gary Greenberg's recent article in July-August Educause Review http://www.educause.edu/pub/er/erm04/erm0441.asp
permalink # posted by Helen Barrett @ 11:57 AM 0 comments
Tuesday, July 06, 2004
Second-order tool use As I sit at the BlogTalk 2.0 conference, it occurred to me that there are first level and second level uses of software tools. The first level/order use of a tool is the most obvious and fulfills the purpose for which it was initially created; i.e., word processing for writing papers, letters; data bases for maintaining lists; spreadsheets for crunching numbers; blogs for posting online journals. http://electronicportfolios.org/blog/ (19 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
But I have seen the evolution of these tools to accomplish tasks not in the original design. In the context of electronic portfolios, the tools are used within the context of building a story of learning. Hypertext linking within the Office toolset allows a variety of applications for creating links to artifacts and creating the portfolio structure. I see the same potential for blog-type activities in e-portfolio development. As a reflective journal, I think blogging can be very useful. If we can figure out how to create an inventory list of the attachments (artifacts) in the blog, and can figure out how to use those artifacts in another context, then it would be a powerful tool. But since I am not a programmer, I don't know how to make it work. permalink # posted by Helen Barrett @ 1:36 AM 0 comments
Monday, July 05, 2004
BlogTalk 2.0 Conference I'm attending the BlogTalk 2.0 in Vienna. It was just a coincidence that I happened to be in Vienna at the time of this conference. I'm not sure I am very popular with my husband right now, taking time off from our vacation, to attend a computer conference, leaving him alone with my mother to tour Vienna. But I really want to see what is happening in the world of blogging, at least in Europe.
My first impression of this conference: - the participants are very young and predominantly male - there are an unusual number of Macintosh laptops in the room and on the podium (Yeah!) - on the table next to me and in front of me, there are at least 8 G4 laptops of various sizes
An interesting statement: textual blogs are popular among adolescents and a major part of young bloggers seems to be girls.
I keep thinking about how this phenomenon can be adapted to electronic portfolios. When the two presenters from Sweden showed some examples from their moblogging at a conference last winter, including an audio entry that sounded like it was added by a cell phone, many bells started to go off in my head. Now, I need to learn more about moblogs. Another new term I learned" "vogs" (personal publishing of video or audio).
I also saw some new tools used to present on the Macintosh: Opera (which I downloaded over the slow wi-fi connection) and Mozilla's Firebird.
permalink # posted by Helen Barrett @ 1:02 AM 0 comments
http://electronicportfolios.org/blog/ (20 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning Saturday, July 03, 2004
Paradigms underlying e-portfolios Even though I am on vacation in Europe, I still keep current on my e-mail. I received an e-mail recently from a graduate student who read my article "Competing Paradigms in Portfolio Approaches" with great interest. She plans to do a literature review, as part of her dissertation, on the different types of portfolio approaches/practices in teacher education programs and their underlying paradigms. She asked for further guidance in the area of paradigms in relation to electronic portfolios. Here is my response:
To my knowledge, very few teacher ed programs are addressing these philosophical perspective when they are making decisions about implementing e-portfolios. They assume that the tools are neutral, but I believe they aren't. If students must organize their artifacts around a set of standards, rather than their own choice of organization, then the portfolio follows a positivist paradigm. If the learner can truly tell a story of their own learning, and organize the portfolio around the themes of their own learning journey, then the portfolio follows a constructivist paradigm.
At the end of that article I ask questions about learner motivation to maintain the portfolio once it is no longer a requirement. I think issues of intrinsic motivation have not been addressed by the field.
I also recommended that she not restrict her literature review to just electronic portfolios but to look at the entire literature on paper-based portfolios. The electronic elements are only containers and construction tools. The purpose, process and context should be similar between electronic and paper-based portfolios. Look beyond the tools and publishing format, to the underlying issues.
I recommended a couple of Dr. Joanne Carney's articles: http://electronicportfolios.org/campfires.pdf http://it.wce.wwu.edu/carney/Presentations/presentations.html and click on her AERA paper, which is the beginning of a literature review and framework for research in electronic portfolios.
This graduate student responded, agreeing that tools are not neutral - they come with their affordances, which can make portfolio assessment challenging. What do you assess - the portfolio as a whole or its contents?? Can you take the contents out of the container?? Doesn't the container color the perception and therefore the evaluation of its contents? She also wondered whether creating a portfolio to address standards makes the portfolio approach positivistic. If the student is allowed the freedom to interpret the standards with the help of their portfolio,
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wouldn't it be a reflective, constructivist activity??
I believe the two approaches (positivist and constructivist) have more to do with how portfolios are viewed in relationship to assessment. Are portfolios assessment OF learning or assessment FOR learning? Summative or Formative assessment? There is a great deal of difference. One has a perspective of what a student has learned to date (past-to-present); the other has a perspective on what more the student needs to learn (present-to-future). One is more of an institutional focus on accountability; the other is of an individual focus on understanding. One is often treated almost as a "bean-counting" exercise (have all of the standards been covered?) whereas the other is approached as an exploration of new insights.
The concept of Assessment for Learning is discussed in detail by the QCA in the United Kingdom: http://www.qca.org.uk and click on ages 3-14 and you will see Assessment for Learning. The QCA definition: 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.
Don't get me wrong, in an age of accountability, both perspectives are important. I am simply calling for a balance. My fear is that our emphasis on the organization's needs has overshadowed the learners' needs. I am trying to emphasize strategies that, while difficult to quantify, lead to much deeper learning.
I am currently reading a fairly new book called The Art of Changing the Brain by James Zull (Stylus, 2002), that relates the biology of the brain to strategies that support deep learning. He relates Kolb's Experiential Learning model to the structure of the brain, and emphasizes the role of emotion and reflection in deep learning. That is why I am so excited about the role of blogging to support reflection in electronic portfolios and digital storytelling to help tell the story of learning in an emotionally engaging way. permalink # posted by Helen Barrett @ 9:24 AM 0 comments
About Me
http://electronicportfolios.org/blog/ (22 of 23) [9/14/2004 3:14:58 PM] E-Portfolios for Learning
Name:Helen Barrett
View my complete profile
Links
● My experimental blog
● My Electronic Portfolios website
● My ADE website
● My online portfolios
archives
● May 2004
● June 2004
● July 2004
● August 2004
● September 2004
http://electronicportfolios.org/blog/ (23 of 23) [9/14/2004 3:14:59 PM] Digital Storytelling Competency Helen Barrett's Electronic Portfolio
My Digital Storytelling Competency
The QuickTime movies below provide examples of digital stories that I have created over the last three years. I attended the Center for Digital Storytelling workshop in January 2003, and have been exploring the practice since then. I have designed and delivered workshops to help Teacher Education students and faculty to develop digital stories as reflective artifacts in their electronic portfolios.
Family Portfolios and Digital Stories
These documents contain portfolios developed with my granddaughter for her Kindergarten, First and Second Grade years. The digital stories for K & 1 are reflections on the year. The digital story for 2nd grade is her autobiography written as part of a school project. The "Dad" story is the project we created at the Center for Digital Storytelling.
Prepare for a Digital Storytelling Workshop (.mov)
I created this digital story to help participants prepare for a digital storytelling workshop.
Electronic Portfolios as Digital Stories of Learning (.mov)
This narrated slide show presents the content of my article posted at http://electronicportfolios.org/digistory/epstory.html This presentation looks at technologies that are engaging forstudents to foster intrinsic motivation, specifically digital storytelling.
Choices - A Digital Story of Learning (.mov)
Seventh grade provided one of my most vivid memories of learning. I have made sense of this experience with a reflective digital story.
Reflecting back on that learning experience as a professional educator, I realize that the problem was not with me, but with the assignment. What a difficult task I was given... it
http://electronicportfolios.org/myportfolio/dstory.html (1 of 2) [9/14/2004 3:15:00 PM] Digital Storytelling Competency takes time to build those synapses in the brain. Memorization has its place in learning, but I didn't derive the true meaning of the poem I had to memorize until much later in life.
Updated 9/13/04
http://electronicportfolios.org/myportfolio/dstory.html (2 of 2) [9/14/2004 3:15:00 PM] http://electronicportfolios.org/digistory/epstory.html Electronic Portfolios as Digital Stories of Deep Learning
Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios
This paper is under development, so comments are welcome!
©2004, Helen C. Barrett, Ph.D.
Thought flows in terms of stories - stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best story tellers. We learn in the form of stories. --Frank Smith
“STORIES DEFINE: Who we are. Where we have come from. Where we are going. . . and What we care about! Stories give life!” -- Dana Atchley – http://www.nextexit.com/
This paper will discuss the concepts of "Electronic Portfolios as Digital Stories of Deep Learning" and "Digital Storytelling as Reflective Portfolio" by linking two dynamic processes to promote deep learning: Portfolio Development and Digital Storytelling. A major challenge today with electronic portfolios is to maintain learner intrinisic motivation to willingly engage in the portfolio process. The use of multimedia tools is one strategy that involves and engages learners; another technology that is engaging young people today is the web log or "blogs" and "wikis." But first, lets look at the issues that are turning learners off about the current approach to electronic portfolios, at least in Teacher Education.
Philosophical and Assessment Issues with portfolios in education
There are some underlying philosophical issues that need to be addressed with portfolios in education. The literature suggests that portfolios can have multiple purposes (Wolf, 1999): as assessment tools to document the attainment of standards (a positivist model--the assessment portfolio); as digital stories of deep learning (a constructivist model--the learning or process portfolio); and as digital resumes to highlight competence (a showcase model-- the best works/marketing/employment portfolio). These
http://electronicportfolios.org/digistory/epstory.html (1 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html models are often at odds, philosophically, with each other. While administrators often implement electronic portfolios for the assessment purpose, the students usually view this type of portfolio as something "done to them" rather than something they WANT to maintain as a lifelong learning tool. A portfolio that is truly a story of learning is OWNED by the learner, structured by the learner, and told in the learner's own VOICE (literally and rhetorically).
Barton and Collins (1993) stated, “the first and most significant act of portfolio preparation is the decision of the purposes for the portfolio” (p. 203). What are your purposes in creating an electronic portfolio? To support ongoing learning/professional development? To support formative and summative assessment? To support marketing and employment? These are three major purposes for electronic portfolios... and they are all different and require different types of technology tools. A learning portfolio can be supported very nicely with a web log environment ("blogs"), whereas an assessment portfolio that ties artifacts to a set of standards, with feedback or validation, is best implemented through a relational database structure. A marketing or employment portfolio only needs an authoring environment that supports formatting and hyperlinking on a web-based server.
Most commercial portfolio systems have been built to appeal to administrators' needs for assessment data and around the positivist model (a few of my teacher education buddies jokingly call it "deanware"). I am very concerned that the current crop of commercial tools are "perversions" (Lee Shulman's term) of the portfolio concept. I am concerned that in the name of assessment, we are losing a powerful tool to support deep learning. I am concerned that that we are losing the "stories" in e-portfolios in favor of the skills checklists. Portfolios should support an environment of reflection and collaboration. It is a rare system that supports those multiple needs. That is why I often advocate for three interconnected systems: an archive of student work, an assessment management system to document achievement of standards, and an authoring environment where students can construct their own electronic portfolios and reflective, digital stories of learning (see my online article with more in-depth detail about this balanced model).
There is a lot of research happening on the use of gaming technology in education, to make learning more engaging. I believe the use of technology can be a motivating factor for portfolios, especially if we can make it engaging for the learners, and give them an opportunity to express their own voice in their portfolios. I have redesigned my CD to address the use of digital storytelling for reflection and deep learning.
A major issue faced by educators is the differing perceptions about portfolios and their use in education. Some people think the primary purpose of a portfolio is for summative assessment (a culture of compliance or a checklist of skills). Others think the primary purpose of a portfolio is assessment for learning and to tell the learner's story (a culture of lifelong learning/professional development). These two purposes are often in conflict with each other. Green and Smyser (1995) identify these two contradictory purposes: formative and summative evaluation. One respondent in Anderson and DeMuelle's (1998) survey of portfolios in Teacher Education asked, “How can a portfolio truly capture the individuality of the learner and still be used as a ‘high stakes’ assessment?”
http://electronicportfolios.org/digistory/epstory.html (2 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html At the 2001 AERA conference in Seattle, Placier, Fitzgerald, and Hall (2000) reported on a study they conducted with teacher candidates at the University of Missouri-Columbia. Their paper discussed the "politics" of portfolios in teacher education and issues of using portfolios for high-stakes assessment:
The purpose of the portfolio was thus transformed from the individualistic, developmental, constructivist vision in the Design Document to a policy tool designed to address external program and state requirements... When people in power (i.e., the state, a teacher education faculty) impose a cultural tool, less powerful agents (preservice teachers) may master the tool but use it with reluctance or in subversive ways, or resist its use altogether.
The paper also covered issues of faculty disengagement, lack of professional development, assessment difficulties, and uneven implementation, but the title of the paper ("I Just Did It to Get it Done"– The Transformation of Intentions in Portfolio Assessment in Teacher Education) reveals the major issue that came out of their research: that most of the students are jumping through hoops.
"Most said they produced these portfolios just to 'get them done,' because the program required them – not because they found them personally meaningful."
The issues raised here have been repeated in many Teacher Education programs across the country, as pressures of accreditation and high stakes program assessment are creating an environment that narrows the focus of student portfolios. One example that has received a lot of attention was highlighted in an Educause Quarterly (2004). Love, McKean, and Gathercoal postulated the following levels of maturity in portfolio development, based on their experience in the Teacher Education program at California Lutheran University:
Level 1 - Scrapbook Level 2 - Curriculum Vitae Level 3 - Curriculum Collaboration Between Student and Faculty Level 4 - Mentoring Leading to Mastery Level 5 - Authentic Evidence as the Authoritative Evidence for Assessment, Evaluation, and Reporting
In my opinion, these levels of maturity are very institution-centered, representing a process of accountability and summative assessment.
There is a rich legacy in the K-12 portfolio literature and much can be learned from the literature on paper-based portfolios. As adult learners, we have much to learn from how children approach portfolios. Contrast the levels above with "Stages of Ownership of the Portfolio" [Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.45]. Elizabeth Hebert is the principal at Crow Island School in Winnetka, Illinois. Her book is a story about the growth of portfolios in her school over the last decade. Their approach to portfolios focuses on student ownership of the portfolio:
http://electronicportfolios.org/digistory/epstory.html (3 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html (read from bottom to top in order of maturity) Child-organized portfolio Teacher-and-child-organized portfolio Progress portfolio Showcase portfolio or achievement portfolio Teacher-organized portfolio or curriculum portfolio Collection of child’s work Folder of child’s work
Hebert discussed the purpose of the portfolio: “If we can begin to consider that the primary purpose for the portfolio is to provide a vehicle for each child to grow metacognitively and to demonstrate competence in telling the story of learning, the door is open for the child to assume ownership.” The contrast between these two approaches is startling. Hebert's levels are learner-centered. The perspective really showcases the differences between using the portfolio as assessment of learning (the California Lutheran model) and using portfolios as assessment for learning.
Assessment of Learning - Assessment for Learning
This distinction in types of assessment is elaborated by Rick Stiggins (2002) in an outstanding article about the current assessment crisis. It is important to make this distinction when considering the role of portfolios in assessment. As noted in an earlier article, the use of portfolios in high stakes assessment of learning is problematic, but the use of portfolios in formative assessment (for instruction) and assessment for learning is powerful.
The research being conducted in Britain (Black & Wiliam, 1998) on Assessment FOR Learning provides firm evidence that "formative assessment is an essential component of classroom work and that its development can raise standards of achievement" more effectively than any other strategy. Current research is adding further evidence in support of this claim and the empirical evidence is underpinned by theory from the psychology of learning and studies of learning motivation. The Assessment Reform Group provides this definition:
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.
Here are their ten research-based principles of Assessment for Learning (AFL) to guide classroom practice:
● AFL should be part of effective planning of teaching and learning ● AFL should focus on how students learn ● AFL should be recognized as central to classroom practice ● AFL should be regarded as a key professional skill for teachers
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● AFL should be sensitive and constructive because any assessment has an emotional impact ● AFL should take account of the importance of (and foster) learner motivation ● AFL should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed ● AFL develops learners’ capacity for self-assessment so that they can become reflective and self- managing ● AFL should recognize the full range of achievements of all learners ● Learners should receive constructive guidance about how to improve
Here is a comparison of these two key assessment purposes, based on work done in Britain (see www.assessment-reform-group.org.uk):
Assessment of Learning Assessment for Learning Checks what has been learned to date Checks learning to decide what to do next Is designed for those not directly involved in Is designed to assist teachers and students. daily learning and teaching Is presented in a formal report Is used in conversation about learning Usually detailed, specific and descriptive Usually gathers information into easily feedback in words (instead of numbers, digestible numbers, scores and grades scores and grades) Usually compares the student's learning with Usually focused on improvement, compared either other students or the 'standard' for a with the student's 'previous best' and progress grade level toward a standard Needs to involve the student -- the person Does not need to involve the student most able to improve learning
According to Anne Davies, "Assessment for learning is ongoing, and requires deep involvement on the part of the learner in clarifying outcomes, monitoring on-going learning, collecting evidence and presenting evidence of learning to others." She further points out, Assessment that directly supports learning has five key characteristics:
● learners are involved so a shared language and understanding of learning is developed, ● learners self-assess and receive specific, descriptive feedback about the learning during the learning, ● learners collect, organize, and communicate evidence of their learning with others, ● instruction is adjusted in response to ongoing assessment information, and ● a safe learning environment invites risk taking, encourages learning from mistakes, enables focused goal setting, and supports thoughtful learning.
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How does Assessment for Learning relate to electronic portfolios? The issues of using portfolios for high stakes assessment has already been discussed by Wilkerson and Lang (2003) and in my earlier paper. To be effectively used to support assessment for learning, electronic portfolios need to support the learner's ongoing learning. Here is my comparison of electronic portfolios used as assessment of learning with those that support assessment for learning:
Portfolios used for Assessment of Portfolios that support Assessment for Learning Learning Purpose of portfolio prescribed by institution Purpose of portfolio agreed upon with learner Artifacts mandated by institution to Artifacts selected by learner to tell the story determine outcomes of instruction of their learning Portfolio maintained on an ongoing basis Portfolio usually developed at the end of a throughout the class, term or program - time class, term or program - time limited flexible Portfolio and/or artifacts usually "scored" Portfolio and artifacts reviewed with learner based on a rubric and quantitative data is and used to provide feedback to improve collected for external audiences learning Portfolio organization is determined by Portfolio is usually structured around a set of learner or negotiated with outcomes, goals or standards mentor/advisor/teacher Sometimes used to make high stakes Rarely used for high stakes decisions decisions Summative - what has been learned to date? Formative - what are the learning needs in (Past to present) the future? (Present to future) Fosters Intrinsic motivation - engages the Requires Extrinsic motivation learner Audience: learner, family, friends - learner Audience: external - little choice can choose
Portfolio as Story
If we are to help learners create portfolios that truly support assessment for learning and follow the ten AFL principles, then we need to look at strategies that help the learner tell a story of their own learning... strategies that foster learner self-motivation. Ann Davies states, "Research is indicating that closing in on
http://electronicportfolios.org/digistory/epstory.html (6 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html a goal triggers a part of the brain linked to motivation (e.g. Csikszentmihalyi, 1990; Pert, 1997; Pinker, 1997). Setting goals is a powerful way to focus students’ learning."
In the early 1990s, Pearl and Leon Paulson created a metaphor for portfolios as a tool to construct meaning. They stated, "The portfolio is a laboratory where students construct meaning from their accumulated experience." (Paulson & Paulson, 1991, p.5) They also pointed out that portfolio tell a story:
A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (Paulson & Paulson, 1991, p.2)
There are many purposes:& goals for the portfolio which determine the content: Learning/Process, Assessment, and Marketing/Showcase. Learning/Process Portfolios involve the focus on the Greek Philosophers' directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. In a portfolio development study (Brown, 2002) conducted with adult learners developing portfolios to document prior learning, Judith Brown found the following outcomes: increased students’ understanding of what, why, and how they learned throughout their careers, enhanced their communication and organization skills, reinforced the importance of reflection in learning. The following technology can support Learning or Process Portfolios: Web Logs (‘blogs’), Reflective journals, Online discussions, and Self-report surveys. e-portfolio as Storytelling and the Portfolio Development Process
The following diagram outlines my proposition that we need to link two dynamic processes together to support deep learning: electronic portfolios and digital storytelling.
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Click here for full size version of this graphic.
Portfolio Processes
Traditional Portfolio Processes Adding Technology allows the addition and include: enhancement of: • Collecting • Archiving • Selecting • Linking/Thinking • Reflecting • Storytelling • Projecting • Collaborating • Celebrating • Publishing
The following Reflective Questions tie the Past to the Future:
● What? (The Past) What have I collected about my life/work/learning? (my artifacts) ● So What? (The Present) What do those artifacts show about what I have learned? (my current reflections on my knowledge, skills and dispositions) ● Now What? (The Future) What direction do I want to take in the future? (my future learning goals)
The Portfolio Process could be linked to the Digital Storytelling Process. What is Digital Storytelling? In this context, learners create a 2-4 minute digital video clip that is told in first person narrative, in their own voice, illustrated by (mostly) still images, with the addition of a music sound track to add emotional tone. The Center for Digital Storytelling has identified Seven Elements of Digital Storytelling:
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● A Point (of View): Stories are told to make a point and should not be presented as a recitation of mere facts. Define the premise of your story so that all parts can serve to make the point. Consider your audience and direct the point to them. ● A Dramatic Question: You want to capture your audience’s attention at the beginning of the piece and hold their interest throughout. Typically you want to pose the dramatic question in the opening lines and resolve it in the closing lines. ● Emotional Content: Emotional content can help hold your audiences attention. The images, effects, music and tone of voice all lend to contributing emotion to the piece. Try to keep the elements consistent with the emotion of the moment. ● The Gift of Your Voice: Most likely the first time you heard your recorded voice you couldn’t stand the way it sounded. And you still can’t. Suggestion….get over it! Your voice is a great gift and even thought you don’t like to hear it, others do. If you “read” your script your audience will not know how to react. Take time to learn and practice your script so you can speak in a conversational voice. Record several takes and select the best one. Trust that your audience will think it is perfect ● The Power of The Soundtrack: Music is a big plus to a digital story. The right music can set the story in time and can convey emotion. Play music behind an image and a specific emotion is generated. Change the music behind the same image and an entirely different emotion is experienced. Sound effects can add tension and excitement to a piece, but be careful, they can be a distraction too. ● Economy: A compact, fast moving digital story will contain only those elements necessary to move the audience from beginning to end. We know that our brains are constantly filling in (from our own experiences) details from suggestions made by sights and sounds. Don’t give every detail to clarify your story, let your audience fill in some of the blanks. ● Pacing: The rhythm of the piece is what keeps your audience’s interest in the story. Music tempo, speech rate, image duration, and panning and zooming speed all work to establish pace. Generally pace will be consistent, but once in a while it will pause, accelerate, decelerate, stop or blast-off.
