coe nov2010 planning
DESCRIPTION
E-Portfolio planning document for November 6, 2010.TRANSCRIPT
PLANNING FOR E-PORTFOLIO IMPLEMENTATION
Dr. Helen Barretthttp://slideshare.net/eportfolios
Change!
ROADMAP FOR CHANGE
ePortfolios =complexCHANGErequiring a roadmap to:
Assess need Plan Implement Evaluate
•What’s the purpose or goal for the use of the technologies?•What contractual or business agreements will be needed with vendors, providers, and partners?
•What technology is needed? Is it likely to become industry standard?•What is the compatibility with existing and anticipated technologies?
•What is the readiness level of the key stakeholders—both attitude and skill?•What change management and project management processes do we need to put in place?
Human Systems
Business Systems
Technical Systems
INTERCONNECTED SYSTEMS
WHAT TYPE OF CHANGE?
Developmental Change Increasing skills of staff and leadership. Improving the
performance of a team or group. Improving the quality of services.
Transitional Change Doing something differently. Dismantling the old way
of doing things and putting into place the new, desired state.
Transformational Change A fundamental shift in the way stakeholders views
themselves and their world that results in changes in how they operate and interact with others.
ROADMAP FOR LEADERS
#1: Prepare
for Change
#2: Develop a Change Strategy
#3: Conduct a
Needs Assessme
nt
#4: Design Desired
State/Outcome
#5: Develop an
Implementation Plan
#6: Implement the Change
#7: Evaluate
and Course Correct
#8: Celebrate and Integrate the New State
ROADMAP – PT. 1-2
Step 1: Prepare for Change Build a case for change Assess organization readiness for
change
Step 2: Develop a Change Strategy Consider different strategies for
different types of change Develop a Communications Strategy
CHANGE STRATEGIES, TARGET, TOOLS
Types Developmental Transitional Transformational
Strategies Provide individual and group feedback.
Analyze the current state and design and implement the desired state.
Develop a comprehensive change strategy to include content, people and process.
Targets/Goals/Vision
Set performance targets
Establish a clear goal and objectives
Create a shared vision
Tools: • Skills training• Coaching• Personal
training and development
• Project management tools
• Process mapping
• Action plans
• Roadmap• Action research• Personal and
organizational core values
ROADMAP PT. 3-4
Step 3: Conduct a Needs Assessment Assess Current State Determine technical requirements Assess staff and other stakeholders’ skills and attitudes Conduct a risk analysis
Step 4: Design Desired State/Outcome Confirm the old way is going away Assess the impact of the desired change on all aspects of the
organization Gather and respond to feedback from key stakeholders Ensure managerial alignment and commitment to support the
new state
ROADMAP PT. 5-6
Step 5: Develop an Implementation Plan Build a Project Plan Develop a Human Resource Plan Develop a Process for Monitoring and Evaluating Develop a Communications Plan
Step 6: Implement the Change Implement the project action plan(s) Monitor and acknowledge progress toward milestones Monitor and manage risks Communicate with key stakeholders
ROADMAP PT. 7-8
Step 7: Evaluate and Course Correct Monitor desired outcomes Make course corrections Evaluate impact to business, technology and human systems Capture “lessons learned” for future efforts Establish a process for continuous improvement
Step 8: Celebrate and Integrate the New State Declare and celebrate completion of the implementation phase Acknowledge and reward extra effort and achievements Share “lessons learned” with key stakeholders Reinforce desired state in performance reviews, policies and
procedures
AGE & SOCIAL TECHNOLOGY ADOPTION
Industries, Companies & People
13
MANAGING COMPLEX CHANGE GRAPHIC
CHANGE Vision
Clarity of Multiple Purposes Skills
Portfolio Processes Resources
Tools Time
Incentives Intrinsic Motivation
Action Plan
Confusion
VISION
CREATING A VISION STATEMENT FOR EPORTFOLIOS
“A Vision Statement can paint a picture which creates a sense of desire and builds commitment to reaching the vision.” http://www.teal.org.uk/vl/vl3vlead.htm
