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Interactive ePortfolios: Using Web 2.0 tools to Provide Feedback on Student LearningOctober 29, 2009Dr. Helen BarrettCourtesy Research AssociateCenter for Advanced Technology in EducationUniversity of Oregon (2007-present)Assistant Professor, Educational Technology (retired)College of EducationUniversity of Alaska Anchorage (1991-2005)

Personal Learning Environment Supports Self-Directed Learning

Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”Learning that is… Social and Participatory

… and Online!Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

Knowing the learner (Self-awareness)Understanding prior knowledgeMotivation for and attitudes toward learningHelp learners understand themselvesSee their growth over time

Planning for learning (Self management)Setting goalsDevelop a plan to achieve these goals

Understanding how to learn (Meta-learning)Awareness of learners to different approaches to learningDeep vs. Surface Learning, Rote vs. Meaningful LearningDifferent Learning StylesHelp learners recognize successAccommodate approaches that are not successful

Evaluating learning (Self monitoring)Systematic analysis of learners’ performanceResponsibility to construct meaningBe reflective & think criticallyLearners construct meaning, monitor learning, evaluate own outcomes

Deep Learninginvolves reflection,is developmental,is integrative,is self-directive, andis lifelongCambridge (2004)

Conventional vs. Reform InstructionTeacher-directedDidactic teachingShort blocks of instruction on single subjectSingle mediaIndividual workTeacher as knowledge dispenserAbility groupingsAssessment of fact knowledge and discrete skillsStudent explorationInteractive modes of instructionExtended blocks of authentic and multidisciplinary workMultimediaCollaborative workTeacher as facilitatorHeterogeneous groupingsPerformance-based assessment SRI (1993)

Web 1.0 vs.Web 2.0DoubleClickOfotoAkamaimp3.comBritannica Onlinepersonal websitesdomain name speculationpage viewsscreen scrapingpublishingcontent management systemsdirectories (taxonomy)stickinessNetscapeGoogle AdSenseFlickrBitTorrentNapsterWikipediabloggingsearch engine optimizationcost per clickweb servicesparticipationwikistagging ("folksonomy")syndicationGoogleO'Reilly, T. (2005)

Architectureof InteractionArchitecture of Participation (Web 2.0) allows aPedagogyof Interaction

Wikibookhttp://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies

Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE!

All you need is… an <Embed> Code!Hall Davidson

Technologies to WatchOne year or lessMobilesCloud ComputingTwo to Three YearsGeo-EverythingThe Personal WebFour to Five YearsSemantic-Aware ApplicationsSmart Objects

Cloud Computing“The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”disk storage and processing cycles a readily available, cheap commodity thin-client, web-based applications for image editing, word processing, social networking, and media creationMore reliable than desktop storageThe Horizon Report, 2009

The Personal Web… computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web. The Horizon Report, 2009

A Technology to Watch:Google Wave!http://wave.google.com/

What is a wave?A wave is equal parts conversation and document. People can communicate and work together with richly formatted text, photos, videos, maps, and more.A wave is shared. Any participant can reply anywhere in the message, edit the content and add participants at any point in the process. Then playback lets anyone rewind the wave to see who said what and when.A wave is live. With live transmission as you type, participants on a wave can have faster conversations, see edits and interact with extensions in real-time.

ChallengesUser Interface of Web 2.0 tools

Socio-CulturalAge & Social Technology Adoption

Social LearningHow can we integrate technology use with what we know about social learning and interactivity?

How can you leverage the technologies students own?Accessibility from home computersConnectivity with cell phones

How is social networking impacting technology in education?It is having a huge impact on our social and political world!

A New Cultural Wedge“less calls, more web” mobile phones from 3Emphasis on social networkingOnline versions ofNovelsVideosComicsPortfolios?

Web 2.0, an Architecture of Interaction/CollaborationUsing Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)Using Social Networking Strategies(Facebook, Ning, Twitter, Edmodo)

CIC Website under developmenthttp://helenbarrett.com/T21/Multimedia Records of Teaching

Digital Storytelling Multiple Purposes from Hidden AssumptionsWhat are yours?Sound familiar?http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

Multiple Purposes of E-Portfolios in EducationLearning/ Process/ PlanningMarketing/ Showcase Assessment/ Accountability"The Blind Men and the Elephant” by John Godfrey Saxe

What is the best tool? Do you need an all-in-one system or multiple tools?

