Electronic Portfolio Development

Electronic Portfolio Development Dr. Linda Larson CSULB ETEC 523 Table of Contents     What and why of electronic portfolios Types of portfolios Portfolio development Phases of development Why E-portfolios     SB 2042 Standards based Need a way to provide evidence of successful teaching Improves teaching What is a portfolio?    Purposeful collect of student work that shows progress in meeting standards Provides more authentic and richer indicator of student performance Traditional-3 ringed binder, organized into sections, each demonstrating each standard What is an Electronic Portfolio?     Uses digital and electronic media Uses multiple media types Uses hyperlinks to organize files Connects evidence to standards What is a teaching portfolio?  “A teaching portfolio is the structured, documentary history of a set of coached or mentored acts of teaching, substantiated by samples of student portfolio, and fully realized only through reflective writing, deliberation and conversation.” (Shulman, 1998) Professional Portfolios for Teachers  “….extend the possibilities for portfolios in education by going beyond assessment, learning, and professional development to the use of the portfolio as a living history of a teaching-learning life.” (Wilcox & Tomei, 1999) Scrapbook vs. Portfolio?  “….Tom Bird….asked us to think about the distinction between the teachers’ filing cabinet and the teachers’ portfolio. As teachers, we accumulate a great deal of documentation of our work. But depending on the case we have to make, we draw from the filing cabinet and create a particular portfolio.” (Shulman, 1998) Types of Portfolios    Working – collection guided by learning objective Display, showcase, or best works Assessment – document learning on specific curriculum outcomes Purposes for Portfolios Formative (Developmental) 1. Professional development planning (PD) 4. Summative (Assessment) University admission 8. Marketing Job application 2. 3. Recording continuing 5. PD Celebration of achievements 6. Meeting course requirements Performance review and promotion Professional Certification and registration 9. “Cold Calling” 10. Organizational capacity 7. Why Electronic?       Many documents electronic anyway Multiple copies Hyperlinks make connects clear Storage issues Modeling technology Easier to manage-storage, presentation, and copy Electronic Portfolio Development Literature  Development     Multimedia     Collection Selection Reflection Projection or direction   Assess/Decide Design Develop Implement Evaluate (Danielson & Abrutyn, 1997) (Ivers & Barrson, 1998) Collection    Primary activity of working portfolio Don’t save everything Purpose, audience, and future use of artifacts determine content Selection    Student examines collection and decides what moved to assessment or display portfolio Criteria reflect learning objectives or standards This is where many portfolios end! Reflection     Student articulates thinking about each artifact Students become aware of themselves as learners Use of reflective prompts help Include reflections on every piece plus entire portfolio Reflection  “The use of portfolios not only helps students make better progress on the skills of the curriculum; it also helps them develop critical skills such as reflection and self-evaluation which are fundamental to excellence in any walk of life.” (Danielson & Abrulyn, 1997) Reflection & Learning “We do not learn from experience. We learn from reflecting on experience.” -John Dewey Portfolios and Change  Without written commentaries, explanations, and reflections, the portfolio is not more than a notebook of artifacts or a scrapbook of teaching mementos. Such a portfolio does not reveal the criteria for collecting the contents, the thoughts of why the items were selected, or what he teacher and the students learned.” (Burke, 1997) Projection    Looking ahead and setting future goals Students see pattern in their work These observations can help identify goals for future learning (Danielson & Abrulyn, 1997) Portfolio Process      Project purpose(s)/Focus Collect & organize artifacts Select key artifacts Design or Plan Develop prepare articles digitally  Inspect to self access   Goals short & long term know strengths/weaknesses       Interject- personality Reflect metacognitivelymeaning & value artifact Perfect & evaluate for grading Connect & conference Inject/interject to update Respect accomplishments formal presentation  Publish to CD or WWW Phases in Portfolio Development Phase Description Anxiety Uncertainty Anxiety about the unknowns. Anxious about process, product, and outcomes Uncertainty about what to document, how to document. when to document Connections Awareness Thoughtful reflection and analyses about the work you do Heightened awareness of how much has been accomplished as assembled artifacts are reviewed Presentation Professional pride as portfolio takes shape and becomes a finished product. A sense of accomplishment. Evaluate / Reflections Enabler. Has developed sufficient confidence to assist others through the portfolio process Where do we go from here?   Create template During semester follow the portfolio process