“A Vision statement: … concentrates on the future; it is a source of inspiration; it provides clear decision-making criteria. http://en.wikipedia.org/wiki/Strategic_planning
“A vision statement is a vivid idealized description of a desired outcome that inspires, energizes and helps you create a mental picture of your target. It could be a vision of a part of your life, or the outcome of a project or goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm
VISION STATEMENTS…
“The purpose is to create a mental picture charged with emotion that can serve to energize and inspire you and your team. Take as much space as you need to accomplish this goal.” http://www.timethoughts.com/goalsetting/vision-statements.htm
A Vision is defined as 'An Image of the future we seek to create'. It should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts. http://www.samples-help.org.uk/mission-statements/vision-statements.htm
FEATURES OF AN EFFECTIVE VISION STATEMENT MAY INCLUDE:
Clarity and lack of ambiguity Paint a vivid and clear picture, not ambiguous Describing a bright future (hope) Memorable and engaging expression Realistic aspirations, achievable Alignment with organizational values
and culture, Rational Time bound if it talks of achieving
any goal or objective http://en.wikipedia.org/wiki/Strategic_planning
GOLDEN CIRCLE
20
Why?
How?
What?
1 PARAGRAPH!
What is your “elevator speech” describing your Vision for ePortfolios?
A CALIFORNIA SCHOOL DISTRICT K-12 VISION
Electronic portfolios foster meaningful learning by allowing all students to evaluate their growth over time, to share their achievements and strengths with others, and to improve their own skills through reflection and goal setting.
ONE NYC SCHOOL’S VISION
An electronic portfolio will allow students to create a collaborative, portable, personal space that fosters self-reflection, promotes academic accomplishments, and highlights individual growth. Through the integration of technology and the collection of digital artifacts, students will be able to showcase their achievements to peers and educators, while helping envision their future goals.
VISION STATEMENT FOR A UNIVERSITY IN THE SOUTH
We envision students using an electronic portfolio as an integral part of their education to reflect on learning, to integrate their knowledge, to learn more deeply, to shape curricular choices and goals, and to showcase skills and accomplishments.
YOUR TEAM’S TASK
Brainstorm Vision What is your vision for e-portfolios?
(“your elevator speech”) Brainstorm Action Plan Steps
What is on your “to do” list? What changes need to happen? What support do you need?
SHARING!!!
Anxiety
SKILLS
TECHNOLOGY & REFLECTION& ASSESSMENT
Two Skills across the Lifespan with ePortfolio Development and Social Networking
BOUNDARIES BLURRING (BETWEEN E-PORTFOLIOS & SOCIAL NETWORKS)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Mash-ups Flickr
YouTubeblogswikis Twitter
Picasa
Ning
PROCESSESPortfolioCollectingSelectingReflectingDirectingPresentingFeedback
Technology
Archiving Linking/Thinking
Digital Storytelling
Collaborating Publishing
Social Networks
Connecting(“Friending”)
Listening(Reading)
Responding(Commenting)
Sharing(linking/tagging)
DUAL SKILL DEVELOPMENT
Students Collection/
Digitizing Selection/
Organizing Reflecting Goal-Setting Presentation
Teacher/Faculty/Mentor
Pedagogy – Facilitate portfolio processes
Role of Reflection Assessment Model own
Portfolio Learning+ Technology Skills
WHAT IS REFLECTION?
Major theoretical roots: Dewey Habermas Kolb Schön
Dewey: “We do not learn from experience…we learn from reflecting on experience.”
Discuss…
MOON ON REFLECTION
One of the defining characteristics of surface learning is that it does not involve reflection (p.123)
performance
self-reflection forethought
knowledge for planning actionsand imagination
reflection for action
knowledge for acting/doing
reflection in action
context
knowledge of self derived from doing
reflection on action
HOW MIGHT AN E-PORTFOLIO SUPPORT DEVELOPMENT OF PERSONAL KNOWLEDGE,
REFLECTION, AND METACOGNITION?
