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Transcript of Mercy2 dec2010
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ePortfolios and Social Media as Lifelong Personal and Professional Learning Environment
Dr. Helen BarrettDecember 2, 2010
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Key Concepts
• Definitions
• Portfolios across the Lifespan
• Portfolios as Lifelong Learning
• Identity Development
• Online Professional Branding
• Reflection, Motivation & Engagement
• Preparing for Portfolio Careers & Portfolio Life
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Legacy from the Portfolio Literature
Much to learn from the literature on paper-based portfolios
As adult learners, we have much to learn from how children approach portfolios
“Everything I know about portfolios was confirmed working with a kindergartener”
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The Power of Portfolios
what children can teach us about learning and assessment
Author: Elizabeth HebertPublisher: Jossey-BassPicture courtesy of Amazon.com
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The Power of Portfolios
Author: Dr. Elizabeth Hebert, Principal
Crow Island School, Winnetka, Illinois
Picture taken by Helen Barrett at AERA, Seattle, April, 2001
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From the Preface (1)
“Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment. Perhaps an entry was accompanied by a special notation of praise from a teacher or maybe it was placed in the box just because we did it.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
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From the Preface (2)
“We formed part of our identity from the contents of these memory boxes. We recognized each piece and its association with a particular time or experience. We shared these collections with grandparents to reinforce feelings of pride and we reexamined them on rainy days when friends were unavailable for play. Reflecting on the collection allowed us to attribute importance to these artifacts, and by extension to ourselves, as they gave witness to the story of our early school experiences.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
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From the Preface (3)
“Our parents couldn’t possibly envision that these memory boxes would be the inspiration for an innovative way of thinking about children’s learning. These collections, lovingly stored away on our behalf, are the genuine exemplar for documenting children’s learning over time. But now these memory boxes have a different meaning. It’s not purely private or personal, although the personal is what gives power to what they can mean.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
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Let’s get personal…Think for a minute about:
Something about your COLLECTIONS:Suggested topics:
If you are a parent, what you saved for your children
What your parents saved for youWhat you collect… Why you collect…
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Some issues to consider
What do your collections say about what you value?
Is there a difference between what you purposefully save and what you can’t throw away?
How can we use our personal collections experiences to help learners as they develop their portfolios?
The power of portfolios [to support deep learning] is personal.
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PortfolioOne Word,
Many Meanings
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DEFINITIONSWhat is a Portfolio?
Who was the first famous “folio” keeper?
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Leonardo da Vinci’s Folio
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Definitions - World English Dictionary
1. flat case, esp of leather, used for carrying maps, drawings, etc
2. the contents of such a case, such as drawings, paintings, or photographs, that demonstrate recent work: an art student's portfolio
3. such a case used for carrying ministerial or state papers
4. the responsibilities or role of the head of a government department: the portfolio for foreign affairs
5. Minister without portfolio a cabinet minister who is not responsible for any government department
6. the complete investments held by an individual investor or by a financial a organization
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What is a Portfolio?• Dictionary definition:
a flat, portable case for carrying loose papers, drawings, etc.
• Financial portfolio: document accumulation of fiscal capital
• Educational portfolio: document development of human capital
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What is a Portfolio in Education?
A portfolio is a purposeful collection of [academic] work that exhibits the [learner/worker’s] efforts, progress and achievements in one or more areas[over time].
(Northwest Evaluation Association, 1990)
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+Electronic• digital artifacts organized online
combining various media (audio/video/text/images)
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Golden Circle
18
Why?
How?
What?
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Purpose
• The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication. (p.10)
• Paris, S & Ayres, L. (1994) Becoming Reflective Students and Teachers. American Psychological Association
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Four key pillars of Lifelong Learning(Barbara Stäuble, Curtin University of Technology, Australia)
http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html
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Knowing the learner (Self-awareness)
• Understanding prior knowledge
• Motivation for and attitudes toward learning
• Help learners understand themselves
• See their growth over time
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Planning for learning (Self management)
• Setting goals
• Develop a plan to achieve these goals
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Understanding how to learn (Meta-learning)
• Awareness of learners to different approaches to learning
• Deep vs. Surface Learning, Rote vs. Meaningful Learning
• Different Learning Styles
• Help learners recognize success
• Accommodate approaches that are not successful
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Evaluating learning (Self monitoring)
• Systematic analysis of learners’ performance
• Responsibility to construct meaning
• Be reflective & think critically
• Learners construct meaning, monitor learning, evaluate own outcomes
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Deep Learning
• involves reflection,• is developmental,• is integrative,• is self-directive, and• is lifelong
Cambridge (2004)
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“Know Thyself”Temple at Delphi
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Managing Oneself
• “Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform.”
