E portfolio process

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1 The e- Portfolio: Process to Product

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adaptation of Helen Barrett'tion of how to use Google Sites s explana

Transcript of E portfolio process

  • 1. The e-Portfolio:Process toProduct 1
  • 2. E-Portfolios asProcess Time ProductConversation PresentationDocumentation of Documentation oflearning Achievement 2
  • 3. Purpose 1. 2. Collection/Classification Reflection 3. Connection/Interaction/ 4. Dialogue/Feedback Summative Reflection/ 5. Selection/Evaluation Presentation/Publishing 65/12/2011 bnicolls-ePortfolioProcess 3
  • 4. Steps 2-4 are iterative 4.Connection / 2. Collection/Interaction Classification/Dialogue/ Feedback 3. Reflection 4
  • 5. Step 1Purpose. Decide on the purpose for theportfolio. What are you trying to show withthis portfolio? Are there outcomes, goals,or standards that are being demonstratedwith this portfolio?Teachers and Students: Identify how you aregoing to organize the portfolio. Will it be aroundthe outcomes, goals or standards that youidentified in this first step?Students: Set up a Google Sites page that willserve as the opening page/Introduction to theportfolio and to the portfolio developer (seeSection 6 below). This page could include asection entitled, "All About Me."Students: Create a Google SitesAnnouncements page type, to use as areflective journal (blog). Call the page "Journal"or "Blog." Create a first post that describes thepurpose for developing this portfolio.Teachers: Set up templates for student work inGoogleDocs, if appropriate. 5
  • 6. Step 2Collection/Classification. What arteactswill you include in your portfolio? Howwill 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 onthe Internet, as long as each document has aunique URL. Recommend: GoogleDocsStudents: (Optional) Use a simple table orGoogleDocs Spreadsheet to list the artefacts,and assign (classify) each one to theoutcome/goal/standard that the artifact willdemonstrate. Use the table to keep track ofartefacts that might be stored on one of themany Web 2.0 sites that you could use tostore your work. See Dr. Barretts portfolio foran example (Artifacts in GoogleDocsSpreadsheet). 6
  • 7. Step 2 (continued)Recommendation: Students: convert allattached artefacts into web-compatibleformats (JPEG or PDF) so that the potentialreader will not need to own the originalsoftware in order to read it (i.e., MicrosoftOffice, Publisher, Inspiration documentscould easily be converted into PDF andattached to a blog entry, or link toGoogleDocs).Web 2.0 storage: Video files can be savedon one of the video sharing sites, and usethe Hyperlink or Embed code to include inyour blog entry. Word, Excel and PowerPointfiles could be uploaded into GoogleDocs.Other free websites that allow you to storedocuments: SlideShare, Scribd. Most ofthese Web 2.0 sites use an email address asthe log-in name, so it will be easy toremember 7
  • 8. Step 3Reflection. Reflection is the heart and soul ofa portfolio. Reflection provides the rationale forwhy these artifacts represent achievement of aparticular outcome, goal or standard. Blog entriesprovide an opportunity for reflection "in thepresent tense" or "reflection in action."Teachers: Provide students with resources tosupport their reflection activities. For eachlearning activity or artifact, what should be thefocus of the students reflections? (See Dr.Barretts Google Site on Reflection for Learning)Students: Write a blog entry (using Journal set upusing GoogleSites Announcements page type--Step #1 above) with a reflection on each learningactivity or artefact (what is the context in whichthis artifact was developed? What did you learn?).Students: Add your own classification using TagsStudents: Add appropriate artifacts (throughhyperlinks) or as an attachment to the journalentry.Privacy Features: Students can limit who canread the Google Site through the More Actions ->Share this Site menu item. 8
  • 9. Step 4Connection/Interaction/Dialogue/Feedback. This stage provides an opportunityfor interaction and feedback on the workposted in the portfolio. This is where thepower of Web 2.0 interactive tools becomesapparent.Teachers and Peers: Use the feedbackfeatures of Google Sites or GoogleDocs, suchas comments, to provide feedback on thework posted in the ePortfolio/blog entries.Guidelines should be provided to supportmore effective feedback.Teachers often provide exemplars for differentlevels of achievement, and provide a rubric forevaluation.Students should be given the option ofupdating the work, based on the feedback andthe rubric.REPEAT steps 3-4 for each learningactivity or artifact 9
  • 10. Step 5Summative Reflection/ Selection/Evaluation.At the end of a course (or program), studentswould write a reflection that looks backover the course (or program) and provides ameta-analysis of the learning experience asrepresented in the reflections stored in theblog/journal entries.Students: Review the blog/journal entries for thatcategory, and write a last "retrospectivereflection" about the learning represented in theartefacts, selecting one or two examples thatbest represent achievement. This self-assessment should be the first part of a page setup in Google Sites.Students: Prepare a GoogleSites Page for eachOutcome, Goal or Standard, and link to theselected "best" blog entries, writing a reflectionon each page (by outcome/ goal/standard) whichshould also have the artefact attached or linked.Teacher: Provide feedback and/or evaluation ofthe selection of work and rationale, using arubric. 10
  • 11. Step 6Presentation/Publishing. The portfoliodeveloper decides what parts of theportfolio are to be made public.Student: Create a set of pages that highlight thebest components of the portfolio, linking tospecific entries in the blog. Add the evidence(through hyperlinks to blog entries or artifacts) tothe appropriate sub-pages in the portfolio.Students: Create an Introduction page, whichshould contain an overview of the portfolio. Itserves as a letter to the reader and provides anexplanation of the overall goals of the portfolio.Provide links to other pages developed in theportfolio. Advertise this Introduction page as theinitial access point in your portfolio.Students: Create a page with Future LearningGoals (reflection in the future tense).Teacher: When used for summative assessment,submit final evaluation of portfolio (assessedusing a quantitative analytic rubric or a holisticrubric). 11
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  • 14. Adapted from HelenBarretshttp://electronicportfolios.com/blogmodels/googlesites.html 14