Why include Storytelling in Electronic Portfolios? Here are some of the compelling reasons for integrating these two processes together:
● Learner Motivation and Affect - This issue is discussed in more detail in another paper on the competing paradigms in portfolio development. ● Constructivist Approach to Project-Based "Assessment-as-Learning" ● Learner Ownership and Engagement with Portfolio • The tools should allow the learner to feel in control of the process, including the "look and feel" of the portfolio. ● Emotional Connection • There is an affective component of the portfolio development process, that supports deep learning. • Deep Learning (as described by Barbara Cambridge): – involves reflection, – is developmental,
http://electronicportfolios.org/digistory/epstory.html (9 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html – is integrative, – is self-directive, and – is lifelong Deep Learning versus Surface Learning* Attributes of Deep Learning Attributes of Surface Learning Learners relate ideas to previous Learners treat the course as knowledge and experience. untelated bits of knowledge. Learners look for patterns and unrelated Learners memorize facts and principles. carry out procedures routinely. Learners check evidence and relate it to Learners find difficulty in making conclusions. sense of new ideas presented. Learners examine logic and argument Learners see little value or cautiously and critically. meaning in either courses or tasks. Learners are aware of the understanding Learners study without reflecting that develops while learning. on either purpose of strategy. Learners become interested in the course Learners feel undue pressure and content. worry about work. *Source: adapted from Entwistle, 2001, quoted in Weigel, V.B. (2001) Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education. Jossey-Bass, p.6
● Learner's Authentic Voice • As learners create their own electronic portfolios, their unique "voice" should be evident from navigating the portfolios and reading the reflections on the screen. • In an electronic portfolio, the ability to add multimedia elements expands the definition of "voice" within that rhetorical construct. Voice = Authenticity • multimedia expands the "voice" in an electronic portfolio (both literally and rhetorically) • personality of the author is evident • gives the reflections a uniqueness • gives the feeling that the writer is talking directly to the reader/viewer ● Portfolio as Lifelong Learning/ Professional Development Tool • The tools used to develop the portfolio should be accessible to a learner throughout their chosen career. • Dependence on propriety software that is not accessible to a learner after graduation may not, in the long term, provide the skills necessary to maintain the e-portfolio as a lifelong professional development tool. ● Constructivist model supports deep learning
http://electronicportfolios.org/digistory/epstory.html (10 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html • As Portland State University has found, hyperlinking leads to metacognition, which leads to deeper learning. • Whenever possible, learners should have the opportunity to plan and assess their own learning.
Congruence with Philosophy • Create a system that is congruent with underlying learning philosophy or conceptual framework: positivism vs. constructivism; psychometrics vs. hermeneutics; portfolio as test (or skills checklist) vs. portfolio as story
Contrasting Paradigms of Portfolios
Paulson and Paulson (1994) have discussed portfolios developed under two different approaches: Positivism and Constructivism. They identified these tension between the two approaches: "The two paradigms produce portfolio activities that are entirely different... The positivist approach puts a premium on the selection of items that reflect outside standards and interests... The constructivist approach puts a premium on the selection of items that reflect learning from the student’s perspective."
Digital Storytelling and Reflection
Donald Schön (1988) discussed storytelling as a mode of reflection:
“…for storytelling is the mode of description best suited to transformation in new situations of action.... Stories are products of reflection, but we do not usually hold onto them long enough to make them objects of reflection in their own right.... When we get into the habit of recording our stories, we can look at them again, attending to the meanings we have build into them and attending, as well, to our strategies of narrative description.”
Janice McDrury and Maxine Alterio (2002), two educators from "down under" have written a book called Learning through Storytelling in Higher Education in which they outline their theory of storytelling as an effective learning tool. They have linked the art of storytelling with reflective learning processes supported by the literature on both reflection and learning as well as making meaning through storytelling. The authors propose storytelling as a theory of learning within a socio-cultural framework and introduce a Storytelling Pathways Model and their Reflective Learning through Storytelling Model. Compared with Moon's (1999) Map of Learning, they outline five stages of Learning through Storytelling (p. 47):
Map of Learning (Moon, 1999) Learning through Storytelling
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● Noticing ● Story finding ● Making sense ● Story telling ● Making meaning ● Story expanding ● Working with meaning ● Story processing ● Transformative learning ● Story reconstructing
As individuals and institutions approach the portfolio as a story of learning, it is important to consider the theoretical underpinnings of this process. McDrury and Alterio provide the theoretical support for adding storytelling into the e-portfolio process, as they lay out their theory:
...when we tell our own practice stories and listen to those of others, then work together to process them deeply and critically, we connect in ways which enrich self, relationship and practice, Through these connections we construct new knowledge and advance our understanding of the relationships we construct and are constructed by. For these reasons we end our journey convinced that storytelling can, and should, be viewed as a theory of learning. (p.175)
Web logging or "blogging"
Another technology that has potential to make electronic portfolios more engaging is the web log or "blogs" as it is known to those who participate in them. As the Stanford Learning Technologies group has evolved the technology to support its research project on "folio thinking," researcher Helen Chen reports that they are beginning to use blog or "wiki" software to support students' reflections. David Tosh and Ben Werdmuller of The University of Edinburgh have published a paper online (PDF) entitled, "ePortfolios and weblogs: one vision for ePortfolio development."
A weblog is defined as any web page with content organised according to date. Originally, these were pages keeping track of a user’s discoveries on the newlyemerging World Wide Web; later the definition expanded to encompass personal diaries, work-related progress reports and even summaries of current events on newspaper websites. (pp. 3-4)
In the context of an ePortfolio, course tutors, lecturers, clubs and societies could all have their own weblogs which users could view on their “friends” page. Students can share information they’ve found or ideas they have on a particular subject, as well as the more social messages which may form a compelling reason for them to use the technology to begin with.(p.4)
Since one of the main goals of a portfolio is reflection on learning, perhaps a blog is a good option, since it can be used as an online reflective journal and an environment that invites collaboration. In the
http://electronicportfolios.org/digistory/epstory.html (12 of 17) [9/14/2004 3:15:08 PM] http://electronicportfolios.org/digistory/epstory.html elearningpost blog, graduate student Dan Saffer discussed, "Why I Blog my Postgrad Course." His remarks about what he got out of the process would make many Teacher Education faculty smile, since his insights are consistent with our goals for our teacher candidates' reflections in their portfolios:
Lately, a lot of the things I'm learning in different classes have all started to come together; they all seem to be talking about similar things or things are starting to fit into patterns. Some of this is intentional, some probably not. But I doubt I would have been able to see those patterns as clearly without the blog. There's something about putting your entire coursework together in one place that allows you to more easily make that kind of analysis.
Wikis are online documents that can be editied by anyone with access to the page. The tool could be useful for collaborative writing.
Tools
So what are the tools that best meet the needs of learners for a constructivist "portfolio as story?" There are different tools for different purposes. Developing an electronic portfolio begins first with developing a digital archive of a learner's work, from which a variety of portfolios can be created, depending on purpose and audience. Essentially, it is a content management process with reflection on learning. There are two major directions in electronic portfolio development. One path uses generic tools (GT) such as word processors, presentation software, HTML editors, multimedia authoring tools, portable document format (PDF), or other commonly used productivity tool software found on most desktop computers. The second path uses an "information technology" customized systems approaches (CS) that involve servers, programming, and databases. In the article that David Gibson and I published online, you can read about the pros and cons of each approach and the quality issues under each environment: http://electronicportfolios.org/ITFORUM66.html
I recommend establishing a system that is very open, and allows for multiple purposes, so that learners can develop a portfolio that meets THEIR goals. I have seen effective use of Userland's Manila content management software as an open environment that is very close to a GT approach in a web-based environment. While not specifically an electronic portfolio program, the software allows the accumulation of a digital archive of artifacts (called "gems" and "pictures") and allows the user to build a series of web pages (called "stories") using those documents. Learners can construct their own online portfolios using the authoring and formatting tools that are built into the software. Other software packages are PHPNuke, mySQL and Moodle.
The second type of software are tools of digital storytelling: presentation programs or video editing software. The Center for Digital Storytelling has published the "Cookbook" using Adobe Premiere as the video editing tool with Adobe Photoshop to prepare the images. Until just recently, it was the only "prosumer" digital video program created for both Macintosh and Windows platforms (Adobe has since announced that it is no longer updating the Macintosh version of Premiere). This is also the software used by the Capture Wales Digital Storytelling project. However, these digital video programs are
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There are some low-end video editing tools that are low cost or free: Apple Computer's iMovie on the Macintosh platform, Microsoft's MovieMaker2 and Pinnacle Studio on the Windows XP platform. Microsoft has also created PhotoStory, an inexpensive program that is part of Windows XP Plus! Digital Media Edition to create digital videos from still images, and Apple Computer's iPhoto for Macintosh OS X can be used to create digital videos from still images.
Examples of Digital Stories created with Apple digital video tools:
● Choices - a digital story about an early learning experience that shaped my life (created with iMovie4) ● My Autobiography - a digital story created by a second grader using iPhoto with audio added by Sound Studio and QuickTime Player Pro
Resources on Digital Storytelling
Books on Digital Storytelling
Howell, D.D. & Howell, D.K. (2003) Digital Storytelling: Creating an Estory. Linworth Pub Co
Lambert, Joe (2002) Digital Storytelling: Capturing Lives Creating Community. Life on the Water Inc.
Visions Technology in Education (2003?) Digital Storytelling with PowerPoint and Digital Storytelling with iMovie
Websites on Digital Storytelling
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Scott County Schools (Kentucky) Using today 's technology NCREL Success Story to tell yesterday's stories for tomorrow's generations. Telling Their Stories Center for Digital Storytelling Heirloom Stories Canadian Film Centre Digital Storytelling (N.C.) Dana Atchley's Next Exit Creative Narrations (Boston) The Dostal Project Digital Storytelling Finds its Place in the Classroom Capture Wales
Digital Storytelling Software
Macintosh OS X
● Apple Computer's iMovie
● Apple Computer's iPhoto
● Felt Tip Software's Sound Studio
● Apple's QuickTime Player Pro
● Apple's Final Cut Express and Final Cut Pro
● LQGraphics software Photo to Movie and Image Surfer
Windows XP
● Microsoft's MovieMaker2
● PhotoStory part of Windows XP Plus! Digital Media Edition
● Pinnacle Studio
● Adobe Premiere
Resources on Blogs and Wikis
● Notetaker Software
● schoolblogs
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● Blogroots
● History of Web Logs
● Blogger
● Wiki Wiki Web
For more cross-platform software, consult the Digital Family Story website.
References
Anderson, R. S., and DeMuelle, L.. (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25(1):23-31.
Black, P., and Wiliam, D. (1998). "Inside the Black Box: Raising Standards Through Classroom Assessment." Phi Delta Kappan, October 1998. [Retrieved June 10, 2004 from: http://www.pdkintl.org/kappan/kbla9810.htm]
Green, J., and Smyser, S. (1995). Changing conceptions about teaching: The use of portfolios with pre- service teachers. Teacher Education Quarterly, 22(2):43-53.
Hebert, E. (2001) The Power of Portfolios. Jossey-Bass
Love, D., McKean, G., Gathercoal, P. (2004) "Portfolios to Webfolios and Beyond: Levels of Maturation" Educause Quarterly. Volume 27 Number 2. [Retrieved May 17, 2004 from: http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes]
McDrury, J., Alterio, M. (2003) Learning through Storytelling in Higher Education. London: Kogan- Page.
Paulson, F.L. & Paulson, P. (1994) “Assessing Portfolios Using the Constructivist Paradigm” in Fogarty, R. (ed.) (1996) Student Portfolios. Palatine: IRI Skylight Training & Publishing
Placier, P., Fitzgerald, K., and Hall, P. (2000) “I Just Did It to Get it Done” – The Transformation of Intentions in Portfolio Assessment in Teacher Education. Paper presented at annual meeting of AERA, April 2001, Seattle WA. [Retrieved May 17, 2004 from: http://www.coe.missouri.edu/~sti/papers/AERA2001/portfolio.pdf]
Saffer, D. "Why I Blog my Graduate Course" eLearningPost. [Retrieved May 17, 2004 from: http://www.elearningpost.com/features/archives/002351.asp]
Schön, D. (1988). “Coaching Reflective Teaching” in P. Grimmett & G. Erickson (1988). Reflection in
http://electronicportfolios.org/digistory/epstory.html (16 of 17) [9/14/2004 3:15:09 PM] http://electronicportfolios.org/digistory/epstory.html Teacher Education (pp. 19-29). New York: Teachers College Press.
Stiggins, R. J. (2002). "Assessment Crisis: The Absence of Assessment FOR Learning." Phi Delta Kappan, June 2002. [Retrieved July 17, 2004 from: http://www.pdkintl.org/kappan/k0206sti.htm]
Tosh, D. and Werdmuller, B. (2004) “ePortfolios and weblogs: one vision for ePortfolio development.” [Retrieved June 2, 2004 from: http://www.eradc.org/papers/ePortfolio_Weblog.pdf]
Tosh, D. and Werdmuller, B. (2004) "Creation of a learning landscape: weblogging and social networking in the context of e-portfolios." [Retrieved July 16, 2004 from: http://www.eradc.org/papers/Learning_landscape.pdf]
©2004, Helen C. Barrett, Ph.D. Modified August 9, 2004
http://electronicportfolios.org/digistory/epstory.html (17 of 17) [9/14/2004 3:15:09 PM] Technology Competency Helen Barrett's Electronic Portfolio
My Technology Competency
These artifacts represent my skills in multimedia development and web page authoring. I have developed a CD-ROM using Adobe Acrobat and QuickTime movies. In addition, there are Digital Stories that are posted in another collection, and my web site which showcases my knowledge and skills in electronic portfolio development.
At-a-Glance Guides
Common Software Tools for Creating and Publishing Electronic Portfolios. These short guides were developed to support the stages of electronic portfolio development, from the collection/digitization process, through the selection/reflection construction/hyperlinking process to the final publication process. I developed these guides as part of the Apple Learning Interchange Exhibit.
CD-ROM-based Handbook
I developed a CD-ROM in 2002 to use in workshops and to sell on my website. I made a major revision in the spring of 2004, adding Digital Storytelling to support deep learning.
Using Adobe Acrobat for Electronic Portfolio Development
This paper outlines Adobe's Portable Document Format as the ideal container for electronic portfolio reflections connected to digital artifacts, describes the software environment, and then describes the process for converting digital artifacts from many applications into the Portable Document Format, and maintaining a cross-platform, web- accesible, hyperlinked digital portfolio. I received an award at the SITE 2001 Conference as "Best Technical Paper."
Updated 9/13/04
http://electronicportfolios.org/myportfolio/tech.html [9/14/2004 3:15:10 PM] Electronic Portolio Development "At a Glance" "At-a-Glance Guides"
Common Software Tools for Creating and Publishing Electronic Portfolios
These brief, one-page guides, are developed for using common software tools for creating electronic portfolios. These guides assumes prior knowledge of the particular software package, or access to other training materials. A comprehensive handbook with more detailed instructions and digital video screen recording demonstrations is available on CD-ROM. Permission is granted to educational institutions to print each page for non-profit educational purposes only. All other rights reserved. These files are all in PDF (each approximately 40K).
Creating the Digital Archive - Archive Creation * Digital Conversion
● Digitizing Images for your Electronic Portfolio using Digital Still Cameras
● Digitizing Images for your Electronic Portfolio using a Scanner
● Digitizing Images for your Electronic Portfolio from 35mm Film and Prints
● Editing Digital Images using a Graphics Program
● Digitizing Sound for your Electronic Portfolio
● Importing Music into your Electronic Portfolio
● Digitizing Video for your Electronic Portfolio using a VCR or Regular Camcorder
● Digitizing Video for your Electronic Portfolio using a Digital Video Camera
● Storing your Digital Artifacts
Constructing electronic portfolios
● Electronic Portfolios in Education - Stages of Electronic Portfolio Development
● Create Electronic Portfolios using Microsoft Word
● Cross-Reference Standards and Artifacts using Microsoft Excel
● Present Electronic Portfolios using Microsoft PowerPoint or Keynote
● Build Electronic Portfolios using Macintosh OS X and PDF (Adobe Acrobat)
● Build Electronic Portfolios using Windows and PDFMaker (Adobe Acrobat)
● Develop Electronic Portfolios using Netscape Composer or your favorite Web Page Editor
● Collect, organize and publish image-based e-portfolios using Apple’s iPhoto
● Create a Digital Storytelling Artifact using iMovie3
Other resources available online:
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● Create Electronic Portfolios using DreamWeaver: (Web Page Editor) ❍ http://t3.k12.hi.us/t302-03/tutorials/dw/index.htm
❍ http://t3.k12.hi.us/t302-03/assess/portdirections.htm
❍ http://t3.k12.hi.us/t302-03/assess/portfoliotut.htm
● Create Electronic Portfolios using eZedia: ❍ http://www.ezedia.com/support/resources/showcase/show_teacher_portfolio.html
❍ http://www.ezedia.com/support/resources/showcase/show_student_portfolio.html
● Create Electronic Portfolios using HyperStudio ❍ http://www.hyperstudio.com/showcase/portfolio.html
❍ http://www.hyperstudio.com/quickstart/index.html
● Create Electronic Portfolios using KidPix ❍ http://www.forsyth.k12.ga.us/sbeck/electronicportsamples.htm
❍ http://www.forsyth.k12.ga.us/sbeck/electronic_portfolios.htm#STEPS%20TO%20FOLLOW
❍ http://www.ocdsb.edu.on.ca/Teacher_Res/techres/pdf/software/kidpix_eportfolios.pdf
❍ http://www.ocdsb.edu.on.ca/Teacher_Res/techres/software/kpix.htm
● Create a Digital Storytelling Artifact with Microsoft Producer for Powerpoint 2002 (Windows XP) ● Create a Digital Storytelling Artifact with Microsoft MovieMaker2 for Windows XP For more detailed instructions: http://www.microsoft.com/windowsxp/expertzone/columns/northrup/02december02.asp
● Create a Digital Storytelling Artifact with Microsoft Plus! PhotoStory for Windows XP For more detailed instructions: http://www.microsoft.com/WindowsXP/expertzone/columns/northrup/03february20.asp
● Create Electronic Portfolios using NoteTaker: ❍ http://ali.apple.com/ali_sites/ali/exhibits/1001158/Evaluation_of_Student_Work.html
● Help Wanted! (If you have developed detailed information about using these tools, contact me!) ❍ Create Electronic Portfolios using AppleWorks ❍ Create Electronic Portfolios using Inspiration ❍ Create Electronic Portfolios using Kidspiration
Publishing Electronic Portfolios
● Publish Electronic Portfolios on CD-ROM - Macintosh or Windows
● Publish Electronic Portfolios on the Internet
● Publish Electronic Portfolios on Video Tape
● Publish Electronic Portfolios on DVD (under construction)
All Guides in a single printable format (352K)
Sample online portfolios
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The Research on Portfolios in Education
Electronic Portfolio Development Process (a more detailed explanation of the process) in PDF
Introduction • Stage 1 • Selecting Software • Stage 2 • Stage 3 • Stage 4 • Stage 5
© 2003, Helen C. Barrett, Ph.D. updated July 26, 2004
http://electronicportfolios.org/ALI/index.html (3 of 3) [9/14/2004 3:15:12 PM] http://electronicportfolios.org/handbook/index.html Electronic Portfolio Handbook Version 4.0
Below is a list of the contents of the CD-ROM- based Electronic Portfolio Handbook that is available for purchase. The files on the CD-ROM are unlocked to allow printing single copies. The CD also includes more than 40 screen recording video clips that demonstrate many of the skills in specific handouts with the * character at the end of the name. Duplication of these handouts for classroom distribution requires a separate license agreement with the author.
Digital Storytelling for Reflection and Deep Learning
● Handson Activity Folder - Several Hands-on exercises with audio and image files ● iMovie4DS.pdf (Macintosh) - Brief Step-by-Step Guide to using Apple’s iMovie 4 for digital stories ● Pinnacle Studio 7 Folder (Windows) - Step-by-Step Guide plus 10 screen recording digital video demonstrations of digital storytelling with Pinnacle Studio ● Planning Documents (digital tools selection) - Reprints from DigitalFamilyStory.com website ● Sample Digital Stories ❍ Chevakmovie.mov – a digital story in QuickTime developed by a student at the University of Alaska Anchorage, June 2001, created with iMovie2 ❍ Choices.mov – a reflective digital story about an early significant learning experience, created with iMovie4 ❍ Dadmovie.mov – a digital family story, created at the Center for Digital Storytelling workshop, created with Adobe Premiere ❍ dsprep1.mov – how to prepare for a digital storytelling workshop, created with iMovie4
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❍ Tori1stPortfolio.mov – a digital storytelling QuickTime movie of a first grade portfolio, created using iPhoto and QuickTime Player Pro ❍ Tori2ndautobio-IP.mov – a second grader’s digital story, made with iPhoto amd QuickTime Player Pro ❍ ToriKindyPortfolioTalk.mov – a digital storytelling QuickTime movie of a kindergarten portfolio, created using iMovie2 ❍ Whatisdigitalstorytelling.mov – a digital story created in two days by a student teacher at a Digital Storytelling workshop at Kean University in March 2004. (substituted royalty-free music) ● Whydigitalstorytelling.mov - A brief narrated slide show that discusses the ePortfolioStory handout ● Workshop_outline.pdf - Outline for two-day workshop plus script for preparation video Standards-Based Electronic Portfolio Handbook for Assessment and Evaluation
Stage 1 - Defining the Portfolio Context and Goals
● EPPlanningWorksheet.doc - a Word document to guide the decisions that need to be made when planning to implement electronic portfolios ● Checklist for selecting a commercial electronic portfolio system (under development) ● IntroEPortfolio.pdf ● Templates ❍ NETS-Standards.doc - ISTE's National Educational Technology Standards for Teachers ❍ INTASC.doc - INTASC Principles ❍ Artifacts-stands-ataglance.xls Template #1 - Excel spreadsheet - Portfolio at a Glance
Stage 2 - The Working Portfolio (Archive Creation and Digital Conversion)
● Image Capture and Manipulation ❍ Scanning Basics (by Ann McCoy) ❍ Using Digital Still Cameras ❍ Editing Images using Graphic Converter ❍ Collecting and storing images using iView Multimedia ● Storage of Electronic Portfolios (Windows versions under development) ❍ Accessing WWW-based storage - Macintosh ❍ Using Location Manager on a Macintosh laptop computer
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❍ Setting up File Sharing on a Macintosh System 9.x
Stage 3 and Stage 4 - The Reflective Portfolio and the Connected Portfolio
● Creating an Electronic Portfolio using Microsoft Word -Macintosh* ● Creating an Electronic Portfolio using Microsoft Word -Windows* ● Publishing Electronic Portfolios using Adobe Acrobat 5* ● Presenting Electronic Portfolios using Microsoft PowerPoint * ● Collect, organize and publish image-based e-portfolios using iPhoto (plus link to FREE iPhoto tutorials on atomiclearning.com) ● Create a digital storytelling artifact using iMovie2 (plus FREE iMovie tutorials on atomiclearning.com) ● Create a digital storytelling artifact using Pinnacle Studio 7*
Stage 5 - The Presentation Portfolio
● Create an Electronic Portfolio website using Netscape Composer and Posting Acrobat files to a web server ● Create a CD-Label with CD-Stomper Pro ● Burn a CD-ROM on an iMac with built-in CD-RW (Windows version under development)
Supplemental Information
● Evidence to demonstrate the NETS-T Standards ● List of videos on CD (Macintosh) ● List of videos on CD (Windows)
Handouts
● balanced.pdf ● decisions.pdf ● eportfoliomodel.pdf ● ePortfolioStory.pdf
● FinishedPortfolios.pdf ● handoutsbw.pdf ● handouts2004.pdf
● model5x5.pdf
Articles
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● AssessmentChapter.pdf ● CompetingParadigms.pdf
● DigitalPackrat.pdf ● e-Portfolios_AssessManagement.pdf
● EncycEntry.pdf ● LLwTApr00.pdf ● LLwTOct98.pdf ● SITE00.pdf ● SITE01.pdf ● SITE02.pdf ● SITE99.pdf ● TelEd98.pdf ● WCCE01.pdf
Short Video Lectures by Dr. Helen Barrett
©2002, Helen C. Barrett, Ph.D.
