Transcript Learning Portfolio System

STEP ePortfolio Workspace
A Web-Based Learning Environment
Supporting Pre-Service Teachers with
Electronic Portfolio Creation, Reflection
and Online Collaboration
Jim Vanides & Keri Morgret
Stanford University Learning Design and Technology 2002
“…powerful education requires that teachers
and principals be able to analyze and reflect
on their practice. Individually and with
others, they need to assess the effects of their
work and to refine and improve their
practice…”
Rachel Lotan
Program Director
Stanford Teacher Education Program
“…powerful education requires that teachers
and principals be able to analyze and reflect
on their practice. Individually and with
others, they need to assess the effects of their
work and to refine and improve their
practice…”
Rachel Lotan
Program Director
Stanford Teacher Education Program
Key “Learning Problem”
How do we make the creation of
electronic portfolios easier and
more meaningful?
What is an ePortfolio Workspace?
What is an ePortfolio Workspace?
a personalized web-based learning environment where I do
my STEP work and interact with my STEP community:
• Community Discourse – asynchronous threaded and
synchronous chat-based online discussions
• Community News – personalized
• Document Management – organize and archive digital
work into “electronic binders”
• Course Workflow – Faculty to student; student to student
• Web Publishing – drag and drop simplicity
What is an ePortfolio Workspace?
a collection of digital works, viewed as an “electronic binder”:
• Assessment Portfolio – evidence of proficiency relative to
the Teaching Standards
• Formative Portfolios – work-in-progress, available for
invited conversation and private reflection
• Employment Portfolio – viewable by potential employers
• Course Binders – Faculty-created, student appended
• Private Diary – index of reflections
• Project Binders – personal or collaborative
Learning Cycle
prepare
Experience
supervisor
director
mentors
photos
Share
C&I
peers
video
Capture
CT
docs
friends
Reflect
annotate
organize
catalog
select
audio
notes
Learning Cycle
prepare
Experience
supervisor
director
mentors
photos
Share
C&I
peers
video
Capture
CT
docs
friends
Reflect
annotate
organize
catalog
select
audio
notes
Learning Benefits
Save Time ~ Learn More
• Scaffolding for Deeper Reflections Related to
Teaching Standards
• Facilitates Collaboration, Sharing and
Feedback
• Increased Learning Productivity and
Organization
Design Method
• Informant and Learner Centric Design
• Scenario Based Design
• Research Review and Key Learning
Principles
• Reviewing Existing Tools & Alternatives
Design Informants and Advisors
Rachel Lotan (STEP Director)
Margaret Krebs (PT3 & Tech)
Teresa Cameron (STEP Tech)
Alan Marcus (Social Studies C&I
Katie Miller (STEP alum)
Kara Mitchell (STEP ‘02)
Cory Maley (STEP alum)
Treena Joi (STEP ‘02)
instructor; STEP supervisor)
Toru Iiyoshi (Senior Scholar,
Anthony Gallego (STEP alum)
Carnegie Foundation for the
Advancement of Teaching)
Jo Boaler (Math C&I instructor)
Gloria Miller (STEP RA)
Cindy Mazow (Stanford Learning Colin Haysman (Step Instructor)
Lab and LDT alum)
Existing Portfolio Practices in STEP
• Face-to-Face community, with subgroups sorted
by subject and supervisor
• Docushare and web-server storage repositories
• CD and Web deliverables
• Intense program with no “spare” time
• Assorted applications for processing multimedia
(PowerPoint, Word, iMovie…)
• Some web-publishing with Frontpage or
Dreamweaver
Issues and Challenges
Informant Design: Engaging current STEP
students and alumni from the beginning of the
design process …
Issues and Challenges
TJ (current STEP student):
“Organizing my video clips is the most
difficult challenge…I would like to be able to
look at my teaching from various perspectives
(activities, behaviors, by student, over
time…)”
Issues and Challenges
KM (STEP alum):
“Time is the biggest obstacle…and we would
benefit from more frequent sharing of our
work in progress…”
Issues and Challenges
KrM (Current STEP student):
“I use a paper journal to write my thoughts as
I go, but I wonder how I’ll find things later…”
Issues and Challenges
CM (STEP alum):
“It’s all about TIME…we were so busy, we’d
become isolated. Building the portfolio over
time so it is easily finalized in Spring would
be a great benefit…”
Key “Learning Problem”
How do I
organize it all?
Technology is a
pain to learn…
How do we make the creation of
electronic portfolios easier and
more meaningful?
What are other
teachers doing?
Reflecting is not
very easy
There’s no spare
time!!
Proposed ePortfolio Workspace
•
•
•
•
Web Accessible Anywhere, Anytime
Dynamic & Personalized Website
Accepts a Variety of Multimedia Objects
Supports Interactive Asynchronous Review
and Discussion; Supports Synchronous Chat
• For Work-in-Progress Portfolios and
Culmination Portfolios of Exemplars
Technology Infrastructure
Web
Server
www
Database
Storage
Array
Transcription Server
Key Learning “Active Ingredients”
• Metacognition Scaffolding
• Community of Learners
Key Learning “Active Ingredients”
Metacognition Scaffolding
“…learning is most effective when people engage in
‘deliberate practice’ that includes active monitoring
of one’s learning experiences”.