Planning IssuesWhat is your purpose?Software capabilities: allow interaction between faculty and students around learning activities and products

Web 2.0 Technologiessites.google.com/site/eportfolios/AdvantagesFree, often open-source tools on the WWW“Me Publishing (blog and wiki)Shared Writing (GoogleDocs)Web Publishing(Google Sites)DisadvantagesMay require higher technology competencyMostly not secure websites“Small Pieces, Loosely Joined”

GoogleDocsAdvantagesDocuments, presentations or spreadsheets can be editedMaintains a record of all revisions, with identity of author. Interactivity is maintained through comments and co-authoring. Easily embed presentations into blog. Convert all documents to Microsoft Office or OpenOffice or PDF.DisadvantagesSet up own system for managing the feedback on student work. Requires full time high speed Internet access. No attachments, only hyperlinks to documents.

Validating my dissertation researchWhen learning new tools, use familiar tasksWhen learning new tasks, use familiar tools

Google Pages NOW Google SitesAdvantagesFree website builderEasy-to-use Flexibility and creativity in portfolio authoring. Helps students build technology skills. Automatically store pages online. 100 MB limit on uploaded attachmentsDisadvantagesNo Interactivity Set up own system for managing the feedback on student work. More of a web page builder than a portfolio program.

Public Google Tools vs. GoogleApps for Education?Public Google Tools (Gmail account)Google Apps for EducationStudent owns the account for life (must be over 13)Student has complete control of accessFREE for anyoneNo uploading to Google Video (must use YouTube to embed videos)Start immediatelyProtected environment (school assigns account)School can control access (limit to members)FREE for educationLimited use of Google Video (2 GB)Need some advanced set-up timehttp://sites.google.com/site/colettecassinelli/proscons

Types of ePortfolio ImplementationWorking PortfolioThe CollectionThe Digital ArchiveRepository of Artifacts Reflective Journal(eDOL)Collaboration SpacePortfolio as Process-- Workspace (PLE)“shoebox”Presentation Portfolio(s)The “Story” or NarrativeMultiple Views (public/private)Varied Audiences(varied permissions)Varied Purposes Portfolio as Product-- Showcase

QUOTEThe e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios

Structure of E-Portfolio TypesPortfolio as Process/ WorkspaceOrganization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiencesPrimary Purpose: Learning or ReflectionReflection: immediate focus on artifact or learning experiencePortfolio as Product/ ShowcaseOrganization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiencesPrimary Purpose: Accountability or EmploymentReflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)

Google Sites ePortfolioshandouts

handoutsWordPress/Movable Type ePortfolios

ProcesshandoutsPurpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio?Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries?Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio.Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. REPEAT for each learning activity or artifact.

1. Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?Teachers and Students: Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step?Students: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer (see Section 6 below). This page could include a section entitled, "All About Me.”Students: Create a Google Sites Announcements page type, to use as a reflective journal (blog). Call the page "Journal" or "Blog." Create a first post that describes the purpose for developing this portfolio.Teachers: Set up templates for student work in GoogleDocs, if appropriate

2. Collection/ClassificationWhat artifacts will you include in your portfolio? How will you classify these entries?Students: Create a digital archive of work. Offline, this archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL. Recommend: GoogleDocsStudents: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work

Recommendations on Storage:Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs). Web 2.0 storage: Video files can be saved on one of the video sharing sites, and use the Hyperlink or Embed code to include in your blog entry. Word, Excel and PowerPoint files could be uploaded into GoogleDocs. Other free websites that allow you to store documents: SlideShare, Scribd. Most of these Web 2.0 sites use an email address as the log-in name, so it will be easy to remember.

3. ReflectionReflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action.”Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).Students: Add your own classification using TagsStudents: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item

4. Connection/Interaction/Dialogue/FeedbackThis stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent. Teachers and Peers: Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.Students should be given the option of updating the work, based on the feedback and the rubric.REPEAT steps 3-4 for each learning activity or artifact.