Contents includes over 30 screen recording demonstrations for Macintosh and Windows versions
Cost: $20 plus $5 shipping and handling = $25 (U.S. and Canada) (International shipping $10) Workshop sets available (20 CDs with instructor guide) for $350 (includes shipping and handling) VHS Video of slide shows available for $60 to accompany workshop set
Order Form
http://electronicportfolios.org/handbook/index.html (4 of 5) [9/14/2004 3:15:14 PM] http://electronicportfolios.org/portfolios/sitepaper2001.html Using Adobe Acrobat for Electronic Portfolio Development
Helen C. Barrett School of Education University of Alaska Anchorage United States [email protected]
Copyright 2000. Association for the Advancement of Computing in Education (AACE). Distributed via the Web by permission of AACE.
Abstract: Adobe's Portable Document Format is the ideal container for electronic portfolio reflections connected to digital artifacts. This paper describes the software environment, and then describes the process for converting digital artifacts from many applications into the Portable Document Format, and maintaining a cross-platform, web-accesible, hyperlinked digital portfolio.
Introduction
There are many tools and strategies that can be used for Electronic Portfolio Development. In the SITE 2000 Conference Proceedings, I outlined a five-stage, five-level model of electronic portfolio development, using off-the-shelf software. In addition to the stages of portfolio development, there appear to be at least five levels of electronic portfolio development, each with its own levels of expectation and suggested software strategies at each stage depending on technology skills of the student or teacher portfolio developer (Barrett, 2000). There are several commercial templates for creating electronic portfolios using PowerPoint and Hyperstudio, books and resources for creating digital portfolios in HTML, and a variety of proprietary software packages. However, there are few resources available on how to publish an electronic portfolios using Adobe Acrobat. This paper outlines strategies for using this software to create an electronic portfolio.
Adobe Acrobat and the Portable Document Format: the Universal Container
Acrobat has been branded as ePaper by Adobe, with the following description on their website:
Adobe® Portable Document Format (PDF) is the open de facto standard for electronic document distribution worldwide. Adobe PDF is a universal file format that preserves all of the fonts, formatting,
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colors, and graphics of any source document, regardless of the application and platform used to create it. PDF files are compact and can be shared, viewed, navigated, and printed exactly as intended by anyone with a free Adobe Acrobat® Reader. You can convert any document to Adobe PDF, even scanned paper, using Adobe Acrobat 4.0 software.
Adobe PDF is the ideal format for electronic document distribution because it transcends the problems commonly encountered in electronic file sharing. Anyone, anywhere can open a PDF file. All you need is the free Acrobat Reader. PDF files always display exactly as created, regardless of fonts, software, and operating systems. PDF files always print correctly on any printing device.
Adobe PDF also offers the following benefits:
● PDF files can be published and distributed anywhere: in print, attached to e-mail, on corporate servers, posted on Web sites, or on CD-ROM. ● The free Acrobat Reader is easy to download from our Web site and can be freely distributed by anyone. More than 110 million copies have been downloaded or preloaded onto PCs. ● Compact PDF files are smaller than their source files and download a page at a time for fast display on the Web. ● Using Acrobat 4.0 software, bookmarks, cross-document links, Web links, live forms, security options, sound, and video can be added to PDF files for enhanced online viewing. (Adobe, 2000)
Adobe Acrobat is based on PostScript, a device independent page description language, introduced by Adobe in 1985 to control printing documents to laser printers. The Portable Document Format (PDF), introduced in 1993, is an advanced version of the PostScript file format, which saves each page is an individual item, incorporating fonts within the document while creating a file that is usually smaller than the originating document. The underlying concept of creating a PDF document is printing to a file (Andersson et, al., 1997).
Creating a PDF file makes it portable across all computer platforms, using the free Reader that can be downloaded from the Adobe web site. Adobe grants permission to publish the Reader Installer on a CD- ROM without written permission from Adobe. There is even a version of the Acrobat Reader that can be pre-installed on a CD-ROM, although most computers are being shipped today with the Acrobat Reader pre-installed on the hard drive. PDF files are WWW compatible, with the PDFViewer plug-in for most web browsers. The latest version of Acrobat can even download web pages with fully functional web links.
Electronic Portfolios published in Acrobat
An electronic portfolio includes technologies that allow the portfolio developer to collect and organize artifacts in many media types (audio, video, graphics, and text). A standards-based electronic portfolio uses hypertext links to organize the material, connecting artifacts to appropriate goals or standards. Often, the terms "electronic portfolio" and "digital portfolio" are used interchangeably. However, I make a distinction: an electronic portfolio contains artifacts that may be in analog (e.g., videotape) or computer- readable form. In a digital portfolio, all artifacts have been transformed into computer-readable form.
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In my opinion, Adobe Acrobat is the most versatile and appropriate tool to publish electronic portfolios because this software most closely emulates the 3-ring binder most often used in paper-based portfolios. In my opinion, PDF files are the ideal universal container for digital portfolios. In fact, here is how John Warnock, Co-founder and CEO of Adobe Systems, Inc. defined the Adobe Acrobat Portable Document Format:
PDF is an extensible form of paper, a hypermedia that is device independent, platform independent, color consistent and it is the best universal transmission media for creative and intellectual assets.
What else is a portfolio but a container for our creative and intellectual efforts? If Adobe Acrobat is chosen as the development software, here are the skills I have found to be important:
1. Convert files from any application to PDF using PDFWriter or Acrobat Distiller 2. Scan/capture and edit graphic images 3. Digitize and edit sound files 4. Digitize and edit video files (VCR -> computer) 5. Organize portfolio artifacts with Acrobat Exchange, creating links & buttons 6. Organize multimedia files and pre-mastering a CD-ROM 7. Write CD-Recordable disc using appropriate CD mastering software OR 8. Post PDF files to a web server
Structure of my Electronic Portfolio
Here is the process I use to create and then update my electronic portfolio every year. I maintain two separate PDF files: The Portfolio.PDF file is organized by the major sections as outlined in my table of contents:
INTRODUCTION Table of Contents Introduction to the Reader Workload Agreement Annual Activity Report Self-Review and Standards Achievement Vita TEACHING SUMMARY Curriculum Development Course Syllabi RESEARCH & CREATIVE ACTIVITY SUMMARY Publications
http://electronicportfolios.org/portfolios/sitepaper2001.html (3 of 7) [9/14/2004 3:15:19 PM] http://electronicportfolios.org/portfolios/sitepaper2001.html Grants Conference Presentations SERVICE SUMMARY University Service Community & Professional Service Summary of Professional Development Supporting Correspondence
The Artifacts.PDF file contains copies of each artifact I might want to include, organized chronologically with all of the artifacts together for each year. The order of each yearís files follows:
Annual Activity Report Syllabi for the year for all courses taught Course Content Guides for all new courses developed or revised Grants written/received during the year full text Publications for the year full text
How I Create and Update my Electronic Portfolio using Adobe Acrobat
1. Organizing files and folders - My hard disk drive is really my working portfolio. Once a year, I "mine" my hard drive for those "gems" that I want to include in my artifacts file. 1. During the year, collect appropriate artifacts in a folder called, ìnew itemsî or in a folder named for the year. I keep a "Working Folder" to store all of the artifacts for inclusion in the portfolio that have been converted into Acrobat format. Sometimes I add contemporaneous reflections to the artifacts using the Notes tools in Acrobat. 2. Set up a new folder for the working files for the new year. Save all of the new summary files in the new current year folder if you want to maintain source documents for prior years (the prior year folders can be tossed later, if hard disk space is an issue). Once a PDF file is inserted into the main Portfolio.PDF or Artifacts.PDF document, I store them into a folder that I call ìPDF filesî inside the current yearís folder. 2. Contents of portfolio pages 1. At the end of the summer, I write up my Annual Activity Report (AAR). Each component of the report becomes the foundation for updating the separate sections of the portfolio. The formatting of each section matches each section of my Vita. 2. From my Annual Activity Report (AAR), copy the publications, conference presentations, and any other appropriate information into my Vita. Print the Vita to PDF. 3. Update major section summary pages (Teaching, Research, Service) 4. From my Annual Activity Report (AAR), copy the contents of each section to the Summaries of each type of activity (i.e., classes taught, different types of service, publications, conference presentations, etc.) after adding a heading for the current year. This results in a summary of the different aspects of my work for all years. I recommend
http://electronicportfolios.org/portfolios/sitepaper2001.html (4 of 7) [9/14/2004 3:15:19 PM] http://electronicportfolios.org/portfolios/sitepaper2001.html organizing these summaries in chronological order, adding the current yearís record at the end. That way, if links have been made to artifacts, those links would remain in the same place when the new information is added at the end. 5. Convert these summary pages to PDF (all of these items are drawn from the AAR): ■ Summary of Courses Taught ■ Overview of Curriculum Development ■ Summary of Research & Creative Activity ■ Summary of Publications ■ Summary of Grants Received including paragraph Abstracts ■ Conference Presentations ■ University Service ■ Professional Service and Affiliations ■ Community Service Summary (including School District In-Services) ■ Paid Consulting ■ Summary of Professional Development ■ Supporting Correspondence (see description #3.6) 3. Organizing the PDF files 1. Take last yearís PDF portfolio, save with another name. Create a new folder to hold the new portfolio and place this new file into that folder. 2. I maintain my artifacts in a separate PDF file. Make a copy of that file, but keep the same name if you want the old links to that file to work. Move that new file to the new portfolio folder. 3. Replace the appropriate pages in the portfolio, updating them with the new versions. This will leave the links intact. Don't Delete Pages and Insert Pages; the links will disappear. The only pages to insert should be those where the page counts exceed the previous year when the additional information is added. 4. Review the artifacts that might be included in the portfolio file (in my case, the current yearís syllabi), and copy those pages to the end of the Artifacts file. From prior experience, the cross-document links from the Portfolio PDF file to individual pages in the Artifacts PDF file will be correct only if pages are not inserted in the middle, but rather at the end of the document. I insert a divider page before the beginning of the new yearís files. 5. While the Artifacts file may be filed in chronological order, the Bookmarks can be organized by artifact type, so that each major heading can have sub-headings that link to individual documents. 6. An important component at the end of my portfolio is a collection of correspondence that I have received during the year that support my portfolio. Many of these items are e-mails and have been converted to PDF at the time they were received, and are stored in the folder described in Step 1. I create a summary list of these pieces, convert that document to PDF, and insert into the portfolio. This is the only page that I delete and insert, and then need to update the links and the bookmarks. I also make links to each individual piece of correspondence. 4. Adding Reflections (Reflections turn artifacts into evidence of achievement) 1. When creating the PDF version of an artifact, sometimes I add a reflection to the file, using
http://electronicportfolios.org/portfolios/sitepaper2001.html (5 of 7) [9/14/2004 3:15:19 PM] http://electronicportfolios.org/portfolios/sitepaper2001.html Acrobatís Annotations Tools. 2. Update the Introduction to the portfolio, convert to PDF, and replace the older version in the Portfolio file. If necessary, link from the Table of Contents and re-link Bookmark. 3. Write up my summary reflection for the year, convert to PDF and insert into the Portfolio file. If necessary, link from the Table of Contents and re-link Bookmark. 4. Review the document that contains the Standards I have chosen, and update the reflections from the prior year. I keep my ATE reflections in a FileMaker Pro database. Convert to PDF and replace the older version in the Portfolio file. If necessary, link from the Table of Contents and re-link Bookmark. 5. Fine-tuning the finished files before publication 1. Check all Bookmarks or make new ones. 2. Check all links or make new ones. 3. If file size is not an issue, create all Thumbnails. 4. If you want the PDF files to open with the Navigation Pane showing, select File Menu -> Document Info -> Open and select the appropriate Initial View. 5. Before finalizing the PDF files, do a ìSave AsÖî using the same name to compress the file. If saved too many times, the file becomes very large. 6. If the files are to be posted in a public space, such as a web server, I save the files with Normal Security, to prevent printing, copying, adding notes, making any changes or form fields. I also assign a password required to change those security provisions. Be sure to remember the password, or keep another version without the security provisions. 6. Adding Multimedia 1. I review the portfolio for standards or reflections that could benefit from a multimedia reflection. I also review the video clips that I have collected over the year. I create short video clips to illustrate a component of my portfolio (try to keep each clip less than 30 seconds). 2. Save the files in Quicktime cross-platform format or AVI format. Store in a "Movies" folder inside the current portfolio folder. Once stored in a place that will not change, create links from the Portfolio document to the appropriate video file. 3. If appropriate, I will create a tour of the portfolio using CameraMan or another Screen Recording software package, narrating the overview for a novice viewer, and saved in QuickTime or AVI format. 7. Publishing the Portfolio 1. Using a CD-mastering program, I set up a temporary 650 megabyte partition and copy the all appropriate files and folders in the current portfolio folder to that partition. Organize the windows the way they should appear when the CD is loaded in the CD drive (Macintosh only). Write the CD. 2. Post the appropriate files to a web server. I post only the Portfolio.PDF file, not the Artifacts.PDF file to a web server. I also use the Normal Security so that the document cannot be printed, pages or text/graphics copied, etc. I do not include the video clips with the online PDF files, since the links to video do not work over the Internet.
References:
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Adobe Corporation (2000) ìAdobe PDFî Retrieved from the World Wide Web:December 4, 2000 at: http://www.adobe.com/products/acrobat/adobepdf.htm
Adobe Creative Team (2000). Adobe Acrobat 4.0 Classroom in a Book. Adobe Press
Alspach, Ted; Alspach, Jennifer. (1999) PDF with Acrobat 4: Visual Quickstart Guide. Peachpit Press
Anderson, Mattias; Eisley, William; Howard, Amie; Romano, Frank; Witkowski, Mark; (1997) PDF Printing and Publishing. Micro Publishing Press
Barrett, Helen C. (2000) "Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development" Published in the Proceedings of the Annual Conference of the Society for Information Technology & Teacher Education
Padova, Ted (1999) Acrobat® PDF Bible. IDG Books Worldwide
http://electronicportfolios.org/portfolios/sitepaper2001.html (7 of 7) [9/14/2004 3:15:19 PM] http://electronicportfolios.org/myportfolio/teaching.html Helen Barrett's Electronic Portfolio
My Instructional Design and Teaching Competency
These documents were selected to showcase my competencies in teaching and instructional design. I have developed and delivered workshops on electronic portfolio development, from three hours to three days, and most have been evaluated through my PT3 grant. I have also developed a set of two-day workshops on electronic portfolios and digital storytelling for a major technology company.
Descriptions of presentations and workshops available
These are descriptions of the presentations and workshops that I have developed.
Workshop Outlines on Electronic Portfolios and Digital Storytelling
These two-day workshops were developed in the winter of 2004 for a major technology company. The Digital Storytelling workshop was piloted twice in 2004 through my PT3 grant. The evaluation report from Rockman et.al. demonstrates the success of the first workshop.
Distance Courses on Electronic Portfolios and Digital Storytelling
I developed this series of courses on electronic portfolios and digital storytelling, which were piloted with Wichita State University in 2003 using Blackboard. The courses need to be updated, but can be offered using any web-based environment.
Professional Development for Implementing Electronic Portfolios
My most recent web page on my website, responding to requests by school districts for information on how to help teachers who need to support student electronic portfolio http://electronicportfolios.org/myportfolio/teaching.html (1 of 2) [9/14/2004 3:15:20 PM] http://electronicportfolios.org/myportfolio/teaching.html
development. Includes Change theory, portfolio and technology skills assessments.
Updated 9/13/04
http://electronicportfolios.org/myportfolio/teaching.html (2 of 2) [9/14/2004 3:15:20 PM] In-Person Workshops Dr. Helen Barrett
In-Person Workshops or Presentations Available
● One-hour Keynote Address or Conference Presentation
❍ Digital Storetelling in e- Portfolios for Reflection and Deep Learning
❍ What is your e- Portfolio? a High-Stakes Test or a Story of Deep Learning?
❍ Competing Paradigms in Electronic Portfolios: Balancing “Portfolio-as- Test” with “Portfolio-as- Story”
❍ Managing Complex Change
❍ Planning for Electronic Portfolios
❍ Design and Develop Standards-Based Electronic Portfolios http://electronicportfolios.org/workshops.html (1 of 4) [9/14/2004 3:15:21 PM] In-Person Workshops
❍ Strengthen Professional Development with Electronic Teaching Portfolios
❍ Where is the “Portfolio” in Electronic Portfolios?
● Three-hour Digital Storytelling for Reflection and Deep Learning
● Three-hour Overview of Electronic Portfolio Development
● Three hour (hands-on) Electronic Portfolio Development with Microsoft Office (pre-requisite Three- hour Overview workshop)
● Six-hour Awareness and Planning session on Electronic Portfolio Development (no hands-on)
● Two day (hands-on) Digital Storytelling workshop using Apple's iMovie or Microsoft MovieMaker2 How to prepare for this
http://electronicportfolios.org/workshops.html (2 of 4) [9/14/2004 3:15:21 PM] In-Person Workshops workshop
● Two day (hands-on) Electronic Portfolio Development workshop
Create Your Own Electronic Teaching Portfolio (using Microsoft Office, Adobe Acrobat) + Digital Video [One day hands-on workshop does not include digital video.]
● Two day workshop (limited hands-on):
Planning to Implement Electronic Portfolios (helping Schools of Education to plan curriculum and infrastructure adaptations to successfully implement electronic portfolios to demonstrate INTASC and ISTE NETS-T standards attainment)
● Three day workshop (including CD-ROM Development)
Create Your Own Electronic Portfolio Handbook (helping Schools of Education to build a customized CD-ROM-
http://electronicportfolios.org/workshops.html (3 of 4) [9/14/2004 3:15:21 PM] In-Person Workshops based handbook for their students, including Step-by- Step Tutorials and QuickTime demonstrations on using common software tools to create electronic portfolios)
Information available on: Products In-Person Web-based Available to Workshops Workshops Order Return to Home Page
©1999, 2004, Helen C. Barrett, Ph.D. Updated July 26, 2004
http://electronicportfolios.org/workshops.html (4 of 4) [9/14/2004 3:15:21 PM] Electronic Portolio Class
ELECTRONIC PORTFOLIO DISTANCE EDUCATION CLASS ©2003, HELEN C. BARRETT, PH.D.
COURSE MAP (GIF) (PDF) Current courses Pre-Requisite Skills, Technology Requirements available: and Dispositions for Distance Learning Wichita State
If you are interested in taking (or offering) this web-based course on Electronic Portfolio Development using common software tools, contact Dr. Helen Barrett. The Modules linked below are representative but not complete versions of the course materials.
ePortfolio Intro - Getting started and introductions; ePortfolio Literature and creating a plan; software options and the portfolio development process; developing the digital archive (Excel); building a reflective portfolio (Word) and evaluation. Dr. Helen ePortfolio Tools - Looking at the following common Barrett, software tools for creating ePortfolios: PowerPoint, Acrobat, HTML editors, and other optional tools such as eZedia or Instructor Lectora; creating a digital storytelling artifact using a digital video editing program such as iMovie or Pinnacle Studio; creata Previous classes a rubric and evaluation. Wichita State University ePortfolio Web - Preparing the ePortfolio for publishing in a Spring 2003 Summer 2003 variety of formats: CD-ROM, WWW, videotape, DVD and emerging technologies; more literature on e-portfolio research; finalize portfolio and final evaluation. Northern Michigan University Spring/Summer 2003
Course Content Guide: Montana State University- Electronic Portfolio Development (3 credits) Northern Course Content Guides (1 credit each) Credit #1 - Fall/Spring 2003-2004 Credit #2 - Credit #3
Syllabus http://electronicportfolios.org/distance/index.html (1 of 2) [9/14/2004 3:15:24 PM] Electronic Portolio Class
Distance Course Policies Getting Started (Week 1)
Read what prior participants have said about this course:
● I really had almost no idea what the portfolios in my ___ class would look like when I started in January. On my syllabus it just said "Specifics for the portfolio will be shared later in the semester." So what I learned in this class was how to do it! I was very very pleased with the results. ● I gained a considerable amount of knowledge in the different technology areas even though I thought that I was competent when the classes started. This class helped force me to complete some skills that I wanted to learn but had been putting off. I would say that this has been a very good experience for me. ● I got so much out of these classes. I think most of all, I got a little peace of mind! ● I've learned so much. From new skills with software apps I thought I knew well, to portfolio building and organizing skills. I've gathered a wealth of information and resources to share with our teachers. And, if I reenter the classroom, e-portfolios will be the first activity I implement. ● Well, because of this class, I now have some credibility as the "Coordinator of the Digital Portfolio Implementation" in Teacher Education here at ___. With any luck, it will go SO smoothly that there will not be a need for a coordinator after a year (is that a pipe dream, Helen?) Whew. Implementation. Faculty buy-in. All I can do at this point is share my vision with the faculty and see how it goes. ● Thanks for all the resources and growing experiences. I was already sold on portfolios, but now I feel I have the tools and a lot of the skill needed to use them.
http://electronicportfolios.org/distance/index.html (2 of 2) [9/14/2004 3:15:24 PM] Professional Development Guide Professional Development for Implementing Electronic Portfolios
Recommendations Adoption of Innovations Competencies (Portfolio and Technology Skills) Resources for Professional Development
©2004, Helen C. Barrett, Ph.D.