• New Purpose: Use ePortfolios for managing knowledge workers' career development
• What are my strengths?
• How do I perform?• What are my values?• Where do I belong?• What should I
contribute?• Responsibility for
Relationships• The Second Half of
your Life
Peter Drucker, (2005) Harvard Business Review
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ePortfolios and Academic Advising • Advisors can know a lot more about the
students• Help students make connections across
courses (Portland State University research)
• Reflection and Feedback• Students record their goals in their
ePortfolio• Have students respond to interview
questions in their ePortfolios?
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DEFINITIONS
What is an electronic portfolio?
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QUOTE
The 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
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Lifelong Context for ePortfolios
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Portfolio Careers
• Video: http://vimeo.com/15236162
• Use ePortfolios to help students:
– explore their life purpose and goals
– explore their personal & professional identity
– build their professional online brand
– prepare for portfolio career/life
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E-Portfolio Components < Multiple Portfolios for
Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
< Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
< Digital Repository(Becta, 2007; JISC, 2008)
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Multiple Purposes from Hidden Assumptions
• What are yours?• • Showcase • Assessment • Learning •
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
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Multiple Purposes of E-Portfolios in Education
– Learning/ Process/ Planning–Marketing/ Showcase/ Employment –Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe
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ePortfolio designs/strategies for different purposes
• Assessment/Accountability Portfolios (Summative assessment)–Organized thematically (outcomes, goals
or standards)– Focus of Reflection: Achievement of
Standards (rationale)– Tools: Assessment system
with data from scoring rubrics– Faculty role: Evaluation
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Forms of AssessmentFormative
AssessmentsProvides insights
for the teacher
Assessment FOR LearningProvides 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
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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
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Opportunity Cost
• The alternative you give up when you make a decision…
• The cost of an alternative that must be forgone in order to pursue a certain actionWhat is the opportunity cost of emphasizing accountability in portfolios over reflection, deep learning, and continuous improvement?
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Goal: Balance in Electronic Portfolios
Accountability(Institution-Centered)
Improvement(Student-Centered)
(Or Course-Centered)
Opportunity Cost
?? ??
Purpose
Along a Continuum
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Goal: Balance in Electronic Portfolios
AccountabilityHighly StructuredUniformity and StandardizationRequired AssignmentsFaculty Evaluation ComplexityChecklistData!
Improvement
Opportunity Cost
EngagementDeep Learning
PersonalizationChoice and Voice
Lifelong SkillsEase of UseOwnership
Time
Purpose
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Goal: Balance in Electronic Portfolios
Accountability
Opportunity Cost
Faculty TimeEase of ScoringCollection of Data for AccountabilityInstitutional Support& Funding?
ImprovementFlexible Structure
Self-Assessment & FeedbackLifelong Learning Skills
More Social LearningPersonalization
Choice and VoiceEngagement
Story
Purpose
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Goal: Balance in Electronic Portfolios
Accountability Faculty Feedback UniformityFlexible RequirementsDataProgram Improvement
ImprovementSelf-AssessmentPersonalization
Choice and VoiceStudent Engagement
Increased Achievement
Opportunity Cost
Social LearningFaculty Time InvolvementComplexity
Purpose
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ePortfolio designs/strategies for different purposes
Showcase Portfolios (Employment, Self-marketing) Organized thematically
(position requirements) Focus of Reflection:
Suitability for position Tools: Choice of portfolio
owner – personalized web pages – digital footprint
Personal online branding
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ePortfolio designs/strategies for different purposes
• Learning Portfolios –Organized chronologically–Focus of Reflection:
Learning Activities & Artifacts–Tools: Reflective Journal (blog)–Faculty/peer role: Feedback on
artifacts and reflection
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Portfolio Learning
Figure 2 A model of e-portfolio-based learning, adapted from Kolb (1984)
JISC, 2008, Effective Practice with e-Portfolios, p. 9
Experience
Understanding
FeelingReviewing
Reflecting
Publishing &Receiving Feedback
Sharing &Collaborating
DialogueSelecting Synthesizing
Recording Organizing Planning
Conceptualizing& Constructing
Meaning
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ePortfolio “Mash-up”
ePortfolio “Mash-up” Small pieces, loosely joined
Lifetime Personal Web Space
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Digital Identity
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Creating Digital Identity
• “YouTube and other social media can mitigate the cultural tension between teens’ conflicting needs for independence and community by offering them ‘connection without constraints.’ What looks like narcissism and individuality is actually a search for identity and recognition.
• Wesch: ‘In a society that doesn’t automatically grant identity and recognition, you have to create your own.’