Level 2: Primary Purpose: Learning/Reflection

BlogsAdvantagesQuickly, easily create a learning journal, documenting growth over time with entries that are date-stamped. WordPress allows additional pages and sub-pages. Interactivity is maintained through RSS feeds and Comments that can be added.WordPress file limit 3 GB!WordPress blogs can be password-protected.DisadvantagesPrescribed order (reverse-chronological) of entries. Does not allow organizing attached files into folders. Limited attachments in Blogger.

Less abouttellingMore about talking!- Julie Hughes, University of WolverhamptonTake advantage of Web 2.0 strategies in learning

Reflection reminderCreate a blog entry with a link to at least one of your GoogleDocs documents you created.Reflect on how collaborative documents could be used to facilitate collaborative projects as well as feedback on student work.

Don’t jump tothe final presentation prematurely…Document the learning process over time… through a learning journal.

Moon on ReflectionOne of the defining characteristics of surface learning is that it does not involve reflection (p.123)

Reflective Questions that tie the Past to the Future

North Carolina Reflection CycleSelf-Assessment: The Reflective Practitionerhttp://www.ncpublicschools.org/pbl/pblreflect.htm

Writing a Reflection - 1http://www.ncpublicschools.org/pbl/pblreflect.htmSelect: What evidence/artifacts have you included?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 - 2http://www.ncpublicschools.org/pbl/pblreflect.htmAnalyze: "digging deeper." "Why" of the evidence or artifact

"How" of its relationship to teaching practiceAppraise: 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.Transform:This step holds the greatest opportunity for growth as you use the insights gained from reflection in improving and transforming your practice.

Review Examples of Scaffolding for Reflectionhttp://sites.google.com/site/reflection4learning

A few thoughts about Assessment -- What Type?Assessment OF Learning? orAssessment FOR Learning? or Assessment AS Learning

Purposes for AssessmentAssessmentOFLearning = Summative AssessmentInstitution-centered Past-to-PresentAssessment FOR Learning = Formative AssessmentTeacher/student-centeredPresent-to-FutureAssessment AS Learning

PresentPurposes for AssessmentAssessment FOR Learning = Formative (Classroom-based) AssessmentAssessment OF Learning = Summative AssessmentAssessment AS Learning

Crucial DistinctionAssessment OF LearningHow much have students learned as of a particular point in time?Assessment FOR LearningHow can we use assessment to help students learn more?Rick StigginsAssessment Training InstituteAssessment AS LearningHow can we embed assessment into day-to-day learning?

Principles of Assessment FOR LearningDefinition: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.

Formative assessments to improve student achievement“Through their rigorous research, Black and Wiliam proposed that formative assessments, in which classroom evidence is used to adapt the teaching to meet student needs, is the best way to improve student achievement.” Source: http://teachfirst.com/2009/09/14/formative-assessments-is-the-feedback-on-student-learning-or-on-our-teaching/Electronic portfolios contribute to the ‘feedback loop’ integral to formative assessment (Cambridge, 2001).

7 Principles of Good Feedback Practice for Formative Assessment:helps clarify what good performance is (goals, criteria, expected standards); facilitates the development of reflection and self-assessment in learning; delivers high quality information to students about their learning; encourages teacher and peer dialogue around learning; encourages positive motivational beliefs and self-esteem; provides opportunities to close the gap between current and desired performance;provides information to teachers that can be used to help shape the teaching.

Feedback - Use the acronym THIRD...TIMELY: Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment. HONEST: or assignment better.IMPROVING: Make sure your feedback provides constructive criticism… Sharing your rubric is a good way to do this.RELEVANT: Make sure your feedback makes sense. DIRECT: If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. http://www.delaneykirk.com/2009/09/dear-dr-kirk--i-need-some-advice-on-how-to-handle-giving-feedback-to-my-students-i-always-struggle-with-just-how-much-to-s.html

Checklist of Observable Behaviors for FeedbackPractice: Students exercise with the purpose of enhancing knowledge and skills.Teacher: The instructor gives students verbal or written input.Peer feedback: Peers provide verbal or written input.Cues about how to improve: The learner gets information back that includes suggestions on how to do better.Corrective feedback: This input is meant to help improve performance.Supportive feedback: A mentor or peer provides encouragement.Reference: Ewell, P. T. (1997). Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). p.9 Available: http://www.intime.uni.edu/model/learning/learn_summary.html

Level 3: Primary Purpose: Showcase/Accountability

5. Summative Reflection/Selection/EvaluationAt the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.Students: Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.