How do you plan professional development for the implementation of electronic portfolios in schools? There are several dimensions of this process, based on both the pedagogical purpose for developing the portfolios, the technological tools chosen to construct and store them, and the dispositions or attitudes toward change of the teachers or faculty.
It should be recognized that electronic portfolios cannot be created in isolation from other technology integration across the curriculum. For electronic portfolios to be successful, there need to be opportunities for learners to develop digital artifacts that are the building blocks of their electronic portfolios. Without technology implemented across the curriculum, publishing portfolios in an electronic format will be difficult to accomplish, From another perspective, effective implementation of electronic portfolios is an indicator of effective implementation of technology across the curriculum, as well as an indicator of an effective portfolio culture within the college, school or district.
Here is a resource, An Integrated Technology Adoption and Diffusion Model, that can help with the adoption of technology across the curriculum. This article provides some excellent suggestions for effective professional development strategies at each developmental stage of the adoption process. This online book, produced at the University of North Texas, provides a variety of research-based instruments for Assessing Educator Progress in Technology Integration.
Google Evaluation Reference > Education > Instructional Technology > Evaluation provides a comprehensive set of resources on evaluation implementation of instructional technology, K-20.
Recommendations
http://electronicportfolios.org/teachers/profdev.html (1 of 7) [9/14/2004 3:15:27 PM] Professional Development Guide Start Small and Build Capacity
If a decision still needs to be made about the specific tools to be used for electronic portfolio implementation, a small initial project using the best two or three alternative strategies should be conducted. The teachers who are participating in the start-up program could then become a group of trainers who could provide professional development to the rest of the teachers in a college, school or district. The first group of teachers could also be a steering team, to help plan the long term implementation. A minimum of a semester is recommended for the initial project, if not a full academic year.
Preparation for Program-Wide Implementation
If the intention is to implement a program college-wide, school-wide, or district-wide, here are some recommendations for implementing this change:
● Create an action plan for implementing electronic portfolios that involves the following elements: ❍ Vision - provide a clear vision for the role of electronic portfolios in the overall program = reduced confusion ❍ Skills - provide adequate professional development for all stakeholders = reduced anxiety ❍ Incentives - provide appropriate incentives to motivate all stakeholders = faster adoption ❍ Resources - provide adequate resources for full implementation = reduced frustration ● Work with your innovators and early adopters during the early exploratory stages, when processes are still fluid. Understand that a lack of structure or defined process may be frustrating for some novices, at either portfolios or technology implementation. ● Find the natural leaders in your college/school/district, and engage them in the planning and initial implementation. They will be great allies in the transition process. ● Take the team through a change simulation (The Change Game) to test their assumptions about how to implement a comprehensive change ● Assess the competencies of all of your staff who will be doing the full implementation, to determine the targeted staff development needed. ● Organize training activities based on the needs and readiness of the individuals. ● Model electronic portfolios across the institution: administrators and teachers create electronic portfolios along with students. ● Create an institutional e-portfolio that incorporates elements of individual e- portfolios.
http://electronicportfolios.org/teachers/profdev.html (2 of 7) [9/14/2004 3:15:27 PM] Professional Development Guide Assess Readiness for this Innovation
How can you assess how well your teachers/faculty will adapt to this innovation? One strategy is using a Concerns-Based Adoption Model (C-BAM) readiness survey. For the best results, construct staff development based on the readiness of the individual teachers/faculty. The C-BAM covers creating differentiated professional development based on the expressed faculty needs at these levels:
Stages of Concern
1. Awareness/Information concerns (they don't know anything about e-portfolios and they need lots of information and a vision) 2. Personal concerns (they know about e-portfolios but have no experience with them, either personally or with their students) 3. Management concerns (they have some personal experience with e-portfolios but aren't sure how to manage a classroom full of students developing them) 4. Consequence concerns (their students are started developing e-portfolios and they want to do the best job of using the portfolios for improving student learning 5. Collaboration concerns (their students are well along in the process, and they want to collaborate with other colleagues about using e-portfolios 6. Refocusing concerns (they see real evidence of student achievement, and they want to do something better)
Here is a one-page Stages of Concern Instrument , to determine where a teacher's concerns fall across this continuum.
Levels of Use
There are also levels of use of e-portfolios, also based on the C-BAM model, and professional development should be differentiated, depending on how far along the teacher/faculty is with implementing e-portfolios:
● 0. Nonuse - No action is being taken with respect to the innovation ● I. Orientation - The user is seeking out information about the innovation ● II. Preparation - The user is preparing to use the innovation ● III. Mechanical Use - The user is using the innovation in a poorly coordinated manner and is making user-oriented changes ● IVa. Routine Use - The user is making few or no changes and has an established pattern of use ● IVb. Refinement - The user is making changes to increase outcomes ● V. Integration - The user is making deliberate efforts to coordinate with others in using the innovation
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● VI. Renewal - The user is seeking more effective alternatives to the established use of the innovation.
Here is a one-page Levels of Use Questionnaire
Resources on Concerns-Based Adoption Model
● http://www.nas.edu/rise/backg4a.htm - "The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals" published by the National Academy of Sciences ● http://edrev.asu.edu/reviews/rev169.htm - A review of Hall, Gene E. & Hord, Shirley M. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon. ● http://www.rmcdenver.com/webproject/SITEproc.html - New Insights on Technology Adoption in Communities of Learners.
Innovator Types
Understand also that people have different attitudes toward change. Some teachers will embrace innovation with enthusiasm. Others will drag their feet. Their attitude toward change will also determine the type of staff development that works best. It should also be noted that a teacher will approach different innovations with a different approach ...change is contextual. The following are Adopter Types described by Carl Rogers:
● Innovators ● Early Adopters ● Early Majority' ● Late Majority ● Laggards
Resources on Diffusion of Innovation
Assess Competencies
Here are some of the competencies needed to develop electronic portfolios:
● Portfolio Development Skills (whether paper-based or electronic). For what
http://electronicportfolios.org/teachers/profdev.html (4 of 7) [9/14/2004 3:15:27 PM] Professional Development Guide purpose? ❍ For teachers as professional development or for evaluation? ❍ For students (and for what purpose?) ❍ For teachers to help students create portfolios for multiple purposes? ■ Assessment of Learning (to meet accountability mandates) or ■ Assessment for Learning (formative, classroom-based assessment, to support learning)
(specific list of competencies under development in this wiki - you are invited to contribute ideas) http://www.seedwiki.com/page.cfm?doc=portfolio- competencies&wikiid=6582&wpid=
There are many ways to build these skills, including teachers and administrators developing their own portfolios. There is some excellent professional development available on Assessment FOR Learning (see below)
● Technology skills that support electronic portfolios. What are the minimum skills for developing electronic portfolios? ❍ File Management Skills (i.e., naming files, organizing in folders, able to move and copy files, search and find files on a network folder, a hard drive or a CD-ROM) ❍ Converting artifacts into digital format (i.e., scanning images, recording audio, digitizing video, depending on technological background or teacher or student) ❍ Common tools used for constructing portfolios (choice depends on technological background of teacher or students) ■ Microsoft Office (Word, PowerPoint, Excel) ■ Web page Editor and Web Browser ■ E-Mail Program, including attaching files ■ A simple graphics editor to scan and/or resize images ■ A simple digital video editing program to add digital stories to portfolio (Apple's iMovie, Microsoft's MovieMaker2, Pinnacle Studio) ❍ Commercial tools for developing e-portfolios ■ Skills in using the specific system ■ E-Mail Program, including attaching files ■ Web Browser ■ A simple graphics editor to scan and/or resize images
http://electronicportfolios.org/teachers/profdev.html (5 of 7) [9/14/2004 3:15:27 PM] Professional Development Guide
■ A simple digital video editing program to add digital stories to portfolio (Apple's iMovie, Microsoft's MovieMaker2, Pinnacle Studio)
Dr. Barrett provides a variety of training opportunities for electronic portfolio implementation:
● Self-directed learning ❍ Electronic Portfolio Handbook and CD (2003)
❍ Electronic Portfolio online readings
❍ Apple Learning Interchange Exhibit
❍ Create Your Own Electronic Portfolio (using off-the-shelf software) (2000)
● Asynchronous Distance Learning ❍ Distance Education Courses available for graduate credit
● Synchronous Distance Learning ❍ WWW-based video conferences available
● Face-to-Face Workshops
❍ Electronic Portfolio Workshops (2 days)
❍ Electronic Portfolio Planning (3 days)
❍ Digital Storytelling (2 days)
❍ Conference Presentations and workshops (1, 3, or 6 hours)
❍ Change Game Facilitation - 3 hours
● Individualized workshops and consultation
Connect2Learning Assessment Symposium
If school districts are looking for good professional development to design programs of assessment for learning, I highly recommend the symposium sponsored by Dr. Anne Davies of Connect2Learning in Courtenay, British Columbia. I was invited to be a resource person at this symposium in July 2004 (and discussed it previously in my blog). I just found out that next summer the dates will be Friday, July 22 - Wednesday, July 27, at the Kingfisher Spa and Resort, a little piece of heaven on Vancouver Island. From last summer, I thought those who attended as part of a team got more out of the symposium than those who came as individuals, although it was a great experience for everyone.
Assessment Training Institute
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A colleague of Anne Davies is Rick Stiggins, founder of the Assessment Training Institute in Portland, Oregon. He and his colleagues have developed workshops, conferences and training resources to assist school districts with professional development around principles of Assessment FOR Learning. I have not personally attended any of these events, but colleagues who have attended events sponsored by ATI rave about them. ATI's 12th Annual Summer Conference will be held July 11-13, 2005 in Portland, Oregon.
Return to Home Page Revised August 28, 2004 ©2004, Helen C. Barrett, Ph.D.
http://electronicportfolios.org/teachers/profdev.html (7 of 7) [9/14/2004 3:15:27 PM] PORTFOLIOS AT THE CROSSROADS: THE IMPACT OF EMERGING TECHNOLOGIES AND HIGH-STAKES ASSESSMENT A book proposal by Helen Barrett and Joanne Carney
Abstract
Once primarily a device for presenting artistic or career-related work, portfolios have now become a common method for documenting and assessing knowledge in a wide variety of fields—but especially in education. In higher education, portfolios have become the norm in teacher education programs: Salzman, et al. (2002) report that almost 90% of schools, colleges, and departments of education use portfolios to evaluate candidates. Besides their use for preservice teachers, portfolios are used for inservice teacher professional development and the certification of exemplary teachers by school districts, states, and national organizations. Students in P-12 schools also compile portfolios of their work.
Many of these portfolio programs have now become high-stakes assessments— determining whether new teachers are to be granted certification, P-12 students have met standards for graduation, or institutions will be accredited or funded.
Portfolios have had numerous proponents who cite strong theoretical support for their use by teachers and students (i.e., Shulman, 1987, 1992, 1998; Wiggins, 1989, Yancey, 1992). Yet empirical evidence to document the effects of portfolios is sparse. At the same time, new Web and multimedia technologies are radically changing the nature of portfolios. Once predominantly paper text, portfolios are now most likely to be digital products presented via the computer—electronic portfolios.
Electronic portfolios are riding a wave of popularity. With relatively ubiquitous access to the Internet and proliferation of multimedia technologies, these new forms for developing and publishing portfolios have brought both exciting and disturbing changes to the process. The very definition of “portfolio” seems to be taking on new dimensions. Whereas physical versions of portfolios took on predictable forms, electronic versions are published on the Internet, on local area networks, CD-ROM, DVD, and in other formats yet to be imagined. The contents of electronic portfolios can now include digital audio, video, and animations; these artifacts can be tied together in a hyperlinked format that allows instant navigation between standards, goals, outcomes, reflections and pieces of work.
We discern two major technological directions for electronic portfolio development; individuals and institutions are now confronted with the need to make decisions about which of these to choose: (1) generic software tools found on desktop computers and published in a variety of formats, or (2) customized (or commercial) systems that are accessible only over a local area or wide area network (Gibson & Barrett, 2003). These online storage systems are often accompanied by a data management system that allows aggregation of portfolio data. Often, what some institutions call electronic portfolios might more realistically be called assessment management systems.
1 There are many reasons to develop a portfolio: learning, assessment, marketing/employment (Wolf, 1999; Hartnell-Young & Morriss, (1999). However, the integration of information technology, plus new accountability requirements on schools and colleges has, in many cases, narrowed the focus of electronic portfolios to become online assessment management systems. (Barrett, 2004). The implementation of portfolios using emerging technologies is changing the very nature of the portfolio concept. Thus, the title, “Portfolios at the Crossroads.” Will learners experience the power of the portfolio process as a learning tool, or will the institutional adoption of electronic portfolios to meet high stakes accountability mandates supplant the needs of learners? Will we lose the power of the portfolio as a story of learning to the use of the portfolio as a way to check off a long list of standards? Or will the power of the technology help learners tell the story of their learning in ways not possible on paper?
The current literature on assessment differentiates assessment of learning from assessment for learning (Stiggins, 2002; Davies & LeMahieu, 2003; LeMahieu, 2004). Portfolios are seen as a panacea for both of these assessment needs, without consideration for the decisions and dilemmas involved with these diverse purposes. The commercial marketplace has produced technological products that are being sold to administrators based on institutions’ short-term accountability mandates, often without regard to the lifelong learning needs of students. This book will provide a selective review of the literature on portfolios, issues of using portfolios for both types of assessment, the implementation and assessment of electronic portfolios, and practical suggestions for classroom-based research and evaluation.
This book is a guide for all those who seek to make wise decisions about electronic portfolios. We seek to help teachers, administrators, policymakers, software designers— recognize their assumptions about the nature of portfolios, consider the implications of their portfolio decisions, and confront the dilemmas associated with their choices about portfolio purpose, audience, technology, and the use of the device for high-stakes assessment.
This book will look at how these new technologies and accountability mandates have impacted the portfolio development process. The first section will explore the definitions of “portfolio” as well as “electronic portfolio.” Included will be the competing theories and paradigms that are driving the implementation of electronic portfolios, primarily in education. Another counterpoint to the assessment/accountability viewpoint will be a discussion of “portfolio as story” and a viewpoint across the lifespan, from early childhood to post-retirement years. The authors will also tie the development of electronic portfolios into the prevailing theories of learning in education today.
The second section will explore the decisions and dilemmas faced by individuals and institutions adopting electronic portfolios. In addition to an in-depth discussion of the two directions in electronic portfolio development, there will be a chapter on the dilemmas faced by individuals and institutions implementing these new tools. Another part of this section is an in- depth discussion of the legal and psychometric issues of “portfolio as test,” as high stakes assessment, specifically in teacher education. There will be a discussion of the decision factors to help individuals or institutions decide which purpose and approach works best for them.
2 The third section will contain a collection of case studies of implementation and summaries of some of the limited relevant research that has been conducted. Interesting case studies presented at recent education conferences will be included, as well as perspectives from across the globe.
A final section will include the authors’ conclusions, analysis and synthesis of the state of electronic portfolio development in 2004. The “Crossroads” or decision points will be addressed in depth, addressing the core values that made paper-based portfolios a powerful tool in learning, and the impact that emerging technologies are having on the methodology. This section will provide practical suggestions for managing the decisions, implementation and evaluation of electronic portfolios in Secondary Schools or Higher Education.
The Appendix will describe some of the tools and technologies being used to develop electronic portfolios.
Some of the chapters will need negotiation with journals that originally published the work. Some chapters will be written specifically for this work.
3 Project Proposal
Need: Why this project is being developed. Why people need help on the topic at this time. How the topic is of increasing rather than passing or declining importance.
Portfolios have now become a common method for developing, documenting and assessing knowledge in a wide variety of fields. Many portfolios have now become high-stakes assessments—determining whether new teachers are to be granted certification, P-12 students have met standards for graduation, or institutions will be accredited or funded. At the same time, new Web and multimedia technologies are radically changing the nature of portfolios. Once predominantly paper text, portfolios are now most likely to be digital products presented via the computer—electronic portfolios.
Electronic portfolios are now riding a wave of popularity, bringing both exciting and disturbing changes to the process. These emerging technologies show signs of changing the very nature of the portfolio concept. The commercial marketplace has produced technological products that are being sold to administrators based on institutions’ short-term accountability mandates, often without regard to the lifelong learning needs of students. Will learners experience the power of the portfolio process as a learning tool, or will the institutional adoption of electronic portfolios to meet high stakes accountability mandates supplant the needs of learners? Will we lose the power of the portfolio as a story of learning to the use of the portfolio as a way to check off a long list of standards? Or will the power of the technology help learners tell the story of their learning in ways not possible on paper?
Purpose: What the work is designed to accomplish. How it meets the need identified.
This book is intended a guide for all those who seek to make wise decisions about electronic portfolios. It will help teachers, administrators, policymakers, software designers, and measurement specialists recognize their assumptions about the nature of portfolios, consider the implications of their portfolio decisions, and confront the dilemmas associated with their choices about portfolio purpose, audience, technology, and the use of the device for high-stakes assessment.
Contribution: What new information is offered. Ways the work adds to current knowledge and practice.
This book by leaders in the field of electronic portfolios incisively raises the issues facing those who seek to use portfolios for learning and assessment. It brings together seminal writings, provocative new articles, theoretical pieces, unpublished research, and implementation reports on a host of electronic portfolio programs.
Intended Audiences: Primary audience: P-12 and higher education administrators, teacher educators. P-12 teachers, policymakers, directors of assessment and evaluation Secondary audience: software designers
4 Uses: What the work will help the audiences to do, understand, improve, carry out… Uses for the practitioner audience: this book will help teachers, administrators, policymakers, software designers, and measurement specialists understand the nature of the decisions and dilemmas they face in using portfolios for learning and assessment. This knowledge will help them identify purpose and audience, choose appropriate technologies, and balance the demands for accountability with e-portfolio’s support of assessment for learning.
Uses for the academic audiences: this book will present unpublished research and provocative theoretical arguments that will contribute significantly to discourse in the fields of assessment and learning.
Knowledge Base The research or experience base for the information in the project Special studies or previous work relevant to the project
Helen Barrett has published a web site on Electronic Portfolios since 1994 (http://electronicportfolios.org), recently adding an Expert Showcase on Electronic Portfolios to the Apple Learning Interchange website. For the last three years, she has traveled extensively for the International Society for Technology in Education, meeting with more than 50 Teacher Education programs throughout the U.S., assisting them with the decisions they are making about implementing electronic portfolios. She is sought internationally as a keynote speaker on electronic portfolios in education. Her publications have appeared in journals nationally and internationally.
Joanne Carney’s dissertation research is one of very few rigorous empirical studies of electronic portfolios done to date. As a PT3 director for Mercyhurst College she designed and inaugurated an electronic portfolio system using generic tools. In her present position at Western Washington University she is currently a member of the Woodring College of Education Portfolio Work Group and is leading an effort to research the electronic portfolio being inaugurated by the Elementary Education Department.
Title Possibilities • Portfolios at the Crossroads: The Impact of Emerging Technologies and High Stakes Accountability • The Power of Electronic Portfolios: Confronting the Dilemmas of Emerging Technologies and High Stakes Assessment
Length Number of double-spaced, typewritten pages unknown
Outline of Contents and Chapter-by-Chapter Descriptions Sample Chapters See pages that follow.
5 Format: Multi-chapter book
Related and Competing Works (and why they are not adequate to meet the need identified, how work will differ of be superior): There are currently no books focused on the decisions and dilemmas of portfolios (paper or electronic). This book is exceptional for two reasons: first, because of the authors’ extensive experience with e-portfolio implementation and research; and, second due to the manner in which this book combines theoretical discussion with practical guidance for e-portfolio decision- makers.
Potential Text Adoption: unknown
Timetable: Major components available now; complete manuscript presented within six months of contract.
Other Publishers
Background Information on Authors:
Helen Barrett, Ph.D. is on the faculty of the College of Education at the University of Alaska Anchorage and has been researching electronic portfolios since 1991, publishing a website on Technology and Alternative Assessment since 1995 (http://electronicportfolios.com). Dr. Barrett has been involved in Educational Technology and Staff Development in Alaska since 1983, first as Staff Development Coordinator with the Fairbanks School District and now with the University of Alaska Anchorage. She was in charge of Educational Technology programs for the School of Education and initiated the development of UAA's New Media Center for campus- wide faculty development.
As the Assessment Coordinator for the International Society for Technology in Education's National Educational Technology Standards for Teachers (ISTE NETS•T) Project, she has been developing strategies and resources to assess teacher technology competence. She also served as Vice President for Assessment and E-Folios for the Society for Information Technology and Teacher Education (SITE). Through the Educause/NLII/AAHE Community of Practice, she is providing leadership to define pedagogical specifications for online portfolio systems.
Over the last five years, Dr. Barrett has written several successful federal technology grants, the most recent through ISTE to support technology and assessment in teacher education programs throughout the United States, providing training and technical assistance on using electronic portfolios to assess achievement of teaching standards. She is on loan to ISTE on a full time basis for the duration of this PT3 Catalyst Grant (2001-2004).
6 Dr. Barrett’s presentations at numerous regional and national conferences have explored the emerging field of technology and alternative assessment and her authoritative articles have appeared in books, journals and proceedings published by ISTE, AACE, AAHE, and WCCE. She recently produced a multimedia CD-ROM-based Electronic Portfolio Handbook. Her research about electronic portfolios began with a study of K-12 student e-portfolios for the Alaska Department of Education in the early 90s. In the mid-90s, her research focus changed to electronic teacher portfolios, and she is currently exploring both high school graduation portfolios and family involvement in e-portfolio development in early childhood education. This newest research focuses on how schools can meet the Parent Involvement goal of NCLB through the collaborative development of electronic portfolios to communicate authentic student learning related to standards, goals or outcomes.
Joanne Carney, Ph.D. is an Assistant Professor of Instructional Technology and Elementary Education at Western Washington University. She holds a doctorate in Educational Communications and Technology from the University of Washington, where she did dissertation research on electronic and traditional portfolios as tools for teacher knowledge representation and reflective thinking. Other research includes studies of the reading of digital media, design of teacher professional development, integration of technology into pedagogy, and the structuring of learning communities. She is currently an evaluator for the NO LIMIT! Project, a standards- based reform initiative designed to improve middle school mathematics teaching through the use of technology.
Prior to taking her position at Western Washington University, Dr. Carney was a faculty member at Mercyhurst College, where for two years she was a director of Links to the Future, a PT3 project. Dr. Carney also directed Mercyhurst’s Innovative Teachers’ Program, a professional development initiative sponsored by Microsoft/AACTE.
Carney has also collaborated with K-12 teachers and school districts on many other projects relating to technology, effective instructional methods, and assessment. She herself has extensive teaching experience in different educational settings: for more than 15 years she taught English and literature in grades 6 through10. She first began using portfolio assessment extensively in her secondary classroom after her participation in the Northwest Pennsylvania Writing Project in 1990. Carney also taught technical communication and electronic portfolio design at the University of Washington before becoming a teacher educator.