Norman Jackson Higher Education Academy, U.K.
SELF-REGULATED LEARNINGABRAMI, P., ET. AL. (2008), ENCOURAGING SELF-REGULATED LEARNING THROUGH ELECTRONIC PORTFOLIOS. CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY, V34(3) FALL 2008. HTTP://WWW.CJLT.CA/INDEX.PHP/CJLT/ARTICLE/VIEWARTICLE/507/238
Goals Captions/Journals
Change over Time
WHAT ARE EFFECTIVE SELF-REGULATION PROCESSES?
Performance or Volitional
ControlProcesses that occur in action and affect attention and action
DURING
ForethoughtInfluential processes
which precede efforts to act and set the stage
for action.BEFORE
Self-Reflection
Processes which occur after performance
efforts and influence a person’s response to
that experienceAFTER
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
BEFORE Goal setting increases self-
efficacy and intrinsic interest Task Analysis
Goal setting Strategic Planning
Self-motivation beliefs increase commitment Self-motivational beliefs:
Self-efficacy Outcome expectations Intrinsic interest/value Goal Orientation
ForethoughtInfluential processes
which precede efforts to act and set the stage
for action.
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
GOALS
DURING
Self-control processes help learners to focus on tasks and optimize efforts Self-instruction Imagery Attention focusing Task Strategies
Self-observation allows learners to vary aspects of their performance Self-recording Self-experimentation
Performance or
Volitional Control
Processes that occur action and affect
attention and action
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
CaptionsJournals
AFTER
Planning and implementing a strategy provides an evaluation metric for learners to attribute successes or failures (to effort), rather than low ability Self-judgment
Self-evaluation Casual attribution
Self-reaction Self-satisfaction/affect Adaptive-defensive
response
Self-Reflection
Processes which occur after performance
efforts and influence a person’s response to
that experience
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Change over Time
REFLECTIVE QUESTIONS THAT TIE THE PAST TO THE FUTURE
NORTH CAROLINA REFLECTION CYCLE
Self-Assessment: The Reflective Practitioner
WRITING A REFLECTION - 1 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HTM
1. Select: What evidence/artifacts have you included?
2. Describe: This step involves a description of the circumstances, situation or issues related to the evidence or artifact. Four "W" questions are usually addressed: Who was involved? What were the circumstances, concerns,
or issues? When did the event occur? Where did the event occur?
WRITING A REFLECTION - 2 HTTP://WWW.NCPUBLICSCHOOLS.ORG/PBL/PBLREFLECT.HTM
3. Analyze: "digging deeper." • "Why" of the evidence or artifact• "How" of its relationship to teaching practice
4. Appraise: In the previous three steps, you have described and
analyzed an experience, a piece of evidence, or an activity. The actual self-assessment occurs at this stage as you interpret the activity or evidence and evaluate its appropriateness and impact.
5. Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.
REFLECTION
Source: http://peterpappas.blogs.com/copy_paste/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
Based on Bloom’s Taxanomy (Revised)
MY WEBSITES SUPPORTING REFLECTION https://sites.google.com/site/reflection4
learning/
http://electronicportfolios.org/reflection/index.html
PRIORITIZING ACTIVITIES
Most important features in ePortfolio system selection (more input from academic departments?)
Assessment Management: one or two systems?
Host on in-house server or hosted system?
Student cost? Fee or Free? Longevity of student data stored?
Graduation? Lifelong?