• PopTech: Michael Wesch on Using Social Networking For Good, September 23, 2010
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Some Basic Concepts
“ePortfolio is both process and product”Process: A series of events (time and
effort) to produce a result- From Old French proces (“‘journey’”)
Product: the outcome/results or “thinginess” of an activity/process- Destination
Wiktionary
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Balancing the 2 Faces of E-Portfolios
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Types of E-Portfolio Implementation
Working Portfolio– The Collection– The Digital
Archive– Repository of
Artifacts – Reflective Journal– Collaboration
Space
Portfolio as Process-- Workspace (PLE)“shoebox”
Presentation Portfolio(s)– The “Story” or
Narrative– Multiple Views
(public/private)– Varied Audiences
(varied permissions)– Varied Purposes
Portfolio as Product-- Showcase
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Boundaries Blurring (between e-portfolios & social networks)
• Structured Accountability Systems? or…
• Lifelong interactive portfolios
Mash-upsMash-ups FlickrFlickr
YouTubeYouTubeblogsblogswikiswikis TwitterTwitter
PicasaPicasa
FacebookFacebook
NingNing
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Electronic Portfolios
• almost two decades (since 1991)• used primarily in education to – store documents – reflect on learning– feedback for improvement – showcase achievements for
accountability or employment
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Social networks • last five years –store documents and share
experiences, –showcase accomplishments, –communicate and collaborate– facilitate employment searches
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58
Processes
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
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Ask!
Engagement Factors?
Social networks?
ePortfolios?
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The Future?
• Future of Personal Metadata in the cloud• World Economic Forum: potential impact on
human capital development and economic implications. (Quite big picture!)
• (Paul Kim, Stanford University)PrPl and PCB: a new e-portfolio environment in the cloud?
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Portfolios Can help learners find their Voice…
• and explore their Purpose and Passions through Choice!
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ePortfolios should be more
Conversationthan Presentation
(or Checklist)Because Conversation transforms!
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Do Your e-Portfolios have CHOICE and VOICE?
• Individual Identity• Reflection • Meaning Making• 21st Century Literacy
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Voice6+1 Trait® Definition
• Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
• http://educationnorthwest.org/resource/503#Voice
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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
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Strategies for Helping Students Reflect
• Interactive tools– Journals: Blogs & Wikis– ePortfolio tools with built-in reflection– Survey tools– Mobile devices (Google Voice or voice mail)
• Student self-expression – Digital Storytelling
• http://electronicportfolios.org/reflection.html
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What about Motivation?
• Why would a student want to put all that work into developing an ePortfolio?
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Similarities in Process
• Major differences:– extrinsic vs. – intrinsic motivation
• Elements of True (Intrinsic) Motivation:– Autonomy–Mastery– Purpose
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Tools?Expressive vs.
Structured Models
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Institutional Portfolios• What happens when a learner leaves or
transfers?
Learners’Digital Archives
and presentation portfolios
Class portfolios
Guidance portfoliosEmployment
portfolios
Institution’s server or
online service
Limited Time
Frame
Institutional data
Blogs
Faculty-generated evaluation data
Academic focus
Social networks
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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
hype
rlink
s
Institutional data
Meta-tags
Faculty-generated evaluation data
Life-wide focus Social
networks
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Why Web 2.0?Access from Anywhere!Interactivity!Engagement!Lifelong Skills!Mostly FREE! All you need is an <EMBED> Code
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Web 2.0 is becoming the Personal Learning Environment
of the “Net Generation”
Learning that is… Social and Participatory Lifelong and Life WideIncreasingly Self-DirectedMotivating and Engaging… and Online!
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The Future of mPortfolios (m=mobile)
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Reflection with WordPress App
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iPhone App for PebblePad (U.K.)
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More PebblePad Screens
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Digital Tools for Reflection
Digital Storytelling and Engagement
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Learner-Centered Philosophy
"A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
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Digital Storytelling Process
• Create a 2-to-4 minute digital video clip– First person narrative
[begins with a written script ~ 400 words]– Told in their own voice [record script]– Illustrated (mostly) by still images–Music track to add emotional tone
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Erin
• http://www.youtube.com/watch?v=1ObJ0iUdLR4
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Reflection & Relationships• … the “Heart and Soul” of an
ePortfolio…• NOT the Technology!
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My Final Wish…
• dynamic celebrations• stories of deep learning • across the lifespan
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My Story
• http://video.google.com/videoplay?docid=5663623151376237595&hl=en
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Dr. Helen Barrett• Researcher & Consultant
Electronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning
• [email protected] • http://electronicportfolios.org/• http://www.slideshare.net/eportfolios