Dr. Carney has given presentations on electronic portfolios at many national conferences, including AERA, SITE, NECC, and AAHE. Her experience with assessment and evaluation includes work with portfolios and standards-based assessment as a member of the Pennsylvania leadership team for the New Standards Project from1992 to1994. She is currently the Assistant Vice-President for Assessment and E-Folios for the Society for Information Technology and Teacher Education (SITE).
Dr. Carney has published several articles on electronic portfolios; her article, “Integrating Technology into Constructivist Classrooms: An Examination of One Model for Teacher Development,” was published in the Journal of Computing in Teacher Education, and in 1998 received an award for research from ISTE’s SIG for Teacher Educators.
7 Tentative Table of Contents
Preface - Our developmental journeys with e-portfolios: 1990 to the present • Helen Barrett • My experiences with e-portfolios at UAA, including my own e-portfolio • My PT3 grant experiences at UAA and ISTE • Family Portfolios, elementary & early childhood portfolios • Digital Storytelling • International Perspectives (Singapore, Europe, Canada) • The changes I’ve seen in the field since 1991 • Joanne Carney • K-12 teacher – NW PA Writing Project + 11 computers in my classroom – using computers to create a learner-centered classroom • New Standards Project • Graduate Program TA and Dissertation • Teacher Ed Faculty – PT3 grant at Mercyhurst plus now at WWU
PART 1: DEFINITIONS – VISION, ASSUMPTIONS AND PARADIGMS
Chapter 1—What Is a Portfolio? (HB) • Definitions (including metaphors http://electronicportfolios.org/metaphors.html ) • Multiple purposes and audiences and contexts (most of this content is online at: http://electronicportfolios.org/portfolios/encyclopediaentry.htm • History of portfolios in education Theories, Assumptions and Paradigms (most of this section is online at http://electronicportfolios.org/systems/paradigms.html • Behaviorism & Constructivism (portfolio as worksheet/portfolio as exploration/project) • Hermeneutics & Psychometrics (portfolio as story vs. portfolio as test)
Chapter 2—What Is an E-Portfolio? (HB) • Definitions and history of electronic portfolios • Portfolios vs. assessment management systems • Common tools vs. systems • Most of this chapter is online at http://electronicportfolios.org/systems/concerns.html
Chapter 3 – Paulson & Paulson – Portfolios: Stories of Knowing -- ERIC ED377209 Abstract: Portfolios are useful in developing a personal set of rules for good communication and for reflecting on one’s performance over time. As a purposeful, interrelated collection of student work the portfolio shows student efforts, progress, and self-reflection. The article uses storytelling as a metaphor to show what portfolios are and what they can do. The Cognitive Model for Assessing Portfolios is described which takes into account the three dimensions of the portfolio: its stakeholders, activities, and history. Stakeholders are the author, publisher, and audience, and activities are what the student has to think about to make the portfolio tell the story. History recognizes the changes that take place during the endeavor. The historical dimension allows the inference that portfolios are chronicles of knowing. Development of the portfolio is like a journey. One figure illustrates the model. (Contains 11 references.) (SLD) Note: Paper presented at the Annual Meeting of the Claremont Reading Conference (54th, March 1991).
Chapter 4—Electronic Portfolios: Digital Stories of Deep Learning (HB) • Assessment of and for Learning • The importance of reflection in portfolios to support learning • Digital storytelling as reflection on learning • Learning portfolios and Weblogs [add David Tosh’s Learning Landscape? as another chapter here?] • Most of this chapter is online at http://electronicportfolios.org/digistory/epstory.html
8 PART II A- DECISIONS AND DILEMMAS – Implications of our technology choices
Chapter 5—Campfires Around Which We Tell Our Stories: Confronting the Dilemmas of Teacher Portfolios and New Technologies (JC) "Technology is the campfire around which we tell our stories," says musician and performance artist Laurie Anderson. If that be so, what tales will be shared in the flickering glow of teachers' electronic portfolios? Will web and multimedia technologies be used to help teachers capture their knowledge of practice and share it in ways not possible with older technologies? Or will the audience gathered around electronic portfolios hear few meaningful stories because we have failed to see the dilemmas posed by these new technologies and made the complex decisions necessary to use our tools wisely?
In this article I argue that we must recognize the dilemmas of portfolios--those authored with traditional tools as well as with new digital technologies and make careful decisions to address problematic issues. The rapidity with which electronic portfolios are being adopted by colleges of education, school districts, and other agencies gives us special reason to pause, step back, and consider the implications of web and CD technologies. If we fail to recall the purposes for which portfolios were proposed, and instead allow new hardware, software, or evaluation mandates to drive our use of electronic portfolios, we may find they have become "empty containers" (Barrett, 2002c), not the warm, "living history of a teaching and learning life" (Wilcox & Tomei, 1999, p. 5) that proponents had hoped they would become. Currently online at: http://electronicportfolios.org/campfires.htm
Chapter 6—Directions in Portfolio Development (DG) This article explores the advantages and trade-offs of two paths to the development of electronic portfolios – using generic tools and using customized systems. The analysis assumes that the goal of electronic portfolios is to stay focused on the quality of work by a learner and the valid alignment of their work to the standards and goals of education. A comparison of the “best of all worlds” scenarios for both approaches shows that the two approaches each have important strengths that need to be weighed during the process of program planning. (Originally published as: Gibson, D. & Barrett, H. (2003). Directions in electronic portfolio development. Contemporary Issues in Technology and Teacher Education, [Online serial], 2(4). Available: http://www.citejournal.org/vol2/iss4/general/article3.cfm
PART IIB – DECISIONS AND DILEMMAS – Implications of our assessment choices
Chapter 7 – Classroom-Based Measurement and Portfolio Assessment – Victor Nolet. Originally published in Diagnostique 18(1), 5-26 (1992) Abstract: Portfolio assessment is an integral component of the current movement toward classroom-based performance assessments. A variety of descriptions have been presented in the literature, but little consensus exists regarding the goals or procedures for using portfolio assessment. An empirical basis for using portfolio assessment for a range of instructional decisions is virtually nonexistent. This article presents a conceptual model in which portfolio assessment is viewed as a process of collecting multiple forms of data to support inferences about student performance in a skill or content area that cannot be sampled directly by a single measure. In this respect, portfolio assessment is viewed as analogous to the process of construct validation. The suggested model of portfolio assessment serves as a framework for clarifying the goals of instruction and aligning these goals with classroom-based assessment procedures that support individual referenced decisions. The model also occasions an agenda for research and training.
Chapter 8—Portfolios, the Pied Piper of Teacher Certification Assessments: Legal and Psychometric Issues (Wilkerson & Lang) Since about 90% of schools, colleges, and departments of education are currently using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure (as well as NCATE accreditation), it is appropriate to explore the legal and psychometric aspects of this assessment device. The authors demonstrate that portfolios being used in a high-stakes context are
9 technically testing devices and therefore need to meet psychometric standards of validity, reliability, fairness, and absence of bias. These standards, along with federal law, form the cornerstone for legal challenges to high-stakes decisions when students are denied a diploma or license based on the results of the assessment. The conclusion includes a list of requirements and caveats for using portfolios for graduation and certification decisions in a standards-based environment that help institutions reduce exposure to potential litigation. Originally citation: Wilkerson, J.R., & Lang, W.S. (2003, December 3). Portfolios, the Pied Piper of teacher certification assessments: Legal and psychometric issues. Education Policy Analysis Archives, 11(45). Retrieved [Date] from http://epaa.asu.edu/epaa/v11n45/
Chapter 9–– Paulson & Paulson “The Ins and Outs of Using Portfolios to Assess Performance” ERIC ED334250 Abstract: Concerns about using portfolios (collections of student work showing student effort, progress, or achievement in one or more areas) in large-scale assessments are addressed. The products in a portfolio allow the reviewer to make inferences about the process of student learning. Hence, a portfolio should include information about the activities that produced the portfolio and a narrative in which the student describes the learning that took place. Stakeholders in the portfolio review process are identified, and the role of instructional goals and determination of contents of the portfolio are discussed. Standardized input- output assessments that evaluators usually use are viewed as poorly suited to portfolios. The implications of chaos theory for educational measurement and, more specifically, portfolio evaluation is outlined. The use of multiple perspectives and differing criteria in analyzing portfolios are illustrated via a comparison with movie reviewers. The place of reliability and validity assessments in portfolio assessments and the use of generalizability theory are discussed. Two methods that accommodate the diversity required of portfolio assessments are outlined: (1) the Environmental Beauty Estimation Method used by the United States Forest Service, and (2) the Comparative Method used by sociologists in studying comparative political systems. The use of scaling techniques and the importance of holistic as well as analytic judgments are discussed. A 39-item list of references is included. (TJH) Note: Expanded version of a paper presented at the Joint Annual Meeting of the National Council of Measurement in Education and the National Association of Test Directors (Chicago, IL, April 4-6, 1991).
PART III: STORIES OF DECISION-MAKING, IMPLEMENTATION AND EVALUATION
Chapter 10 - My journey with e-portfolios – (HB – to be written as part of final PT3 grant report) • In-depth experiences with e-portfolios during my PT3 grant • Assessment & Technology Forum Gallery Walk - Summary for 3 years • EPAC, OSPI, NLII • UW—Catalyst (Farally & Lewis) • Snoqualmie Valley & ESD 113 • Teacher Ed Programs I worked with • International Perspectives • France (Euro-Portfolio Consortium & Eifel) • Australia (Elizabeth Hartnell-Young) • Wales (Career Wales, Capture Wales) • Canada (Kathryn Barker—Future Ed & Lifia) • England – Center Recording Achievement
Chapter 11 - Individual Stories of Decision-Making (JC + HB) • Western Washington U. Portfolio working group + possible WIKI discussion • CSU process (final report to deans) • BYU (SIGTE Journal Spring 2004 plus aftermath) and others…
10 Chapter 12 - What Do We Know About the Effects and Effectiveness of Portfolios? (JC) (this chapter will be a significant revision of the AERA paper online here, to reflect a different audience and continuing development of the author’s ideas: http://it.wce.wwu.edu/carney/Presentations/presentations.html) • Lit research review • Ethnography & Qualitative Research vs. Quantitative (Naturalistic Inquiry vs. Positivistic paradigm) • Summary of ongoing research (AAHE) • In the age of NCLB – justifying e-portfolios as assessment for learning • Evaluation of e-portfolio implementation – rigorous qualitative evaluation (Zeichner & Wray) – document effectiveness for policymakers – action research in classrooms • Intersections that reveal “gems of insights” • SITE 2004 presentation– Theoretical knowledge in e-portfolios • Missouri AERA 2001 study?
Chapter 13 – Coming up Short: Recommendations for Evaluating the Impact of Electronic Portfolio Systems(?) by Bruce Havelock, RMC Research Corporation. • Personal Learning Planner Evaluation Study
PART IV. PUTTING THEORY INTO PRACTICE
Chapter 14 – Assessing learning with electronic portfolios (student, teacher candidate, professional development) (HB) • Carol Derham’s dissertation – teacher ed • Alverno example • Secondary school example – Mt. Edgecumb – Todd Bergman • Looking at rubrics, checklists
Chapter 15—To E or not to E (HB) • “Most paper-based portfolios today begin electronically, so making the shift to a different publishing environment is an incremental transition.” • How to choose an approach and design an e-portfolio process • Design considerations for software developers • What to look for in an online system (CSU Discourse brainstorm checklist reprint? – contact Lou Zweier) • Matching your needs and available tools (DePaul University example from AACTE 2004) • FuturEd Consumer Guide and how it was created (with Kathryn Chang Barker) • Excerpt from my common tools article (Learning & Leading with Technology, April 2000 • NLII/IMS Standards under development • Technologies that engage learners – impact on intrinsic motivation • Designing Staff Development to implement e-portfolios in secondary schools and higher ed • Making the best of a portfolio mandate (B.C. example)
Chapter 16 – The Crossroads - Finding a balance in the whole process (JC) • How to make good decisions about portfolio implementation to help you meet your portfolio goals. • How to deal with the dilemmas identified in the literature. • How to balance the needs of the individual vs. the needs of the institution • How to recognize how technologies afford and constrain the portfolio process. • Addressing multiple audiences and purposes… and lots more
APPENDIX Software tools (w/screenshots) (HB) • Commercial tools • Home-grown
11 Create Your Own Electronic Portfolio
Create Your Own Electronic Portfolio
Using Off-the-Shelf Software to Showcase Your Own or Student Work
By Helen C. Barrett Published in Learning & Leading with Technology, April, 2000
In the October 1998 issue of Learning & Leading with Technology, I outlined the strategic questions to ask when developing electronic portfolios. This article describes the electronic portfolio development process further and covers seven different software and hardware tools for creating portfolios. Some very good commercial electronic portfolio programs are on the market, although they often reflect the developerís style or are constrained by the limits of the software structure. Many educators who want to develop electronic portfolios tend to design their own, using off-the-shelf software or generic strategies. Here, I discuss the structure of each type of program, the advantages and disadvantages of each strategy, the relative ease of learning the software, the level of technology required, and related issues. The seven generic types of software are:
1. Relational databases 2. Hypermedia "card" software 3. Multimedia authoring software 4. World Wide Web (HTML) pages 5. Adobe Acrobat (PDF files) 6. Multimedia slideshows 7. Video (digital and analog)
Why Portfolios?
Portfolio assessment has become more commonplace in schools because it allows teachers to assess student development over periods of time, sometimes across several years. http://electronicportfolios.org/portfolios/iste2k.html (1 of 17) [9/14/2004 3:15:36 PM] Create Your Own Electronic Portfolio
People develop portfolios at all phases of the lifespan. Educators in the Pacific Northwest (Northwest Evaluation Association, 1990), developed the following definition of portfolio.
A portfolio is a purposeful collection of student work that exhibits the studentís 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.
Electronic Portfolios. My definition of electronic portfolio includes the use of electronic technologies that allow the portfolio developer to collect and organize artifacts in many formats (audio, video, graphics, and text). A standards-based electronic portfolio uses hypertext links to organize the material to connect artifacts to appropriate goals or standards. Often, the terms electronic portfolio and digital portfolio are used interchangeably. However, I make a distinction: an electronic portfolio contains artifacts that may be in analog (e.g., videotape) or computer-readable form. In a digital portfolio, all artifacts have been transformed into computer-readable form. An electronic portfolio is not a haphazard collection of artifacts (i.e., a digital scrapbook or multimedia presentation) but rather a reflective tool that demonstrates growth over time.
Electronic Portfolio Development
Electronic portfolio development brings together two different processes: multimedia project development and portfolio development. When developing an electronic portfolio, equal attention should be paid to these complimentary processes, as both are essential for effective electronic portfolio development. (See the online supplement at www.iste.org/L&L for a complete discussion of these processes.)
Danielson and Abrutyn (1997) lay out a process for developing a portfolio:
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1. Collection: The portfolioís purpose, audience, and future use of the artifacts will determine what artifacts to collect. 2. Selection: Selection criteria for materials to include should reflect the learning objectives established for the portfolio. These should follow from national, state, or local standards and their associated evaluation rubrics or performance indicators. 3. Reflection: Include reflections on every piece in your portfolio and an overall reflection. 4. Projection (or I prefer, Direction): Review your reflections on learning, look ahead, and set goals for the future.
I add a Connection stage, in which you create hypertext links and publish your portfolio to enable feedback from others, which can occur before or after the projection/direction stage.
Multimedia project development usually includes the following steps (Ivers & Barron, 1998):
1. Assess/Decide 2. Plan/Design 3. Develop, 4. Implement 5. Evaluate
Assess/Decide. The focus is on needs assessment of the audience, the presentation goals, and the appropriate tools for the final portfolio presentation.
Design/Plan. In the second stage, focus on organizing or designing the presentation. Determine audience-appropriate content, software, storage medium, and presentation sequence. Construct flow charts and write storyboards.
Develop. Gather materials to include in the presentation and organize them into a sequence (or use hyperlinks) for the best presentation of the material, using an appropriate multimedia authoring program.
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Implement. The developer presents the portfolio to the intended audience.
Evaluate. In this final stage of multimedia development, the focus is on evaluating the presentationís effectiveness in light of its purpose and the assessment context.
Five Stages
I have created a process for developing an electronic portfolio based on the general portfolio and multimedia development processes (Table 1).
Table 1: Stages of Electronic Portfolio Development Portfolio Stages of Electronic Portfolio Multimedia Development Development Development Purpose & 1. Defining the Portfolio Decide, Assess Audience Context & Goals Collect, 2. The Working Portfolio Design, Plan Interject Select, Reflect, 3. The Reflective Portfolio Develop Direct Inspect, Perfect, 4. The Connected Portfolio Implement, Connect Evaluate Respect 5. The Presentation Portfolio Present, (Celebrate) Publish
Differentiating the Levels of Electronic Portfolio Implementation. In addition to the stages of portfolio development, there appear to be at least five levels of electronic portfolio development. Just as there are developmental levels in student learning, there are developmental levels in digital portfolio development. Table 2 presents different levels for electronic portfolio development, which are closely aligned with the technology skills of the portfolio developer.
Table 2. Levels of electronic portfolio software strategies based on ease of use.
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0 All documents are in paper format. Some portfolio data may be stored on videotape. 1 All documents are in digital file formats, using word processing or other commonly used software, and stored in electronic folders on a hard drive, floppy disk, or LAN server. 2 Portfolio data is entered into a structured format, such as a database or HyperStudio template or slide show (such as PowerPoint or AppleWorks) and stored on a hard drive, Zip, floppy disk, or LAN. 3 Documents are translated into Portable Document Format with hyperlinks between standards, artifacts, and reflections using Adobe Acrobat Exchange and stored on a hard drive, Zip, Jaz, CD-R/W, or LAN server. 4 Documents are translated into HTML, complete with hyperlinks between standards, artifacts, and reflections, using a Web authoring program and posted to a Web server. 5 Portfolio is organized with a multimedia authoring program, incorporating digital sound and video. Then it is converted to digital format and pressed to CD-R/W or posted to the Web in streaming format.
Based on these levels and stages, I offer a few items to consider as you make this software selection.
Stage 1: Defining the Portfolio Context and Goals (Keywords: Purpose, Audience, Decide, Assess). What is the assessment context, including the purpose of the portfolio? Is it based on learner outcome goals (which should follow from national, state, or local standards and their associated evaluation rubrics or observable behaviors)? Setting the assessment context frames the rest of the portfolio development process.
What resources are available for electronic portfolio development? What hardware and software do you have and how often do students have access to it? What are the technology skills of the students and teachers? Some possible options are outlined in Tables 3 & 4.
Table 3. Technology skill levels. 1 Limited experience with desktop computers but able to use mouse and menus and run simple programs
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2 Level 1 plus proficient with a word processor, basic e-mail, and Internet browsing; can enter data into a predesigned database 3 Level 2 plus able to build a simple hypertext (nonlinear) document with links using a hypermedia program such as HyperStudio or Adobe Acrobat Exchange or an HTML WYSIWYG editor 4 Level 3 plus able to record sounds, scan images, output computer screens to a VCR, and design an original database 5 Level 4 plus multimedia programming or HTML authoring; can also create QuickTime movies live or from tape; able to program a relational database Table 4. Technology Available 1 No computer 2 Single computer with 16 MB RAM, 500 MB HD, no AV input/output 3 One or two computers with 32 MB RAM, 1+ GB HD, simple AV input (such as QuickCam) 4 Three or four computers, one of which has 64+ MB RAM, 2+GB HD, AV input and output, scanner, VCR, video camera, high-density floppy (such as a Zip drive) 5 Level 4 and CD-ROM recorder, at least two computers with 128+ MB RAM; digital video editing hardware and software. Extra Gb+ storage (such as Jaz drive)
Who is the audience for the portfolioóstudent, parent, professor, or employer? The primary audience for the portfolio affects the decisions made about the format and storage of the presentation portfolio. Choose a format the audience will most likely have access to (e.g., a home computer, VCR, or the Web).
You will know you are ready for the next stage when you have:
● identified the purpose and primary audience for your portfolio,
● identified the standards or goals you will use to organize your portfolio, and
● selected your development software and completed the first stage using that software.
Stage 2: The Working Portfolio (Keywords: Collect, Interject, Design, Plan). What is the content of portfolio items (determined by the assessment context) and
http://electronicportfolios.org/portfolios/iste2k.html (6 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio the type of evidence to be collected? This is where the standards become a very important part of the planning process. Knowing which standards or goals you are trying to demonstrate should help determine the types of portfolio artifacts to collect. For example, if the portfolio goal is to demonstrate the standard of clear communication, then examples should reflect studentís writing (scanned or imported from a word processing document) and speaking abilities (sound or video clips).
Which software tools are most appropriate for the portfolio context and the resources available? This question is the theme of the rest of this article. The software used to create the electronic portfolio will control, restrict, or enhance the portfolio development process. The electronic portfolio software should match the vision and style of the portfolio developer.
Which storage and presentation medium is most appropriate for the situation (computer hard disk, videotape, LAN, the Web, CD-ROM)? The type of audience for the portfolio will determine this answer. There are also multiple options, depending on the software chosen.
What multimedia materials will you gather to represent a learnerís achievement? Once you have answered the questions about portfolio context and content and addressed the limitations on the available equipment and usersí skills (both teachersí and studentsí), you will be able to determine the type of materials you will digitize.
This can include written work, images of 3-D projects, speech recordings, and video clips of performances. You will want to collect artifacts from different time periods to demonstrate growth and learning achieved over time.
You will know you are ready for the next stage when you have:
● collected digital portfolio artifacts that represent your efforts and achievement throughout the course of your learning experiences, and
● used the graphics and layout capability of your chosen software to interject
http://electronicportfolios.org/portfolios/iste2k.html (7 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio your vision and style into the portfolio artifacts.
Stage 3: The Reflective Portfolio (Keywords: Select, Reflect, Direct, Develop). How will you select the specific artifacts from the abundance of the working portfolio to demonstrate achieving the portfolioís goals? What are your criteria for selecting artifacts and for judging merit? Having a clear set of rubrics at this stage will help guide portfolio development and evaluation.
How will you record self-reflection on work and achievement of goals? The quality of the learning that results from the portfolio development process may be in direct proportion to the quality of the studentsí self-reflection on their work. One challenge in this process is to keep these reflections confidential. The personal, private reflections of the learner need to be guarded and not published in a public medium.
How will you record teacher feedback on student work and achievement of goals, when appropriate? Even more critical is the confidential nature of the assessment process. Teachersí feedback should also be kept confidential so that only the student, parents, and other appropriate audiences have access. Security, in the form of password protection to control access, is an important factor when choosing electronic portfolio development software.
How will you record goals for future learning based on the personal reflections and feedback? The primary benefit of a portfolio is to see growth over time, which should inspire goal setting for future learning. It is this process of setting learning goals that turns the portfolio into a powerful tool for long-term growth and development.
You will know you are ready for the next stage when you have:
● selected the artifacts for your formal or presentation portfolio, and
● written reflective statements and identified learning goals.