ASSESSMENT
What are you assessing in a portfolio? What is your purpose for assessing
portfolios? How are you assessing student
portfolios? Rubrics? Inter-rater consistency/reliability
FORMS OF ASSESSMENT
Formative Assessments Provides insights
for the teacher
Assessment FOR Learning Provides insights
for the learner
Summative Assessments (Assessment OF Learning or Evaluation) Provides
insights (and data) for the institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
TWO “PARADIGMS” OF ASSESSMENT (EWELL, 2008)
Assessment for Continuous Improvement
Assessment for Accountability
Strategic Dimensions: Purpose Stance Predominant Ethos
Application Choices: Instrumentation Nature of Evidence
Reference Points
Communication of Results
Uses of Results
Formative (Improvement)InternalEngagement
Multiple/TriangulationQuantitative and QualitativeOver Time, Comparative, Established GoalMultiple Internal Channels and MediaMultiple Feedback Loops
Summative (Judgment)ExternalCompliance
StandardizedQuantitative
Comparative or Fixed StandardPublic Communication
Reporting
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170
SPU SCORING PROCESS
First of all, our candidates pay an assessment fee of $60 when they enter the program. For that, the bPortfolio gets scored three times.
The first is a simple format check and we hire student help to do that.
The second is scored using a rubric and we use trained scorers for that and pay them $25/bPortfolio.
The third is using the rubric and again, the scorer gets $25/bPortfolio scored.
We have one faculty person who handles the logistics and we pay him an extra fee for a) assembling and training the scorers, b) making the scoring assignments, c) putting all of the scoring results together for the assessment coordinator.
Frank Kline, Seattle Pacific University
SPU SCORING PROCESS (PT. 2)
When our scoring assignment is made, the name of the student along with the URL for the bPortfolio are sent out. The folios are divided up more or less arbitrarily across all of the scorers. The scorer opens the spreadsheet with the name, the URL, the cells to enter the scores, and the rubrics for each standard right there. They click on the URL which takes them directly to the bPortfolio they score. They determine the score and enter it on the spreadsheet. They determine what comments they want to make and leave them on the blog. They move on to the next scoring task.
When they are done, they save the spreadsheet with the scores entered, and send it back to the faculty who does the logistics. He connects them and sends them on to the Assessment Coordinator. That's the basic process in outline form.
We have about 250 bPortfolios to score per year and it's growing! We have about 10-15 people who are doing the scoring, so each does between 15 and 25 bPortfolios.
Frank Kline, Seattle Pacific University
56
HOW WILL YOU DEVELOP SKILLS?
Brainstorm strategies (or questions) you can use to develop the skills necessary for implementing electronic portfolios in your organization.
OR Brainstorm strategies (or questions)
for building skills in assessing student portfolios.
Frustration
RESOURCES
TOOLS?Expressive vs. Structured Models
59
DON’T DOUBLE YOUR LEARNING!CONSIDER COGNITIVE OVERLOAD!
When learning new tools, use familiar tasks;
When learning new tasks, use familiar tools.
Barrett, 1991
INSTITUTIONAL PORTFOLIOS
What happens when a learner leaves or transfers?
Learners’Digital Archives
and presentation portfolios
Class portfolio
s
Guidance portfoliosEmployment
portfolios
Institution’s server or online
service
Limited Time
Frame
Institutional data
Blogs
Faculty-generated
evaluation data
Academic focus
Social networks
SEPARATE SYSTEMS LEARNER-CENTERED
Learners maintain collection across the lifespan, institutions maintain evaluation data & links
Learners’ Digital Archive & Blog
Learner-ownedLifelong Web Space
Class portfolio
Guidance portfolio
Employment portfolio
Institution’s Server or Service & Purposes
Limited Time Frame
hyperl
inks
Institutional data
Meta-tags
Faculty-generated
evaluation data
Life-wide focus
Social networks
WHY WEB 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE! All you need is an <EMBED> Code
WEB 2.0 IS BECOMING THE PERSONAL LEARNING ENVIRONMENT OF THE “NET GENERATION”
Learning that is… Social and Participatory Lifelong and Life Wide Increasingly Self-Directed Motivating and Engaging … and Online!
TOOLS, TOOLS, TOOLS!
