eportfolios for educational transformation
DESCRIPTION
Presentation at 2nd Annual Public Education Transformation Convening: Getting Learning Right the First Time, November 1, 2011, Brookfield, WITRANSCRIPT
Eportfolios for Educational Transformation Darren Cambridge American Institutes for Research, 1 November 2011
Overview
• What?: Eportfolio components• Why?: Eportfolios and next generation learning • How?: Models at scale
Thanks to Helen Barrett for pointing me to many of the examples in this presentation.
Eportfolio components
Archive
• Authentic and diverse artifacts in multiple media and modalities• Reflections, feedback, assessment
Toolset
• Interaction• Scaffolding and analysis
Message
• Selections from archive • Interpreted and integrated in relationship to identity and
competencies
Archive Example
Mobile archiving at Trillium Charter, Grades 3-5, Portland
Trillium artifact reflection checklist
Toolset examples
Blogfolio at Pt. England School
PebblePad action planner
Interpretation examples
Integrative reflection on evidence at Conserve School
Voicethread for 5th grade student-led conferences in Thailand
Discussion
• At what level(s) might digital portfolio integrate into your initiatives?
• How do you see them interacting? • What are you already doing that contributes to archiving,
gives students tools to analyze and reflect on their learning, or provides them opportunities for synthesis?
Eportfolios and next generation learning
NxGL Design Principles
• Personalized learning• Comprehensive systems of learning supports• World-class knowledge and skills • Performance-based learning • Anytime, anywhere opportunities • Authentic student voice
Personalized Learning Key Components
• Flexible, Anytime/Everywhere Learning • Redefine Teacher Role and Expand “Teacher” • Project-Based and Authentic Learning Opportunities • Student-Driven Learning Path • Mastery- and Competency-Based Progression/Pace
A Disruptive Innovation
E-Portfolio “projects … at their most effective … are (in very good ways) highly disruptive. They throw up needs for organizational change; change in governance; changes in the roles of many [educators], and the consequent need for professional development, changes in pedagogy, and hence to the nature and shape and form of [subjects], and the consequent needs for educational development support; changes to the student’s ‘contract’ with her school … If they are to deliver maximum effect … projects must accept and embrace all of these areas of implication, and no doubt others.”
−David Baume
Integrative learning
• Students need to be prepared for real world challenges that require multidisciplinary solutions
• Students need to make connections between subjects • Students need to connect their learning in the classroom
to their learning throughout life• Students need to find patterns in their learning over time • Students need to connect their learning to their identity
Three curricula
Lived
Delivered
Experienced
Students are privileged informants about their own learning
Kathleen Yancey, Reflection in the Writing Classroom
Authentic Student Voice
The deep engagement of students in directing and owning their individual learning and shaping the nature of the educational experience among their peers.
Two Implications
• Students need to develop the skills that enable them to become self-directed, lifelong learners
• Students should expect to have a significant role in shaping their school experience, including how they are assessed.
Deliberative Assessment
• Student are privileged informants about their own learning.
• Evidence of learning needs to come from multiple contexts, and the relationships between them need to be articulated.
• Assessment should be a system of deliberative processes inclusive of all stakeholders, including students, that makes programs more responsive to them.
Discussion
• Which of these characteristics and assumptions do you embrace?
• Which do you question? • In what ways might you use eportfolios to enhance the
authentic student voice in your schools and districts
Models at Scale
Rhode Island Electronic Portfolio System
Participating Groups:
• Rhode Island Network for Technology
• Rhode Island Department of Education
• 15 High School Districts• 25 High Schools
Goals:• Develop and share portfolio-
worthy assignments• Assess student learning according
to state standards and district expectations
• All graduates submit a Graduation Portfolio (as diploma assessment)
• Provide reports of student learning to state and accrediting organizations
Assignments are Linked toState Standards and District Expectations
Teachers link portfolioassignments to sharedgoals and rate studentwork according to goals
Graduation Portfolios
Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements
Learning Record
• Curricular goals and five dimensions of learning • Observations (by teachers and students) and samples
of work throughout year• Interpretation and rating on reading and math scales • Moderations (school, district, national)
Observations
High Tech High School: Students and Teachers
ePEARL Project • Software for primary and
secondary school students• In use in schools across
Quebec and elsewhere in Canada
• Research on use in French immersion school for grades 5-6 shows gains in self-regulated learning attitudes and behaviors
Phases of Self-Regulation• Forethought• Goal Setting• Self-efficacy
• Performance• Self-recording
• Self-reflection • Self-judgment• Self-reaction
Digital Youth Network Badges
• Youth learning framework• I want to be (taking on roles) • I want to do (activity-oriented exploration) • I want to make (artifact-creation driven)
• Badge types • Skill-based – tied to artifacts to provide evidence • Community – granted by both mentors and peers • Automatic – reward smaller scale and more granular
activity
• Portable through the Mozilla Open Badges infrastructure
Nottingham Passportfolio
• Published by Jossey-Bass in 2010
• In depth examination of educational philosophy and technology
• Mostly higher ed and adult learning examples and research, but many transferrable ideas
Stay in touch
• [email protected]• (202) 403-6924 • Home page: ncepr.org/darren (a bit out of date) • Twitter and Skype: dcambrid