Stage 4: The Connected Portfolio (Keywords: Inspect, Perfect, Connect,
http://electronicportfolios.org/portfolios/iste2k.html (8 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio Implement, Evaluate). How will you organize the digital artifacts? Have you selected software that allows you to create hyperlinks between goals, student work samples, rubrics, and assessment? The choice of software can either restrict or enhance the development process and the quality of the final product. Different software packages each have unique characteristics that can limit or expand the electronic portfolio options.
How will you evaluate the portfolioís effectiveness in light of its purpose and the assessment context? In an environment of continuous improvement, a portfolio should be viewed as an ongoing learning tool, and its effectiveness should be reviewed on a regular basis to be sure it is meeting the goals set.
Depending on portfolio context, how will you use portfolio evidence to make instruction/learning decisions? Whether the portfolio is developed with a young child or a practicing professional, the artifacts collected along with the self- reflection should help guide learning decisions. This process brings together instruction and assessment in the most effective way.
Will you develop a collection of exemplary portfolio artifacts for comparison purposes? Many portfolio development guidebooks recommend collecting model portfolio artifacts that demonstrate achievement of specific standards. This provides the audience with a frame of reference to judge a specific studentís work. It also provides concrete examples of good work for students to emulate.
You will know you are ready for the next stage when:
● your documents are converted into a format that allows hyperlinks and you can navigate using them,
● you have inserted the appropriate multimedia artifacts into the document, and
● you are ready to share your portfolio with others.
Stage 5: The Presentation Portfolio (Keywords: Respect, Celebrate, Present, Publish).
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How will you record the portfolio to an appropriate presentation and storage medium? These will be different for a working portfolio and a presentation portfolio. I find that the best medium for a working portfolio is videotape, computer hard disk, Zip disk, or network server. The best medium for a formal portfolio is CD-Recordable disc, Web server, or videotape.
How will you or your students present the finished portfolio to an appropriate audience? This will be a very individual strategy, depending on the context. An emerging strategy is student-led conferences, which enable learners to share their portfolios with a targeted audience, whether parents, peers, or potential employers. This is also an opportunity for professionals to share their teaching portfolios with colleagues for meaningful feedback and collaboration in self- assessment.
Software Selection
One of the key criteria for software selection should be its capability to allow teachers and students to create hypertext links between goals, outcomes, and various student artifacts (products and projects) displayed in multimedia format. Another is Web accessibility. With seven options to choose from, you should be able to find software to fit your audience, goals, technology skills, and available equipment (See Table 5 for a comparison of software. Find detailed descriptions, software resources, comparison information, and selection guidelines throughout the process online at www.iste.org/L&L).
Relational Databases (e.g., FileMaker Pro, Microsoft Access). In recent years, new database management tools have become available that allow teachers to easily create whole-class records of student achievement. A relational database is actually a series of interlinked structured data files linked together by common fields. One data file could include the studentsí names, addresses, and various individual elements; another could include a list of the standards that each student should be achieving; still another could include portfolio artifacts that demonstrate each studentís achievement of those standards. The purpose of using a relational database is to link together the students with their individual portfolio http://electronicportfolios.org/portfolios/iste2k.html (10 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio artifacts and the standards these artifacts should clearly demonstrate.
Advantages include flexibility, network and Web capabilities, cross-platform capabilities, tracking and reporting, multimedia, and security. Disadvantages include the size of relational database files (they can become very large and unwieldy); they may not be accessible to users who do have the software; and they require a high level of skill to use effectively.
Databases are really teacher-centered portfolio tools. They allow teachers to keep track of student achievement at every level. They are less appropriate for students to use to maintain their own portfolios. You may save appropriate pages from the database as PDF files for students to include in their own portfolios.
Hypermedia "Card" Programs (e.g., HyperStudio, Digital Chisel, Toolbook, and SuperLink). A hypermedia program allows the integration of various media types in a single file, with construction tools for graphics, sound, and movies. The basic structure of a hypermedia file is described as electronic cards that are really individual screens that can be linked together by buttons the user creates.
Hypermedia programs are widely available in classrooms, usually all-inclusive, cross-platform, multimedia capable, and secure. Disadvantages include lack of integrated Web accessibility, size and resolution constraints, and increased effort linking artifacts to standards.
Hypermedia programs are most appropriate for elementary or middle school portfolios. Templates and strategies are widely available to help you begin using your chosen hypermedia tool as a portfolio development and assessment tool.
Multimedia Authoring Software (e.g., Macromedia Director or Authorware). In recent years, multimedia authoring software has emerged from such companies as Macromedia and mTropolis. Authorware is an icon-based authoring environment, in which a user builds a flow chart to create a presentation. Director is a time- based authoring environment, in which the user creates an interactive presentation with a cast and various multimedia elements. Both programs allow the user to
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These programs allow users to create presentations that are self-running, without separate player software. They were designed to incorporate multimedia elements. They are ideal for CD-ROM publishing, but they have a steep learning curve, require extra effort to link artifacts to standards, and may not offer the necessary security.
Multimedia authoring programs would be most appropriate for high school, college, or professional portfolio creation.
Web Pages (e.g., Adobe PageMill, Claris Home Page, Microsoft FrontPage, Netscape Composer). An emerging trend in the development of electronic portfolios is to publish them in HTML format. With wide accessibility to the Web, many schools are encouraging students to publish their portfolios in this format. Students convert word processing documents into Web pages with tools built into those programs and create hyperlinks between goals and the artifacts that demonstrate achievement.
The advantages of creating Web-based portfolios center on its multimedia, cross- platform, and Web capabilities. Any potential viewer simply needs Internet access and a Web browser. However, the learning curve is steep. Web pages require much more file-management skill than other types of portfolio development tools, and the security can be a problem.
Students in upper-elementary grades and beyond can create Web pages, but this type of portfolio is especially appropriate for those who wish to showcase their portfolio for a potential employer.
PDF Documents (Adobe Acrobat). One of the more interesting development environments for electronic portfolios is Adobe Acrobatís Portable Document Format (PDF). PDF files are based on the Postscript page layout language originally developed for printing to a laser printer. PDF files are created using the
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Once a PDF file is created, the user can navigate page by page, by using bookmarks they create, or with hypertext links or buttons they can create with the Acrobat Exchange program. My own electronic teaching portfolio is published on CD-ROM with Adobe Acrobat.
PDF files are easy to access and read, can be created from multiple applications, include multimedia elements, are easily published to CD-ROM, have few size and resolution constraints, and are secure. Disadvantages include the large file size, the need for separate creation software, and the effort required to link artifacts to standards. Students at all levels can create PDF files, but it is a more appropriate tool for high school and older students.
Multimedia Slideshows (e.g., AppleWorks and PowerPoint). These programs allow the user to create electronic slideshows most often shown in a linear sequence. Most of these tools allow the integration of sound and video, and Microsoft PowerPoint allows some buttons and links. Other software can also be used to create electronic portfolio documents, such as a word processor or spreadsheet.
Advantages of multimedia slideshows include the easy access to the software and its multimedia capabilities. But, it is challenging to link artifacts to standards, files can be very large, Web publishing requires conversion to HTML, password protection may not be available.
Multimedia slideshows are most appropriate for middle school and older students.
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Video (digital and analog). Digital video can be a powerful addition to many of the other portfolio development tools outlined here. Nonlinear digital video editing could be used to organize videotaped portfolio artifacts.
Analog video can be used to gather evidence of student learning in a low-cost storage medium, and videotape is a popular final publishing medium for sharing student presentation portfolios with family and friends.
Advantages of analog video include its widespread use, cheap storage medium, acceptable quality, and relatively low-cost hardware. Analog video, however, allows only linear access, has low interactivity, offers no Web accessibility, takes a lot storage space, and is hard to edit. Digital video adds Web accessibility, high interactivity, random access, and easy editing, but also can be low quality, have huge file size and bandwidth requirements, and require expensive equipment to digitize and edit.
Video is appropriate for a wide range of students and audiences. It is the best way to capture classroom interaction, including nonverbal cues, and it is often the method by which final portfolios are shared.
TABLE 5
Conclusion
With all of these choices, which strategy should you choose? Are different tools more appropriate at different stages of the electronic portfolio development process? These questions can only be answered after addressing some of the questions posed at the beginning of the article, especially the purpose and audience for the portfolio, the resources available (equipment and technology skills required), and where the advantages of the strategy outweigh the disadvantages for your situation.
I would be interested in hearing from educators who have used any of these (or other) tools and who would be willing to share their successes or frustrations in a http://electronicportfolios.org/portfolios/iste2k.html (14 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio case study. (See the online supplement at www.iste.org/L&L for more on how to participate.)
References
Barrett, H. (1998). Strategic questions: What to consider when planning for electronic portfolios. Learning & Leading with Technology 26(2), 6?13. Available: www.iste.org/L&Lóselect Archive, then Volume 26, Number 2.
Barrett, H. (1999). Using technology to support alternative assessment and electronic portfolios [Online document]. Anchorage: University of Alaska?Anchorage. Available: http://transition.alaska.edu/www/portfolios.html
Danielson, C., & Abrutyn, L. (1997) An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Ivers, K., & Barron, A. E. (1998) Multimedia projects in education. Englewood, CO: Libraries Unlimited, Inc. Software Publisher websites
Relational databases
FileMaker Pro (http://www.filemaker.com/products/fm_home.html
Microsoft Access (http://www.microsoft.com/office/access/default.htm
Hypermedia card formats
HyperStudio (http://www.hyperstudio.com/
HyperCard (http://www.apple.com/hypercard/
Digital Chisel (http://www.pierian.com/products/authoring_tools/digital_chisel3/dc3.htm
Asymetrix Toolbook (http://www.asymetrix.com/products/
http://electronicportfolios.org/portfolios/iste2k.html (15 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio SuperLink (http://www.alchemediainc.com/
Some commercially available electronic portfolio templates use some of these programs.
Multimedia authoring software
Macromedia Authorware (http://www.macromedia.com/software/authorware/)
Macromedia Director (http://www.macromedia.com/software/director/
Network-compatible hypermedia
HTML Web page editors
Adobe Page Mill (http://www.adobe.com/products/pagemill/main.html
Adobe GoLive (http://www.adobe.com/products/golive/main.html
FileMaker Home Page (http://www.filemaker.com/products/hp_home.html
Macromedia DreamWeaver (http://www.macromedia.com/software/dreamweaver/
Netscape Composer (http://home.netscape.com/communicator/composer/v4.0/
Öand many, many more HTML Editors
Adobe Acrobat portable document format (PDF) files (http://www.adobe.com/products/acrobat/main.html
PDF Conversion Programs: PrintToPDF (http://www.jwwalker.com/pages/pdf.html) (Macintosh only) $20 shareware single user, $300 site license Win2PDF http://www.daneprairie.com/ (Windows NT or 2000) free for non- commercial use, $35 single user license fee 5D PDF Creator http://www.pdfstore.com/mainpage.asp?webpageid=216&pdfsproductid=1057 (Windows or Mac) $99 PDF Converter http://www.amyuni.com/pdfpd.htm (Windows
http://electronicportfolios.org/portfolios/iste2k.html (16 of 17) [9/14/2004 3:15:37 PM] Create Your Own Electronic Portfolio 3.1/95/98/2000/NT) $129 single user PDF Driver 4.0 http://www.zeon.com.tw/pdfdrive.htm (Windows 95/98/NT/2000) $12.50 Education Version
Other tool software programs
Integrated "Works" programs, especially those that allow creation of slideshows
AppleWorks (http://www.apple.com/appleworks/
Microsoft PowerPoint (http://www.microsoft.com/office/powerpoint/default.htm)
http://electronicportfolios.org/portfolios/iste2k.html (17 of 17) [9/14/2004 3:15:37 PM] Electronic Portfolio Article Technology-Supported Portfolio Assessment
by Helen C. Barrett, Ph.D. published in The Computing Teacher, March, 1994
Reprinted in Student Portfolios: A Collection of Articles edited by Robin Fogarty (1996). Palatine, Illinois: IRI/Skylight Training & Publishing, Inc., pp. 127-137. Below is the introduction to Section 2 (The Mission: Using Portfolios, pp.57-59) discussing the article:
Helen C. Barrett, in a complementary article, presents a particularly useful discussion on technology-supported assessment portfolios from the students' view. In this highly practical piece, the author specifically mentions new software that allows students to document their education in text, images, and sound. The author further suggests that teachers start simply, by storing student files on floppy disks or hard disks and keeping student performances on videotape. From these easy-to-use beginnings, teachers and students advance as the software and hardware become accessible in their schools. (p.59) Contents
● Introduction
● A Vision
● Software Reviews
● Video Portfolios
● Technology Storage Considerations
● Future scenarios
● Future Hardware Options
● Current Hardware Recommended
● Conclusions
● Software References
● Hardware Peripherals
● Table of product features (Netscape 1.1 only)
● Postscript
Introduction
The technology to support alternative assessment is beginning to appear on the market. As we review
http://electronicportfolios.org/portfolios/compteach0394.html (1 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article some of the commercial software available to support alternative assessment, a few questions should be kept in mind:
● What if teachers, parents and students could have immediate access to many examples of student work throughout that student's school years? . . . not just paper and pencil work . . . including performance assessments . . . including audio and video samples (multimedia) ● What if teachers could streamline the process of acquiring and storing anecdotal observations of student learning? ● Who owns the work that students place into a traditional portfolio (an ever-growing file folder?)? ● How can a teacher manage innovative assessment techniques on top of everything else? ● Can information technologies make classroom assessment easier, not more work for everyone? A Vision
A good assessment system allows students and teachers to have a shared understanding of what constitutes good work. Assessment as a lever for school reform and is grounded in shared values. According to Karen Sheingold of ETS, assessment is a social process that is grounded in:
Conversations about student work as evidence of accomplishment Development of common language for discussing accomplishments Development of shared values and transparent criteria for evaluating student work
According to Sheingold, technology support in assessment allows students and teachers:
1. To make work in many media accessible, portable, examinable, widely distributable 2. To make performance replayable and reviewable; it is important to see more than once (a video portfolio has been proposed for National Board of Teaching Standards) 3. To address ownership issues
Sam Meisels of the University of Michigan has developed the Work Sampling System&129; (Pre-K through 3rd grade) which contains the following three components: Performance-Based Checklists, a Portfolio and a Summary Report. Checklists indicate children1s strengths and weaknesses while helping teachers create goals for portfolios. Portfolios inform teachers about the quality of students work as documented in the checklists. Summary reports, completed three times a year, summarize the checklist and portfolios by translating them into easily understood terms. While Meisels has not incorporated technology into his system, he provides a framework for evaluating potential systems. Software Reviews
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In 1991, I conducted a research project for the Alaska Department of Education Office of Data Management, exploring a variety of software and hardware options for supporting alternative assessment. Below is a summary of some of the software that I explored and have shared with teachers in subsequent staff development courses and workshops in Alaska and the Pacific Northwest. It should be noted that virtually all of the software reviewed here is for the Macintosh. Most of the software that has been developed and demonstrated at the NECC 93 conference in Orlando was for the Macintosh. Other companies are developing portfolio systems for the MS-DOS/Windows platform: at AERA, NCS conducted a focus group on their prototype system. Several integrated learning systems also include a portfolio component. The purpose of this article is not meant to be comprehensive but to provide educators with information about available software, hardware, and potential scenarios. Grady Profile
The Grady Profile is the first "multimedia" software package that I reviewed, primarily because the authors thoughtfully provided a "demo" version that I could explore and give away to teachers. The only difference between the demo version and the real program is the ability to add new students. The Grady Profile maintains portfolio information on a Macintosh computer through a set of HyperCard stacks. There is an "early language" version that Apple adapted and has bundled with their Early Language package. This updated version of the Profile includes additional assessment in speaking and listening, plus space for both parent and student feedback on the work. Many of these changes were incorporated into the later versions of the commercially-available program.
The program is password protected on initial access, but once into the program, any student's file can be read. The current version offers 15 different screens already designed, plus five cards that the user can define. One of these screens allows students to record reading samples using the Macintosh microphone or the MacRecorder (for older Macs). Another screen allows scanning a student's hand written work. The latest version allows viewing a QuickTime video sample (which must be created by another program).
Almost every screen has a checklist which can be customized by the user, and which can record teacher, parent and student's assessment of each item. There are also cards for teachers or other professionals to add anecdotal comments to the student record. A variety of reports can also be created from the data, and printed from your favorite word processor.
The Grady Profile is the most developed program available on the market today, although it lacks some "user friendliness". It is also missing some features that fit with new thinking on assessment (for example, their math assessment is a skills checklist, which could be improved by scanned examples of problem solving).
Aurbach and Associates are very receptive to suggestions for program revision and are training a group of teacher-trainers. The manual is complete and easy to read and Aurbach produces a semi-annual newsletter to registered users. For the teacher wanting to begin, this program provides a comprehensive
http://electronicportfolios.org/portfolios/compteach0394.html (3 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article first step that can be implemented on any Macintosh with HyperCard. A major enhancement to this program should be available by the time you read this article. Learner Profile
One element of assessment is recording anecdotal observations of student learning. Many teachers learned to use "sticky notes" or 3x5 cards that can be stored in student file folders. In Canada, the Victoria Learning Society, created a management system for maintaining teachers' anecdotal observations of student work, using bar code technology. The program's designer had a brainstorm while waiting in a grocery story checkout line. What would happen if teachers could use this technology as a form of "short hand" to record, store, and print out their observations?
The program operates in three stages: planning, observing, and reporting. At the beginning of the observation period, the teacher prints out a page of bar codes, containing a seating chart (with a separate bar code for each student), a set of bar codes for the behaviors that the students were expected to exhibit on that day, qualifiers for those observations, and attendance codes. The teacher observes students working, strokes across a bar code for the student, and strokes across the behavior observed. The current program uses a Videx credit-card-sized optical reader which can later be dropped into an interface box which is connected to a Macintosh. The data is organized by a relational database for later editing and summarizing by student or class or behaviors observed.
The Greater Victoria School District has published several papers about the research used to design their system . I have also seen a videotape that demonstrates the system in use in several classrooms.
Wings for Learning has purchased the Learner Profile product from Victoria, and has a beta version of the software available. A single user version is available for under $1000, too high for the average classroom, but multiple bar code readers can be purchased ($350) and two will fit in each docking station. Chalkboard
The Association for Supervision and Curriculum Development (ASCD) Curriculum Technology Resource Center has published Chalkboard 1.0, a program for Macintosh or Windows that allows teachers and students to create multimedia presentations. While not specifically a portfolio program, it does allow the user to assemble a variety of documents into a presentation. Electronic Chalkboard creates "hooks" or pointers to various types of files which, with the exception of text, cannot be created within the program. There are two different modes: create and present. The various tools allow access to six different types of media: (1) create or import plain ASCII text files (which can be formatted within the program); (2) play (but not record) sound files; (3) display (but not scan) graphic files; (4) play QuickTime movies; (5) create a bar code which can be printed and used to control an optical disc; (6) create a link to another Chalkboard file.
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While the program is relatively easy to use, aside from text editing and creating a bar code, there is no way to create the other resources from within the Macintosh version (1.01) I reviewed. Users must know how to create a sound file with their Macintosh system, to scan graphics files, and to create their own QuickTime movies. The Windows version will allow capturing sound and creating graphics within the program. The documentation is minimal and does not explain how to create these last three types of files. As a presentation tool for someone who already knows how to use the multimedia features of a personal computer, it could be useful. However, the features are not automated enough for the novice educator. This software has promise, especially if newer versions would include the ability to record sound from within the program, which is on their upgrade list. Scholastic's portfolio product
At NECC 93 in Orlando, Scholastic held several focus group sessions on a prototype electronic portfolio kit that they are looking into developing. Based on their Point of View software engine, the program has both a teacher planning component and a student component, and is organized as a timeline. The software appears to be relatively easy to use.
According to Scholastic, the goal of this product would be to provide schools with an easy to use organizational system to facilitate the creation, management, and presentation of performance-based electronic multimedia student portfolios. The application will be a flexible structure containing guides, models, and templates for constructing and accessing activities and portfolios that may be used as is or in a modified, customized form.
The program is being redesigned from the original prototype developed by two creative educators in Vermont, who took the Point of View program and have used it with K-12 students as well as student teachers. KidPix
A few educators are using the KidPix program from Broderbund to develop and maintain young student portfolios. The ability to record and play sound, plus the slide show feature of the KidPix Companion program give younger students a powerful, easy to use software environment. Data Base programs
More school districts are using data base programs to create their own files, especially checklists of student outcomes. Claris provided a template for a student portfolio record system for its ClarisWorks program in its publication, ClarisWorks for Teachers. One school district in Alaska has developed a complex database template for Claris' FileMaker Pro to maintain Chapter I and Special Education student
http://electronicportfolios.org/portfolios/compteach0394.html (5 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article records. These programs take time to develop, but can be easily customized and aggregated to meet a district's assessment and reporting needs. Hypermedia programs
Many schools are using various hypermedia programs to maintain student portfolios: HyperCard, HyperStudio, Asymetrix Toolbook and Linkway. With appropriate versions, all of these programs allow incorporation of recorded sound, imported or created text, scanned or created graphics, and will play movie files for teachers who know how to use these programs. However, the level of skill required to take advantage of these capabilities make this option out of reach for the average teacher in today's classrooms. Another school district in Alaska developed a customized HyperCard stack for primary teachers to maintain anecdotal records. Video Portfolios
Much work of students, especially in whole language classrooms, is not strictly in written form. With the current emphasis on speaking and listening, as well as writing and reading, any discussion of technology support for student portfolios should include video tape recordings. A lot of schools maintain video tape portfolios of student work. If a technology-supported portfolio is to be useful to parents and students, it needs to be in a form that can be easily accessed. The real advantage of this type of record is the widespread prevalence of video cassette recorders both at home and in schools. According to the Electronic Industries Association, in the early 1990s, only 29% of all homes have a computer, whereas 97% of homes have a color television, 74% have a VCR, and 59% have cable TV. These figures were not available for video cameras in the home, but most classrooms in our state have access to a VCR and a video camera. Therefore, a video record of student presentations would be very feasible with existing technology currently available. Technology Storage Considerations
There are a variety of considerations that need to be addressed when deciding to implement technology support for alternative assessment. Of primary concern is the form that the student data will take as it is stored in digital form. There are different types of files that can be stored, with wide variation in space requirements.
● Application files: (the least amount of space on a disk.) A two page document = 5K of diskette space ● Hypermedia files: A normal stack with graphics and text takes up more than 100K on a disk with no sound. ● Scanned graphics: depending on the file format, a one page file could fill up to 500K. ● Sound files: depending on the compression ratio, a 30 second sound bite could take up to 100K
http://electronicportfolios.org/portfolios/compteach0394.html (6 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article (An audio cassette tape would be preferable for storing student work in a "working" portfolio.) ● Movie files: depending on the compression ratio, a 5 second Quick Time file would take over 500K on a disk. (This makes it important to use standard video tapes to maintain the vast majority of full motion video, being very selective about which items to digitize.) Future scenarios
Let's envision what the final product might be like and how it might be used. Here are several possible scenarios for electronically creating and storing student portfolios.