Recommendations Commercial Vendors: keep up with current
technology trends – interactivity & mobile! Institutions: Value student learning as
much as data collection or accountability Schools: Recognize/incorporate students’
out-of-school technology experiences – Don’t block! Educate about Digital Citizenship!
Web 2.0 Tool Providers: Don’t pull a “Ning”
OREGON, COLORADO, IOWA. MARYLAND, NEW YORK
States Adopt Google Apps for K-12 Schools
Docs
Sites
Groups
VideoCalendarMail Wave
ADD-ONS TO GOOGLE APPS BY YEAR END
Additional Google Applications soon to be included inside GoogleApps Education domains:
CREATING AN E-PORTFOLIO WITH GOOGLE APPS OR WORDPRESS
1. Storage = Google Docs
2. Reflective Journal = Blogger or WordPress
3. Presentation = Google Sites
LEVEL 1 WORKSPACE: COLLECTION IN THE CLOUD
STAGES OF PORTFOLIO DEVELOPMENT
Level 1• Collection -- Creating the Digital
Archive (regularly – weekly/monthly)– Digital Conversion (Collection)– Artifacts represent integration of
technology in one curriculum area (i.e., Language Arts)
BRAINSTORM - LEVEL 1
What are some strategies you currently use to integrate technology across the curriculum?
What types of digital documents do students create?
Where are these digital documents stored?
LEVEL 2 WORKSPACE: LEARNING/REFLECTION
STAGES OF PORTFOLIO DEVELOPMENT
Level 2• Collection/Reflection (Immediate
Reflection on Learning & Artifacts in Collection) (regularly)
– organized chronologically (in a blog?)– Captions (Background Information on
assignment, Response)– Artifacts represent integration of
technology in most curriculum areas (i.e., Language Arts, Social Studies, Science, Math)
BRAINSTORM - LEVEL 2
How are you supporting student reflection on their learning?
How are you providing feedback on student learning?
Who is currently bloggingwith students? Give abrief description.
TIMELINE
74
Sept
Oct Nov
Dec Jan Feb Mar Apr May
Level 1 X X X X X X X X X
Level 2 X X X X X X X X
Level 3 ? XXX
Level 1: CollectionLevel 2: Collection + ReflectionLevel 3: Selection + Presentation
LEVEL 3: PRIMARY PURPOSE: SHOWCASE/ACCOUNTABILITY
Showcase
STAGES OF PORTFOLIO DEVELOPMENT
Level 3• Selection/Reflection and Direction
(each semester? End of year?) – organized thematically (in web pages or
wiki)– Why did I choose these pieces? What am
I most proud to highlight about my work?– What do they show about my learning? – What more can I learn
(Goals for the Future)?• Presentation (annually)
BRAINSTORM - LEVEL 3
How might you support student presentation of their achievement?
What are strategies you could use to engage students in showcasing their work?
TIMETeachers’ biggest issue:
INTEGRATE INTO EVERYDAY ACTIVITIES
Photos: Flickr by Kim Cofino
SOCIAL LEARNINGInteractivity!
“EVERYDAY-NESS”How can we make ePortfolio development
a natural process integrated into everyday life with everyday tools?
Lifelong and Life Wide Learning
THE FUTURE OF MPORTFOLIOS
(M=MOBILE)
REFLECTION WITH WORDPRESS APP
MOBILE PHONE APPS FOR E-PORTFOLIOS
Add: PebblePad & WordPress Apps
iPad?
XO-3One Laptop per Child Available 2011-2012 ~$100 Android-based tablet
Gradual Change
INCENTIVES
88
THINK!
Engagement Factors?
Social networks?
ePortfolios?
ENGAGEMENT!
•Goal-Setting•Self-Assessment
•Ownership•Intrinsic Motivation
SIMILARITIES IN PROCESS
Major differences: extrinsic vs. intrinsic motivation
Elements of True (Intrinsic) Motivation: Autonomy Mastery Purpose
PINK’S MOTIVATION BEHAVIOR
Type X - Extrinsic fueled more by extrinsic
rewards or desires
Type I – Intrinsic Behavior is self-
directed.