6. Presentation/PublishingThe portfolio developer decides what parts of the portfolio are to be made public. Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.Students: Create a page with Future Learning Goals (reflection in the future tense).Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).

Google SitesAdvantagesFree website builderEasy-to-use Flexibility and creativity in web page authoring. Helps students build technology skills. Automatically store pages online. 100 MB limit on uploaded attachmentsDisadvantagesSet up own system for managing the feedback on student work.

Page Types in Google SitesWeb Page – create your own structureAnnouncements – blog with RSS feedsFile Cabinet – upload files, organize in foldersList – simple flat-file data base

Explore Google Sites Capabilities for ePortfolio RequirementsFile Cabinet page type to upload artifactsComments for feedback on pages or entries in Announcements pageAnnouncements page type (blog) with RSS feedsList page type as data baseSubscribe to page or site changesWhat’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html

Attachments in Google SitesMore Actions -> Manage SiteShows pages where attachments were added and links(re-use files using hyperlinks – right click and copy link)

Storage Limitations in Google Sites – Apps vs. Sitessites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each studentStandard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain Google's FAQ on Storage in different versions of Google Sites

WikisAdvantagesFree (for education) online system. Wikispaces allows 2 GB online storage (PBWorkslimits 50 MB). Page can be edited by approved members.Discussion link on top of every page.Saves draft pages and keeps versions. Allows embedding media and building tables on pages.DisadvantagesDoes not allow organizing files into folders. Archived version does not save navigation menu.Ads! (Google Sites is a wiki without ads!)

Making ePortfolios StickWill your students want to use the ePortfolio process after they graduate?

Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.

Success FactorsSuccessful ePortfolio Project = I + J + K + L + M + N + O, where:I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technologyarchitectureM = lifelong supportN = standards and transportability,andO = X (undetermined factors)

Key Qualities of an idea that is made to stick:SimplicityUnexpectednessConcretenessCredibilityEmotionalStories

QualitiesSimplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"Unexpectedness: "How do you capture people's attention... and hold it?"Concreteness: "How do you help people understand your idea and remember it much later?"Credibility: "How do you get people to believe your idea?"Emotional: "How do you get people to care about your idea?"Stories: "How do you get people to act on your idea?"

Digital Tools for ReflectionDigital Storytelling and Engagement

Digital Storytelling ProcessLearners create a 2-4 minute digital video clipFirst person narrative [begins with a written script ~ 400 words]Told in their own voice [record script]Illustrated (mostly) by still imagesMusic track to add emotional toneAnchorage8th grade

Wordle.netThis following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors.http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/

Two “Paradigms” of Assessment (Ewell, 2008)Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content. P.170

Opportunity CostThe alternative you give up when you make a decision…The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability in portfolios over reflection and deep learning?

Opportunity Cost – a conversation with a high school teacher:"It took all the thinking out of it. They gave me the standards and told me which artifacts to put into each one! It wasn't as effective as what my students did!” http://electronicportfolios.org/blog/2008/07/necc-2008-update.htmlWhat learning opportunities are we missing when we completely structure the learner’s portfolio?

Goal: Balance in Electronic PortfoliosPurposeAccountability(Institution-Centered)Improvement(Student-Centered)(Or Course-Centered)Along a Continuum????Opportunity Cost

Goal: Balance in Electronic PortfoliosPurposeAccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!ImprovementEngagementDeep LearningPersonalizationChoice and VoiceLifelong SkillsEase of UseOwnershipTimeOpportunity Cost

Goal: Balance in Electronic PortfoliosPurposeAccountabilityImprovementFlexible StructureSelf-Assessment & FeedbackLifelong Learning SkillsMore Social LearningPersonalizationChoice and VoiceEngagementStoryFaculty Time InvolvementEase of Scoring for…Collection of Data for… AccountabilityInstitutional Support& Funding?Opportunity Cost

Goal: Balance in Electronic PortfoliosAccountability Faculty Feedback UniformityFlexible RequirementsDataProgram ImprovementImprovementSelf-AssessmentPersonalizationChoice and VoiceStudent EngagementIncreased Achievement PurposeFaculty Time InvolvementComplexitySocial LearningOpportunity Cost

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