Keep a working portfolio:
Maintain samples of student work on floppy disk, hard disk drive, removable media drive, or a network. These records could take on the following formats:
● scanned images of student handwriting or art * ● digitized sound of student reading, digitized with microphone * ● standard word processing, data base, spreadsheet or hypermedia files
Maintain a videotape record of student presentations or performances. A low-cost alternative could be an audio cassette recorder. In this format, the classroom teacher works with normal classroom equipment (a desktop computer, a video camera, or a tape recorder) and accumulates a variety of materials on each student.
Teachers could record anecdotal observational information, possibly using the Learner Profile system, using bar code technology. A lower cost solution (with a higher time commitment) might be setting up a data base for teachers to keep track of student outcomes.
Develop a formal portfolio:
The growing need for mass quantities of recordable storage brings about another question: What if . . . Teachers, students and parents had access to modern optical storage to keep copies of student work? At end of each year, students and teachers could select sample files and sample video to place on a writable CD.
Using video compression technology, the best clips from the video tape could be placed in a permanent collection and recorded on a compact disk. Transfer other files to the CD (samples from word processing, hypermedia files, other applications).
The only limitation on this type of storage is the current limitation on accessing the information on a
http://electronicportfolios.org/portfolios/compteach0394.html (7 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article single hardware platform. Future Hardware Options
CD-R: The education world needs a low-cost compact disc recorder that creates a standard CD that can be read with any multi-session CD-ROM drive. There are CD recorders on the market in the $4,000 price range which may be too expensive for a single school, but would be reasonable at the district level.
Kodak PhotoCD: Kodak has developed CD technology that allows photographic quality images to be digitized and saved on a specially-formatted compact disc. Up to 50 high quality photographs can be recorded on a single CD. As Kodak develops educational applications for its PhotoCD, student work can be transferred from slides to CD for viewing through video (television screen) or computer compact disc players. Current Hardware Recommended
Apple's AV computers are ideal for portfolios since they include both video input from any video source and will allow video output of computer screens to tape for students to take home. Hand-held scanner or flat bed scanner is needed to integrate paper-and-pencil work into the computer A microphone or MacRecorder is needed to input student speaking or reading Other useful hardware devices include:
● Still video camera, ● Camcorder ● Audio cassette recorder ● Video compression board (Video Spigot or ComputerEyes RT) to input QuickTime movies. ● Mass storage device such as Bernoulli or Syquest removable media drive or the new ZIP drives (hold 100 Mb) Conclusions
Using technology to support alternative assessment is a real possibility, with existing technology, and the potential exists to adapt as more sophisticated technology becomes developed.
Teachers could start simply, by keeping student files on floppy or hard disks, and keeping student performances on video tape.
Once the technology is available at a reasonable cost, the data can be digitized and placed on the more dense storage medium of the writable optical compact disc. Some day, students will graduate from each level (elementary, middle and high school) with a compact
http://electronicportfolios.org/portfolios/compteach0394.html (8 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article disc that contains an entire portfolio.
This article raises more questions than answers since the technology is just beginning to appear in classrooms. For the next few years, a variety of new programs will appear, giving classroom teachers the opportunity to test out various programs with students. We need a forum to share our mutual experiences so that educators can help shape the technology of assessment for the future. Formative evaluation in this field is very much needed.
I can be contacted through the Internet at [email protected]. I'd love to hear from other educators who are using any of these or other strategies. This is the time to share our experiences with each other and with the developers who are beginning to shape the technological assessment tools of the next decade. A session has been proposed for the next NECC Conference in Boston to continue the discussion. References
● Sheingold, Karen (1992) presentation at a conference on Technology & School Reform, Dallas, June, 1992 ● Meisels, Sam (1993) presentation at National Head Start Public School Transition Consortium meeting, June, 1993.
Software References(education prices are only estimates)** Site licensing available
● Grady Profile - $150** Aurbach & Associates 1-800-77GRADY ● Learner Profile- $295 The Observational Assessment Tool from Sunburst/Wings for Learning 1- 800-321-7511 ● Chalkboard- $69 ASCD (Association for Supervision & Curriculum Development) 1-703-549- 9110 ● HyperCard- $199** (Claris Corporation) ● ClarisWorks - $129** (Claris Corporation)
● HyperStudio- $129** Roger Wagner Productions
● KidPix - $39 and KidPix Companion $29 - Broderbund ● Scholastic1s Electronic Portfolio $295 ● Designer Software for Learning Electronic Portfolio Toolkit ($69) (requires HyperStudio) Hardware Peripherals
● Paper Port (portable scanner) $399 (Visioneer)
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● QuickCam ($99) gray scale video camera connects to any Mac (Connectix) ● Zip Drive ($199) with 100Mb 3floppy2 disks (Iomega) ● still video camera $600 ● camcorder $800 ● video compression board $300-$1200
[Helen C. Barrett, [email protected], Coordinator, Alternative Education, University of Alaska Anchorage School of Education, Anchorage, AK 99508.]
Summary of product features mentioned (to be read as a table by Netscape 1.1 or later)
Postscript from a grant proposal called "Celebrations of Learning" submitted to Apple Computer, February, 1994
A vision for one student using Technology Support for Authentic Assessment
Susie Smith is a student in a 2nd grade class that is organized around principles of student-centered Developmentally Appropriate Practice. Most of the learning activities have an active, hands-on, interdisciplinary focus, with mostly observational and portfolio assessment rather than paper and pencil tests.
Susie will be assisted by a parent volunteer (or a student from a 6th grade class) to record a reading and a speaking sample into the Quadra 660AV that is assigned to the 2nd grade. Selected samples of the Susie's written work will be scanned into the computer with the assistance of older students or parent volunteers. Work that Susie has created on a laptop word processor will also be transferred onto the Macintosh.
Students in a nearby junior high video club will visit the elementary school and help the students in Susie's room to set up and use the camcorder that is available at each grade level. Susie will keep a videotape to record her classroom presentations, with videotapes donated by the nearby discount warehouse (the school's business partner) for those students who cannot afford the cost of a blank tape.
Her teacher will record anecdotal observations of Susie's work on his desktop computer, using the template custom designed for his state/district/school, perhaps using the bar coding technology as a shortcut to input and store data. At the end of each quarter, with appropriate student or volunteer assistance, Susie will create a videotape to take home showing work she has stored on the 660AV, along
http://electronicportfolios.org/portfolios/compteach0394.html (10 of 11) [9/14/2004 3:15:42 PM] Electronic Portfolio Article with excerpts from the classroom video.
As part of the material to go home could be a video interview that Susie might record about what she learned over the quarter, what she really likes about school, and what she wants to learn next. Her teacher could also be in the video, sharing Susie's strengths and needs, with suggestions for how her parents could help her at home. For older students, the video could record student-led conferences. Susie's parents would come to the school to view the video before meeting with her teacher (or a copy could be sent home), and a cumulative video would be sent home at the end of the year, to share with her parents, grandparents, and anyone else her parents can convince to watch! This video archive of Susie's development will be a treasure for her parents to keep over the years!
At the end of the school year, volunteers and practicum students from the university will come to the school and help the teachers and students decide what pictures, graphics, audio/video clips and records are to be archived on a Compact Disc-recordable (CD-R) disc as part of Susie's permanent record. These clips and documents will be selected, digitized, and recorded on a CD-R disc for each child.
Helen Barrett's Home Page
Technology & Alternative Assessment Page
Revised 9/25/95
Copyright © 1994, 1996, Helen C. Barrett; All Rights Reserved
http://electronicportfolios.org/portfolios/compteach0394.html (11 of 11) [9/14/2004 3:15:42 PM] http://electronicportfolios.org/systems/concerns.html Differentiating Electronic Portfolios and Online Assessment Management Systems
from papers presented at AERA and AAHE's Assessment Conference, 2003
PDF version of paper published in SITE 2004 Proceedings ©2003, Helen C. Barrett, Ph.D.
I have just written a short paper to go along with my presentation at the 2003 AERA conference in Chicago: e-Portfolios: Issues in Assessment, Accountability and Preservice Teacher Preparation (http://electronicportfolios.org/portfolios/AERA2003.pdf ). Here is an expansion of one page from that paper, addressing some of the issues of definition that I am exploring, between electronic portfolios and online assessment management systems. I wrote this short piece because I am finding that it is very difficult to research electronic portfolios today because of the emergence of very diverse models of implementation, especially in some of the new commercial tools that are available. These different implementations and "definition by default" make the task more difficult. Here is my first attempt at delineating the differences between electronic portfolios and online assessment management systems:
--- As noted, many Teacher Education programs are adopting electronic portfolios to meet NCATE 2000 Standard#2, Assessment System, and the implementation often resembles more of a grading or record keeping system than the traditional paper-based portfolio. In many ways, the implementation of electronic portfolios is changing the very definition of "portfolio" from past practice. Many electronic portfolio systems involve numerical scoring of artifacts against a rubric, with statistical analysis available to aggregate data collected.
There have been some examples of careful differentiation of electronic portfolio and assessment management. At the 2003 SITE Conference, Baylor University (Rogers, 2003) presented a very creative solution, which they programmed in-house:
"Baylor’s Teacher Candidate Development Portfolio (TCDP) consists of four inter-related components: a candidate profile, a candidate portfolio, the 'benchmark' assessments, and the formative assessments."(p.163)
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Students create an electronic portfolio using a template and HTML authoring tools and posted to the portfolio server. The in-house software allows a faculty member to select the student’s name in the lower window and that student’s portfolio appears in the upper window of a web browser. The faculty member would review the student’s work (in the upper window) and complete a scoring rubric, which appears in the lower window. All of this assessment data is collected and stored in a database, which can be used for aggregation of data. However, the student portfolios were developed independent of the database environment used to collect and record the assessment data, letting the student maintain some individuality and control over the “look and feel” of their portfolios.
At the 2003 Assessment Conference of the American Association for Higher Education, a custom- designed electronic portfolio and separate assessment management system were demonstrated by the University of Denver (Thompson & Cobb-Reiley, 2003). The faculty member evaluating a student e- portfolio has the option of viewing the student portfolio in a split screen, as in the Baylor model, but may also open the assessment screen in a separate window. The assessor would then switch from one window to another to read the portfolio and then record their evaluation. Extrapolating from these two examples, and to simplify the software development process, perhaps the assessment management system could also be a stand-alone database, that would hold the assessment data. The student portfolio could be opened in a separate window, and the faculty reviewer could switch back and forth as needed. The assessment system could then be designed with database tools more aligned to other data management tools used in the school or college, without disrupting the integrity and authenticity of the student portfolio.
Below is an initial list of the differences between electronic portfolios and online
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assessment systems: Assessment Management Electronic Portfolio System - Multiple purposes: Learning, - Single purpose: Formative and Purpose Assessment, Employment Summative Assessment - Data structure varies with the tools used to create the portfolio; - Data structure most often uses Data most often common data formats a relational database to record, Structure (documents often converted to report data HTML, PDF) - Primary type of data: Type of Data - Primary type of data: qualitative qualitative and quantitative - Data storage in multiple options: CD-ROM, videotape, - Data storage primarily on LAN Data Storage DVD, WWW or on secure WWW server server, LAN Control of - Visual design and hyperlinks - Visual design and hyperlinks design & most often under control of most often controlled by links portfolio developer database structure Locus of - Student-centered - Institution-centered control Selection of - Artifacts selected by portfolio - Artifacts prescribed by Contents developer institution - More advanced skills required, - Minimal skills required, Technology including information design equivalent to using a web skills through hyper linking, digital browser and adding attachments required publishing strategies, file to an e-mail message management Technology - Low to medium, depending on Medium to high, depending on competency the sophistication of the artifacts tools used to create portfolio demonstrated added to the portfolio
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Why is it important to differentiate between electronic portfolios and assessment management systems? The literature on paper-based portfolios has raised many issues and cautions about portfolio use (Lucas, 1992): the weakening of effect through careless imitation; the failure of research to validate the pedagogy; and the co-option by large-scale external testing programs. The current trend toward online assessment management systems that are being called electronic portfolios leads to further confusion in the literature, making it difficult for research to validate the pedagogy.
Lee Shulman (1998) mentions five dangers of portfolios:
1. "lamination" - a portfolio becomes a mere exhibition, a self-advertisement, to show off 2. "heavy lifting" - a portfolio done well is hard work. Is it worth the extra effort? 3. "trivialization" - people start documenting stuff that isn't worth reflecting upon 4. "perversion" - "If portfolios are going to be used, whether at the state level in Vermont or California, or at the national level by the National Board, as a form of high stakes assessment, why will portfolios be more resistant to perversion than all other forms of assessment have been? And if one of the requirements in these cases is that you develop a sufficiently objective scoring system so you can fairly compare people with one another, will your scoring system end up objectifying what's in the portfolio to the point where the portfolio will be nothing but a very, very cumbersome multiple choice test?" (p. 35) 5. "misrepresentation" - does the emphasis on isolated examples of "best work" misrepresent the teacher's "typical work" so as not to be a true picture of competency?
To balance this perspective, Lee Shulman also identifies these five benefits for portfolios:
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1. "...portfolios permit the tracking and documentation of longer episodes of teaching and learning than happens in supervised observations." (p.35) 2. "...portfolios encourage the reconnection between process and product." (p. 36) In the best of all worlds, Shulman says that "the very best teaching portfolios consist predominanrly of student portfolios" and highlight the results of teaching that lead to student learning. 3. "...portfolios institutionalize norms of collaborationm reflection, and discussion" (p.36) 4. "...a portfolio can be seen as a portable residency... A portfolio introduces structure to the field experience." (p.36) 5. "...and really most important, the portfolio shifts the agency from an observer back to the teacher interns... Portfolios are owned and operated by teachers; they organize the portfolios; they decide what goes in them." (p.36)
Portfolios as implemented in K-12 education provide us with a model that favors supporting the learning process over the focus on accountability (perhaps because other methods have been implemented to deal with more high stakes assessment). Here is a diagram that was developed by Evangeline Stefanakis (2002) from her work with portfolios that demonstrate multiple intelligences. Her research is based on her work with the Massachusetts Project Zero Network. As she says,
“The drive toward standardized and state testing requires us, as researchers and practitioners, to find ways to learn from tests and portfolios in order to develop a comprehensive assessment system in which accountability would be demonstrated at many levels related to student achievement. …In a more generalized way, I offer a design for a comprehensive system which combines formal, informal, and classroom assessment, including portfolios, to inform the state, the district, the school, and the teacher. The goal for each district is to carefully construct a comprehensive assessment system, with a collection of assessments that allow many stakeholders to use these data to improve both student learning and teachers’ teaching, Without portfolios to make visible what students do and what teachers teach, I am not sure this can be done. Figure 8-1 presents my representation for an assessment for learning continuum.” (p. 137)
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A portfolio that closely emulates a paper version and just happens to be stored in an electronic container is a very different document from the current implementation of these online database systems. Technology appears to be changing the definition of “portfolio” (Batson, 2002) and many of these online systems may be careless imitations or distortions of the original purpose of portfolios. The use of portfolios as high stakes assessment may be further evidence of co-option by large-scale external testing programs, or a perversion of the portfolio process. It will be important for Teacher Education programs to maintain their focus on the original purposes for which paper portfolios have been successful, and carefully assess the impact that the conversion to an electronic format will have on those original goals. Just because technology allows aggregation of portfolio data, should we succumb to this temptation?
The real balancing act is how to meet the needs of the organization for an assessment management accountability system while not losing what might be valuable already in a paper-based reflective portfolio system. Another issue is to implement an electronic portfolio with teacher candidates that they want to replicate with their students once they have their own classrooms. More research is needed on examples of implementation that clearly differentiate between student-owned electronic portfolios and the assessment systems used by faculty to record evidence of students’ progress toward meeting standards. ---
Further discussion of the competing paradigms of electronic portfolios and assessment management systems (February 2004)
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References
Batson, Trent (2002) “The Electronic Portfolio Boom: What's it All About?” Syllabus. Available online: http://www.syllabus.com/article.asp?id=6984
Lucas, Catharine (1992). "Introduction: Writing Portfolios - Changes and Challenges." in K. Yancey (Ed.) Portfolios in the Writing Classroom: An Introduction.(pp. 1-11) Urbana, Illinois: NCTE:
Rogers, Douglas (Baylor University) (2003) "Teacher Preparation, Electronic Portfolios, and NCATE." Proceedings of the 2003 Conference of the Society for Information Technology in Teacher Education Conference, Albuquerque, March 24-29. (pp. 163-5)
Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand. (pp. 23-37) New York: Teachers College Press.
Stefanakis, Evangeline (2002) Multiple Intelligences and Portfolios. Portsmouth: Heinemann
Thompson, Sheila & Cobb-Reiley, Linda (2003). "Using Electronic Portfolios to Assess Learning at the University of Denver." Presentation at 2003 AAHE Assessment Conference, Seattle, June 23, 2003.
Updated July 17, 2004
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Choosing an Electronic Portfolio Strategy that Matches your Conceptual Framework
©2004, Helen C. Barrett, Ph.D. and Judy Wilkerson, Ph.D.
There are a variety of strategies for developing electronic portfolios. David Gibson and I outlined two different technological approaches to electronic portfolio development: using generic, off-the-shelf tools (GT) or using customized, online systems (CS). That article presents a series of rubrics to evaluate the electronic portfolio services from the perspective of a variety of criteria covering both approaches. In this paper, I will address the underlying philosophy or conceptual framework that should be considered when selecting a strategy for developing electronic portfolios.
Many Teacher Education institutions are adopting electronic portfolios from a perception that the accreditation organizations are requiring them, which is not accurate. NCATE Unit Standard 2 requires that an institution adopt an assessment system, that "collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs." In the Proceedings of the 2004 Conference of the Society for Technology and Teacher Education, my paper [PDF] outlines the differences between electronic portfolios and online assessment management systems. I have also attached a case study from a faculty member in a teacher education program that adopted one of the commercial e-portfolio systems, and recommendations that come from that experience.
At the 2004 AACTE conference, one university presented a session on how to make the decision about an electronic portfolio strategy, based on their very thorough needs assessment process. Most of the criteria and discussion dealt with collecting student work and showing numerical assessment data for accreditation reports. In a live web conference on E-Portfolios, sponsored by Educause, Barbara Cambridge discussed strategies that support deep student learning. This paper will focus on matching an institution's conceptual framework and philosophical orientation with the e-portfolio strategy to pursue, using cognitive learning theory and activity theory as the foundation for approaching the decision. I will also reference the National Academy of Sciences book Knowing What Students Know to design a combined approach to meet both the needs of the institution and the learners.
What is an electronic portfolios? Here is a definition established by the National Learning Infrastructure Initiative (NLII, 2003):
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An electronic portfolio is
● a collection of authentic and diverse evidence, ● drawn from a larger archive representing what a person or organization has learned over time ● on which the person or organization has reflected, and ● designed for presentation to one or more audiences for a particular rhetorical purpose.
The literature on traditional paper-based portfolios involves these portfolio development processes: Collecting, Selecting, Reflecting, Projecting, Celebrating. The infusion of technology into the process adds the following dimensions to this process: Archiving, Linking/Thinking, Storytelling, Planning, Publishing. To effectively use portfolios for assessment, a learning organization needs to establish a culture of evidence. Evidence in an electronic portfolio is not only the artifacts that a learner places there; to be considered evidence of learning, the artifacts need to be accompanied by the learner's rationale, or their argument as to why these artifacts constitute evidence of achieving specific goals, outcomes or standards. Furthermore, just because a learner makes the claim that their artifacts are evidence of achievement, in "high stakes" environments, the evidence needs to be validated by a trained evaluator, using a well-developed rubric with identifiable and specific criteria.. This process can be represented by a simple formula: Evidence = Artifacts + Reflection (Rationale) + Validation (Feedback) (Barrett, 2003).
Cognitive Learning Theory
In her recent webcast on Electronic Portfolios: Why Now?, Barbara Cambridge of the American Association for Higher Education, identified these principles for deep learning:
Deep learning:
● involves reflection, ● is developmental, ● is integrative, ● is self-directive, and ● is lifelong
She gave many illustrations that supported each of these principles. One example pointed out the importance of using e-portfolios to support durable learning... learning that lasts:
At Bowling Green University emphasis is on durable learning, learning that lasts beyond a course. The newly emerging science of learning offers a growing body of principles and research findings to be systematically applied. E-portfolio technology offers learners the means to document and reinforce their learning. Bowling Green looks at how science of learning principles are applied to tangible activities.
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She illustrated the importance of reflection in learning by quoting one of the founders of modern learning theory:
"To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind." – John Dewey, Experience and Education, 1938.
From IUPUI, one of the pioneers on online portfolio systems development, here is a statement about the types of skills that are associated with electronic portfolio development:
“We are finding that a variety of transcendent skills, such as critical thinking, communication, information literacy, and understanding diverse societies and cultures, are being highlighted through the development of ePortfolios.” -- Sharon Hamilton, IUPUI
Conflicting paradigms
There have been many commercial tools come to market in the last three years, claiming to answer the needs of institutions to meet accreditation requirements, by taking advantage of Internet technologies. Many of these systems promise support for student portfolios AND aggregated assessment data to meet reporting requirements. This paper will discuss the difficulties of meeting these two diverse needs with a single product. That is because the designers of these products are combining two different paradigms of portfolios which, by their very nature, are in conflict with each other. Pearl and Leon Paulson (1994) outlined these differences more than ten years ago:
Positivist Portfolios “The purpose of the portfolio is to assess learning outcomes and those outcomes are, generally, defined externally. Positivism assumes that meaning is constant across users, contexts, and purposes… The portfolio is a receptacle for examples of student work used to infer what and how much learning has occurred.” (p.36)
Constructivist Portfolios “The portfolio is a learning environment in which the learner constructs meaning. It assumes that meaning varies across individuals, over time, and with purpose. The portfolio presents process, a record of the processes associated with learning itself; a summation of individual portfolios would be too complex for normative description.” (p.36)
Tension between two approaches “The two paradigms produce portfolio activities that are entirely different... “The positivist approach puts a premium on the selection of items that reflect outside standards and interests.... “The constructivist approach puts a premium on the selection of items that reflect learning from the student’s perspective.” (p.36)
Teacher Education institutions need to meet both of these purposes of licensure/certification vs. continued growth and development. The positivist approach is appealing to those with interests in licensure/certification because there is a requirement that learning be held constant. And that is good. It provides a common core against which growth can be measured and flourish. We are establishing minimal competency that makes the practitioner “safe to
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Legal and Psychometric Issues of High Stakes Portfolios
A recent article published online in the Education Policy Analysis Archives, highlights the legal and psychometric issues of using portfolios for high stakes assessment. Wilkerson & Lang's (2003) article entitled, "Portfolios, the Pied Piper of Teacher Certification Assessments: Legal and Psychometric Issues" points out the potential legal liabilities for teacher education programs who want to use portfolios to meet accreditation requirements and to make high stakes decisions related to licensure/certification. They quote a recent AACTE study that found: 90% of SCDE’s use portfolios to make decisions about candidates and 40% do so as a certification or licensure requirement (Salzman, et.al, 2002).