X I
SUCCESSFUL WEBSITES = TYPE I APPROACH
People feel good about participating.
Give users autonomy.
Keep system as open as possible. - Clay Shirky
AUTONOMY & EPORTFOLIOS
Choice Voice Sharing Feedback Immediacy
http://www.flickr.com/photos/kenturamon/342946821/
MASTERY & EPORTFOLIOS
Exhilaration in Learning Sports? Games? Compliance vs.
Personal Mastery Open Source movement
(Wikipedia vs. Encarta) Make a contribution
MASTERY & EPORTFOLIOS (2)
ePortfolio: Flow Showcasing
Achievements Increased self-awareness and
self-understanding“Only engagement can produce
Mastery.” (Pink, 2009, p.111)
FLOW a feeling of
energized focus (Csíkszentmihályi)
“Reach should exceed the Grasp”
USE EPORTFOLIOS TO DOCUMENTMASTERY
PURPOSE & EPORTFOLIOS
Relevance
Big picture
Engagement
GOOD QUESTION…
BECAUSE PURPOSE AND PASSION CO-EXIST
False Starts
ACTION PLAN
COMPONENTS OF ACTION PLAN
Vision Skills needed
Students Teachers/Faculty
Resources needed Human Systems Technological
Systems Incentives Leadership
1. Prepare for Change2. Develop Change Strategy3. Needs Assessment4. Design Desired Outcome5. Implementation Plan6. Implement7. Evaluate and Course
Correct8. Celebrate New
Outcome
COMMUNICATION PLAN
Identify Stakeholders in Portfolio Implementation Process “Who do you need to talk to when you get back to your school?”
Develop Initial Communication Plan for each stakeholder group
Brainstorm strategies you can use to communicate your vision for implementing electronic portfolios in your organization.
103
SOME QUESTIONS TO ASK AT BEGINNING: What is the context for ePortfolio
development? What is the organization’s readiness for
change? Who are the various stakeholders? What is the leadership’s commitment
to the process? What is the vision for
ePortfolios in the organization?
CREATING A PROFESSIONAL
PORTFOLIO
106
LIFE PORTFOLIO – PLANNING FOR AN EXTENDED MIDLIFE TRANSITION (50-90)Passions and pursuits
New possibilities
Visualize a new life
Not “retirement” but “rewirement”
107
108
PORTFOLIO WAY OF THINKING
Portfolios can be timeless
What really matters in life?
Discover or rediscover passion…
Create a legacy…
Turn careers into callings, success into significance…
To make a difference…
An ongoing, ageless framework for self-renewal
109
STRATEGIES FOR A PORTFOLIO LIFE
Tell the Story of Your Life Accomplishments Leave Clues… + self-esteem
Connect with Others Network
Develop Your Goals… Change… Goals -- Purpose
Revise, Reflect, Rebalance
Story
Goals
Share
BEGIN WITH A WORKING PORTFOLIO
Adopt social networking strategies: Maintain a blog/reflective journal
(Blogger or WordPress) Comments = Conversation
Create a PLN on Twitter Follow and Invite FollowersSharing ideas/links/current events – Post
Collect digital copies of your work Set up GoogleDocs account and upload
Office Docs into one place
Create an inventory of your work
What themes emerge in your work?
WORDPRESS/MOVABLE TYPE EPORTFOLIOS
ORGANIZE A PRESENTATION PORTFOLIO BASED ON THEMES
Use Pages in Blogger or WordPresshttp://blog.helenbarrett.org/
Use Google Siteshttp://sites.helenbarrett.net/portfolio/
Use a Wiki
DR. HELEN BARRETTResearcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
[email protected]://electronicportfolios.org/Twitter: @eportfolioshttp://slideshare.net/eportfolios