These authors point out that, "Portfolio assessments, like all high-stakes tests, must stand the tests of validity, reliability, fairness, and absence of bias." Their paper describes several scenarios where a student could pursue legal action if denied certification from adverse decisions based on a high stakes portfolio. They point out that portfolios "are excellent tools for reinforcing learning and for making formative decisions about candidate knowledge, skills, dispositions, and growth." The last section of the paper contains a chart that describes requirements for tests and caveats for portfolios where graduation and certification decisions will be made in a standards-based environment. Here is a very brief summary of those issues:
1. Job-Related and Authentic Stand the test that the portfolio is job-related and authentic. An electronic portfolio should be equivalent to what teachers do with technology in the classroom if used for licensure/certification decision-making. 2. Representative, Relevant, Proportional “All tasks assessed and all criteria used to evaluate the portfolio and its contents must be relevant to the job [of teaching].” 3. Documentation and Appeals Process There should be adequate documentation in place that tells candidates "how and when to prepare the portfolio, how it will be reviewed, who is allowed to help them and how much help they can receive, the consequences of failure and the opportunities for remediation, what their due process rights and procedures are if they wish to challenge the review results.” 4. Candidate Support System Adequate instructional opportunities need to be provided to candidates to succeed in meeting the requirements of the portfolio/test to remediate when performance is inadequate. Embed portfolio preparation into instructional program (i.e., coursework). “Any requirements outside of the instructional program could be subjected to a claim based on instructional/curricular validity.” Faculty Support System “The entire faculty need to buy into, and support, portfolio preparation activities of the students and provide remedial opportunities for components that are found lacking.” 5. Realistic Cut-Score This is the most difficult aspect of portfolio-as-test design (identify the specific score or characteristics which sort teachers into the dichotomous categories of competent and not competent based on their
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Wilkerson and Lang (2003) suggest a more limited and focused use of portfolios to measure specific, job-related skills within the certification/licensure context. While strongly supporting the use of portfolios for learning and showcasing, they suggest the use of targeted portfolios within the certification/licensure process. They provide an example of a K-12 Student Portfolio that can be used to document the candidate’s ability to teach critical thinking and content knowledge to children. "By limiting the use and complexity of portfolios [for certification/licensure], the long known values of portfolio assessment can be realized without burdening faculty and students with excessive requirements that have limited use and without taking serious psychometric and legal risks."
In summary, these authors point out that showcase portfolios are vulnerable to legal challenge when used for a purpose other than that for which they were intended:
● When used as a measure of job performance themselves, or ● When evaluated using criteria that are related in only tangential ways to authentic job tasks, or ● When they are not substantially related to standards required for state program approval, or ● When they are prepared as an extra-curricular activity, or ● When they contain student-selected evidence, or ● When they are not adequately monitored for reliability or bias
In a workshop conducted by these authors prior to the 2004 AACTE conference, they also discussed levels of inference in portfolio use with regard to certification/licensure and accreditation. An inference is a conclusion drawn from a set of facts or circumstances, forming an opinion or a guess that something is true because of the information available. The following table was created by Wilkerson and Lang (2004) to illustrate the amount of opinion or estimation required by different types of artifacts in a portfolio. In the instance of low inference, the tasks are pre-determined, there are clear rubrics for evaluation, and the tasks are embedded in the curriculum and evaluated as part of regular coursework. Examples of medium inference include some student choice in the selection of evidence, which results in more effort for faculty to make judgments about the appropriateness of the choices in demonstrating the standards. High inference means that students have a wide choice of artifacts, and faculty often need to reassess what has already been assessed. A true student-centered portfolio is a powerful tool for learning and formative assessment, but requires a lot more effort and judgment to be used in high stakes evaluation.
Inference Level Selection Time Use
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Low Item selection pre- No faculty time, Excellent for determined no faculty skill if accreditation and task rubrics accountability included. Medium Students have some Faculty decide if Tricky for accreditation, choice, typically students made the especially if no task from a list of right choices and rubrics included. options assess the composite collection High Students have wide Faculty reassess Learning and formative choices what was already evaluation. Not useful for assessed accreditation.
Wilkerson & Lang (2004)
Knowing What Students Know
How do we match the needs of the institution for valid and reliable data for accreditation and accountability while still meeting the needs of learners for formative assessment to enhance and support the learning process? These are issues that are currently being addressed by many experts in the educational community. In 2001, the National Research Council published a guidebook on educational assessment: Knowing what Students Know: The Science and Design of Educational Assessment. As stated therein, here is the purpose of educational assessment:
Educational Assessment seeks to determine how well students are learning and is an integrated part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.” (p.1)
There are several factors that are improving assessment: advances in cognitive sciences, a broadened concept of what is important to assess, advances in measurement sciences, and expanded capability to interpret more complex forms of evidence. It is important to emphasize the importance of multiple measures in assessment: one type of assessment does not fit all situations. A single assessment is often used for multiple purposes which is a problem: “…the more purposes a single assessment aims to serve, the more each purpose will be compromised.” (p.2) Assessment is always a process of reasoning from evidence and is imprecise to some degree. Results are only estimates of what a person knows and can do. Therefore, we need a richer and more coherent set of assessment practices.
Every Assessment Rests on Three Pillars
● A model of how students represent knowledge and develop competence in a content domain ● Tasks or situations that allow one to observe students’ performance ● An interpretation method for drawing inferences from performance evidence
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The Assessment Triangle National Research Council (2001) Knowing What Students Know. (p.44)
The Challenge and the Solution
The challenge for us is to find e-portfolio strategies that meet the needs of both the students, to support this deep learning, and to give the institution the information they need for accreditation purposes. In many states, the NCATE accreditation review is conducted collaboratively with a state program approval review which may include licensure and certification decisions; hence, the focus on psychometric and legal issues. State agencies must be confident that graduates collectively meet the state’s requirements for teaching professionals. The review process, therefore, requires the aggregation of data for use in determining student quality, program quality and continuous improvement. Since the fundamental principle of a student-centered portfolio is to allow choice by the student in the collection of artifacts, aggregation of data becomes virtually impossible.
The commercial systems available at the beginning of 2004 require effort and creativity to implement both processes without compromising one or the other. These conflicting paradigms require a multi-faceted system, one that allows a learner to build a meta-tagged digital archive of artifacts, one that helps teacher candidates build learner-centered constructivist portfolios using those artifacts, and another that lets an institution collect the assessment data that meets their accreditation requirements.
How do we create an Institution-Centered Assessment and Accountability System without losing the power of the portfolio as a student-centered tool for lifelong learning and professional development? How do we teach them to use sound assessment based on established performance expectations? How do we maintain the authenticity of the portfolio process and help our teacher candidates develop the skills and attitudes necessary to implement this strategy with their own students once they have their own classrooms? The answer is modeling! Here is a design of an accountability system that is based on the Assessment Triangle:
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Assessment Management System based on Assessment Triangle
Congruence with Conceptual Framework
Create a system that is congruent with your underlying learning philosophy or conceptual framework while still also aligned with state and national standards. There are many often contradictory or complementary paradigms in educational philosophy: behaviorism vs. constructivism; positivism vs. hermeneutics; portfolio as test vs. portfolio as story. What is the underlying philosophical base of your program? How does the strategy you choose fit into this model?
Tasks, Rubric, Record of Achievement
Identify tasks or situations that allow one to assess students’ knowledge, skills, and dispositions through both products and performance. Create rubrics that clearly differentiate levels of proficiency (but use 3 or 4 levels only). Create a recordkeeping system to keep track of the rubric/evaluation data based on multiple measures/methods. Provide opportunities for students to learn and resubmit, maximizing diagnosis and remediation. Model the power of assessment as learning.
Reporting System and Feedback Loop
Create a reporting process to aggregate and analyze assessment data, to be able to draw inferences from performance evidence, and to use for program improvement
Who has successfully kept these two strategies separate, but connected?
● Teacher Education Programs ❍ Baylor University College of Education ❍ Ball State University College of Ed - Students create web-based portfolios PLUS they have developed a customized system to maintain assessment data called rGrade.
❍ University of San Francisco implementation of Taskstream:
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■ working portfolio (digital archive)
■ assessment portfolio
■ Directed Response Folio example
● Campus-wide implementations ❍ University of Denver (campus-wide) - http://portfolio.du.edu
❍ University of Washington, with their Catalyst Portfolio Builder and their Student Learning Objectives (SLO) system.
How can we address both types of needs for assessment and learning?
Use three different systems that electronically talk to each other:
● A digital archive of learners' work ● A learner-centered electronic portfolio "using the learner's authentic voice" ● An institution-centered database to collect faculty-generated assessment data based on tasks and rubrics
Click here for a graphic that compares assessment management systems with electronic portfolios.
Looking at this concept map at the bottom center of the graphic, we begin with learning experiences that are embedded in the curriculum. Those learning experiences should produce work that can be stored in a digital archive of learner artifacts that is often called a working portfolio.There are two ways that these artifacts can be used as evidence of learning: in the educational institution’s assessment system and in the learner’s portfolio. This process is interactive and reflective, connecting the artifacts with the learner’s reflection, which is the rationale or justification for using the artifact as evidence of learning. An assessor looks at the artifact and the learner’s reflection, and decides if the artifact meets the guidelines of the performance task as outlined in the associated rubric.
Let’s first focus on the left side of the graphic, which describes the positivist paradigm of evaluation and making inferences, or the “Portfolio as Test” (as described by Wilkerson and Lang). The artifacts in the learner’s archive (the required tasks in the assessment system) are evaluated by an assessor, based on the performance tasks and rubrics. This data is collected for certification or licensure, and for accreditation or program assessment. The results are stored in the institution’s assessment management system, which is an institution-centered data management system. This process results in institution-centered aggregated data leading to certification or licensure for the
http://electronicportfolios.org/systems/paradigms.html (9 of 14) [9/14/2004 3:15:54 PM] Competing Paradigms in Portfolio Approaches individual teacher candidate, and supports the institution’s program assessment. The focus of this process in on more limited-term evaluation, with an external locus of control which:
● Includes prescribed artifacts and rubrics ● Requires database to manage information ● Focuses on faculty's formative and summative evaluations
Now, let’s focus on the right side of the graphic, which describes a constructivist paradigm of making meaning and assessment as learning, or the “Portfolio as Story” (as described by Paulson & Paulson). The artifacts in the learners’ archive are collected from the learning experiences, Through the process of reflecting on her own learning, the learner selects artifacts and reflection for self-evaluation based on her self-determined purposes. A learner may create several presentation portfolios, based on multiple purposes and audiences. The process hopefully results in student-centered documentation of deep learning, for developing self-concept and presentation to multiple audiences (peers, employers, etc.). The focus of this process is on lifelong, self-directed learning, with an internal locus of control which:
● Includes choice of artifacts ● Results in personalized e-portfolio ● Focuses on learner's celebration of uniqueness
Paying equal attention to both approaches will result in a more balanced assessment system that supports deep learning.
Why keep the learner portfolio separate from the assessment management system?
● Learner Ownership and Engagement with Portfolio - The tools should allow the learner to feel in control of the process, including the "look and feel" of the portfolio. Kathleen Blake Yancey has stated her belief that learners should be the "information architects" of their own portfolios. ● Emotional Connection - There is an affective component of the portfolio development process, that supports deep learning. ● Learner's Authentic Voice -As learners create their own electronic portfolios, their unique "voice" should be evident from navigating the portfolios and reading the reflections on the screen. In an electronic portfolio, the ability to add multimedia elements expands the definition of "voice" within that rhetorical construct. The Northwest Regional Education Lab defines Voice (within its 6+1 Trait® Writing Model) as:
❍ "...the personality of the writer coming through on the page. It is what gives the writing a sense of flavor, a uniqueness, and gives the reader the feeling that the writer is talking directly to her. A strong sense of voice demands that the writer make a commitment to the writing and write honestly with conviction. In a paper with strong voice, the reader will get a sense that someone real is there on the page, whether the reader knows the writer or not." ● Portfolio as Story - Leon and Pearl Paulson have stated, "Portfolios tell a story...put in anything that helps to tell that story." A learner's portfolio should help them tell a story about their growth and development over time. ● Portfolio as Lifelong Learning/ Professional Development Tool - The tools used to develop the portfolio should be accessible to a learner throughout their chosen career. Dependence on propriety software that is not accessible to a learner after graduation may not, in the long term, provide the skills necessary to maintain the e-portfolio as a lifelong professional development tool.
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● Constructivist model supports deep learning - As Portland State University has found, hyperlinking leads to metacognition, which leads to deeper learning. Whenever possible, learners should have the opportunity to plan and assess their own learning.
Motivation
I’ve been talking assessment of learning and portfolios that support learning, but what about learner motivation? Some preliminary research on student attitudes toward portfolios in general, and electronic portfolios specifically in Teacher Education programs, shows that teacher candidates usually view portfolios as something they have to produce to get out of the program, and many indicated that they would not continue the process after they leave the program (McCoy & Barrett, 2004). Are we graduating a cohort of students that does not value the portfolio as a lifelong learning strategy? Are we doing a disservice to our teacher candidates by having them experience the portfolio only as a high-stakes assessment tool? How can we encourage their intrinsic motivation and engagement in the portfolio process?
There are three general components of the portfolio development process: content, purpose, and process. The content includes the evidence (the learner’s artifacts and reflections). The purpose includes the reason for creating the portfolio, including learning, or professional development, assessment and employment. The process includes the tools used, the sequence of activities, the rules established by the educational institution, the reflections that a learner constructs as they develop the portfolio, the evaluation criteria (rubrics), and the collaboration or conversations about the portfolio.
I propose that there are developmental levels of portfolio implementation in terms of motivation:
● Extrinsic Motivation –institutional directed content, purpose & process – external locus of control ● Mixed Motivation –learner ownership over one or two of the components ● Intrinsic Motivation —learner ownership of content, purpose and process
When a teacher candidate starts developing their portfolio, they need direction and scaffolding, so the institution provides direction over the content, purpose and process, resulting in an external locus of control. If the goal is to move toward learner’s intrinsic motivation to develop and maintain their portfolios, then there needs to be learner ownership of the content, purpose and process. This diagram illustrates the assumption that greater learner control over each of these components will lead to more intrinsic motivation… but this is a hypothesis that begs to be supported by empirical research.
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In a discussion of experienced teachers constructing teaching portfolios in Professional Development Schools (Teitel, Ricci & Coogan, 1998), the following recommendations were made (p.152 ):
● Portfolios are key tools for teacher development and they should be designed to promote reflective practice. They should be tied to carefully articulated philosophies—with thoughtful consideration given to the process of sorting and selection. Portfolios should not be just glorified scrapbooks. ● Portfolios should be shared with colleagues, because colleagues are an important source of creative input and because such sharing promotes collaboration. ● Portfolios should be encouraged for cooperating teachers as well as for student teachers. Portfolios present a model of teachers as learners and as professionals who “make sense” of their work. ● Portfolio development should be a “bottom-up,” voluntary process that is owned by teachers and not used for evaluation purposes. The best way to kill it would be to make it mandatory or to use it for evaluation. Key benefits are lost if the reflective culture of professional development is replaced by a “culture of compliance” –where teachers go through the motions of assembling materials according to a predated checklist. [emphasis added] ● Portfolio development for experienced teachers should be supported by enabling conditions: for example, time, money for materials, some structure or facilitation for the development process. Modest extrinsic
http://electronicportfolios.org/systems/paradigms.html (12 of 14) [9/14/2004 3:15:54 PM] Competing Paradigms in Portfolio Approaches motivations, such as credit, may be used to encourage teachers as long as they do not take over and transform the activity into a compliance experience.
How do we take “compliance” portfolios developed in teacher education programs and transform them into professional development portfolios once those teachers are in the classroom? How do we build an expectation that portfolios can be used for long term growth while at the same time using these portfolios for high stakes assessment? Is this an impossible dream? Cognitive dissonance is the irritant to spur us on to new levels of understanding… to see these seemingly disparate phenomena in new contexts.
Conclusions
Educational institutions wanting to initiate electronic portfolio programs need to carefully consider a lot of factors before deciding the strategy they want to use, or the software they will purchase. This paper has tried to articulate the differences between electronic portfolios and assessment systems, with the recommendation to keep the two processes separate, but with communication links between them. Matching the philosophical orientation with e- portfolio tools should reduce the cognitive dissonance and conflicting goals between learners' needs and institutional requirements. The result should be support for deep, sustainable, self-directed, lifelong learning.
References
Ball State University (2004) Presentation at AACTE Conference, February 10, 2004
Barrett, Helen (2003) Presentation at First International Conference on the e-Portfolio, Poiters, France, October 9, 2003. http://electronicportfolios.org/portfolios/eifel.pdf
Cambridge, Barbara (2004) “Electronic Portfolios: Why Now?” Educause Live Teleconference, February 11, 2004.
DePaul University (2004) "ePortfolio: To Buy or Not to Buy." Presentation at the Association for the American Association of Colleges for Teacher Education (AACTE), Chicago, February 10, 2004. http://homer.itd.depaul.edu/users/tsmith27/conference/AACTE-2004.asp
Lang, W.S. & Wilkerson, J.R.(2004, February 7). Pre-conference workshop handouts, "An Assessment Framework: Designing and Using Standards-Based Rubrics to Make Decisions About Knowledge, Skills, Critical Thinking, Dispositions, and K-12 Impact." 2004 Conference of the Association for the American Association of Colleges for Teacher Education (AACTE), Chicago.
Lucas, Catharine (1992). "Introduction: Writing Portfolios - Changes and Challenges." in K. Yancey (Ed.) Portfolios in the Writing Classroom: An Introduction.(pp. 1-11) Urbana, Illinois: NCTE:
Lyons, Nona (1998) With Portfolio in Hand. Teachers College Press
McCoy, A. & Barrett, H. (2004) Paper presented at the American Educational Research Association meeting, San Diego.
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National Research Council (2001) Knowing what Students Know: the science and design of educational assessment. Washington, D.C.: National Academy Press
Paulson, F.L., Paulson, P.R.& Meyer, C.A. (1991) “What Makes a Portfolio a Portfolio?” Educational Leadership, 58:5, pp. 60-63
Paulson, F.L. & Paulson, P. (1994) “Assessing Portfolios Using the Constructivist Paradigm” in Fogarty, R. (ed.) (1996) Student Portfolios. Palatine: IRI Skylight Training & Publishing
Rogers, Douglas (Baylor University) (2003) "Teacher Preparation, Electronic Portfolios, and NCATE." Proceedings of the 2003 Conference of the Society for Information Technology in Teacher Education Conference, Albuquerque, March 24-29. (pp. 163-5)
Shulman, Lee (1998) "Teacher Portfolios: A Theoretical Activity" in N. Lyons (ed.) With Portfolio in Hand. (pp. 23-37) New York: Teachers College Press.
Stefanakis, Evangeline (2002) Multiple Intelligences and Portfolios. Portsmouth: Heinemann
Teitel, L., Ricci, M.& Coogan, J.(1998) "Experienced Teachers Construct Teaching Portfolios: Culture of Compliance vs. a Culture of Professional Development" in N. Lyons (ed.) With Portfolios in Hand. (pp.143-155) New York: Teachers College Press.
Thompson, Sheila & Cobb-Reiley, Linda (2003). "Using Electronic Portfolios to Assess Learning at the University of Denver." Presentation at 2003 AAHE Assessment Conference, Seattle, June 23, 2003.
Wilkerson, J.R., & Lang, W.S. (2003, December 3). Portfolios, the Pied Piper of teacher certification assessments: Legal and psychometric issues. Education Policy Analysis Archives, 11(45). Retrieved [2/15/04] from http://epaa.asu.edu/epaa/v11n45/.
©2004, Helen C. Barrett, Ph.D. Modified September 1, 2004
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This diagram created using Inspiration® 7.5 by Inspiration Software®, Inc. Click here for PDF version for better printing.
http://electronicportfolios.org/digistory/eportfoliostory.htm [9/14/2004 3:17:26 PM] Linking Two Dynamic Processes to Promote Portfolio Development Process Deep Learning Reflection Learner Ownership and Engagement Selection Direction Digital Storytelling Emotional The Connection ePortfolio as Reflective Portfolio Extended as a Story Strategies that Future Time Collection of Celebration promote Perspective Learning Intrinsic Motivation to maintain the Deep process for Learning Reflective Questions that Lifelong Learning Learner's Tool tie the Past to the Future Authentic Voice Elements of What? So What? Now What? Digital Storytelling Constructivist Approach to Project-Based Assessment as Learning
Past Present Future 1 Point of 3 Emotional View Content
2 Dramatic What have I What do those Question collected about artifacts show What direction my life/work/ about what I do I want to 4 Your learning? have learned? take in the 5 Sound Voice future? Track (my artifacts) (my current reflections on my (my future knowledge, skills learning goals) and dispositions) 6 Economy 7 Pacing
©2004, Helen C. Barrett, Ph.D. Center for Digital Storytelling http://electronicportfolios.org http://www.storycenter.org Balanced Assessment
http://electronicportfolios.org/systems/balanced.htm (1 of 2) [9/14/2004 3:20:17 PM] Assessment Systems and Electronic Portfolios: Balancing Accountability with Learning
interactive Positivist process Constructivist Paradigm Reflection Paradigm (Evaluation and Performance on Learning (Making Meaning and Making Inferences) Tasks & Evidence = (self-selected Assessment as Learning) Rubrics for Assessor +Artifacts Learner artifacts for self- evaluation) evaluation +Reflection Portfolio as Portfolio as +Validation
Test Learner Story COLLECTS Assessment Assessment Assessor Learner Learner artifacts from FOR OF EVALUATES SELECTS Learning Data collected required learning Learning experiences artifacts and for certification/ artifacts reflections to licensure (high meet self- stakes) and for accreditation determined I. purpose(s) Digital Archive II. of Learner External Locus of Control Artifacts Internal Locus of Control Assessment (Working Portfolio) III. Management • Includes prescribed artifacts and rubrics • Includes choice of artifacts Electronic System • Requires database to manage information • Results in personalized e-portfolio • Focuses on faculty's formative and • Focuses on learner's celebration of (institution-centered uniqueness Portfolio(s) data management summative evaluations (presentation portfolios system) for multiple purposes)
Student-centered (begin here) documentation Institution- Learning Experiences centered of aggregated data embedded in curriculum deep learning, Focus on leading to for developing Focus on certification/ self-concept and Limited-Term licensure and presentation to Lifelong accreditation multiple Evaluation audiences (peers, Self-Directed employers, etc.) Balanced Learning Assessment ©2004, Helen C. Barrett, System Judy R. Wilkerson, William Steve Lang http://electronicportfolios.org