John Bransford, Ann Brown, Rodnye Cocking
(2000) p 59 How People Learn: Brain, Mind, Experience and School; quoting Ericsson (1993)
Key Learning “Active Ingredients”
Community of Learners
“…based on the premise that learning occurs as
people participate in shared endeavors with others…”
Barbara Rogoff, UC Santa Cruz
(1994) p 209, 214 “Developing Understanding of the Idea of Communities of Learners”.
Mind, Culture and Activity Vol. 1 No.4
Key Learning “Active Ingredients”
Community of Learners
“If we want portfolios to be more than an accidental
sharing of experiences, if we want the portfolio
owners to get involved in each other’s work we have
to design for that. Peer assessment is one
approach…”
Håkon Tolsby
“Digital Portfolios: A Tool for Learning, Self-Reflection, Sharing and Collaboration”
The Efficacy of Portfolios
“… a portfolio without goals (or standards) and reflections is just
a multimedia presentation, or a fancy electronic resume, or a digital
scrapbook. By …including reflection, direction (goal-setting), and
connection (dialog with others about the portfolio), a teacher
creates a foundation for powerful professional development.”
Helen Barrett, University of Alaska Anchorage
(2000) “Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional
Development”, SITE2000 Conference http://www.electronicportfolios.com/portfolios/3107Barrett.pdf
my.STEP.stanford
A personalized
web-space for:
• Thinking about
teaching
• Discussing
teaching plans &
questions
• Being a
Community of
Learners
Community of Learners
Guidelines for establishing community
• Design spaces where
community can happen
• Acknowledge people’s
contribution
Community of Learners
Personalized
STEP news
and calendar
Community of Learners
Community
Discourse and
Peer Review
Community of Learners
Community Support and Interaction
Community of Learners
Community
Showcase of
Best Practices
(and public
recognition)
Discussion and My eBinders
Organize Your
Learning
Artifacts with
Drag&Drop
Simplicity
Discussion and My eBinders
Discussion by
Invitation
Online Discussions
“… a;lf a f;a a fa;lkjf a afja; f a;f af.”
“a;f adf;lkj f;l a;lfj a;laf a;f; fa;lj fa;laf af.”
Resesarchername (2000) p. 59 & 67,
citation of article
Insert Research Quote
Designing for Reflection
“… learning is most effective when people engage in ‘deliberate
practice’ that includes active monitoring of one’s learning
experiences.”
“Transfer can be improved by helping students become more aware
of themselves as learners who actively monitor their learning
strategies and resources and assess their readiness… Metacognitive
approaches to instruction have been shown to increase the degree to
which students will transfer to new situations without the need for
explicit prompting.”
John D. Bransford, et al
(2000) p. 59 & 67, How People Learn: Brain, Mind, Experience and School
Reflection and My eBinders
Organize Your
Learning
Artifacts with
Drag&Drop
Simplicity
Reflection and My eBinders
Organize Your
Learning
Artifacts with
Drag&Drop
Simplicity
Reflection and My eBinders
Reflect while
you organize…
Reflection
“… portfolios [at UNCG] emphasize reflection that requires
descriptive, analytical, and transformative writing about the
evidence presented in these portfolios.”
“…the quality of portfolios has improved…commensurate with the
focus we have placed on integrating the reflective cycle into our
professional courses.”
Barbara Levin, University of North Carolina Greensboro
(2002) “Reflection as the Foundation for E-Portfolios”, SITE2002 Conference
UNCG “Reflection Cycle”
http://www.ncpublicschools.org/pbl/pblreflect.htm
Reflect as you Build
Scaffolded
Reflection, when
the learning is
fresh and
meaningful
My eBinders
Reflection
Focused on
Teaching
Standards
Teaching Standards and Reflection
Self
Assessment
Framework
for Reflecting
on Teaching
Standards
My eBinders
Privacy for
Open
Reflections
Private Reflection
“… [preservice portfolio authors] avoid the kind of critical selfexposure necessary for truly engaging with problems of practice. If
portfolios do not provide a place for such reflective thinking, it
doesn’t seem likely that they will result in the kind of
improvements in teaching practice or continuing teacher knowledge
development that advocates hope for.”
Joanne Carney, Mercyhurst College
(2002) “The Intimacies of Electronic Portfolios: Confronting Preservice Teachers’ Personal Revelation Dilemma”,
SITE2002 Conference
Private Reflection
Personal
Reflections,
including
audio notes
and
transcription
My ePortfolio
Scaffolding for
Reflection and
Organization
My ePortfolio
Scaffolding for
Reflection and
Organization
Guiding HCI Principles
•
•
•
•
Direct Manipulation (drag and drop)
Visible Affordances (roll-overs)
Familiar Metaphor (binders)
Saliency (“you’ve got invitations…”)
My ePortfolio
Drag and
Drop or
Click and
Send
Initial Feedback
• “This would be a huge step… puts everything in one
place… The time element [of the STEP program] won’t go
away, but this gets rid of the busywork of technology…”
• “How do we get people to change [from a paper-based or
email way of doing their work]?”
• “This simplifies the whole process…[so they can] spend
more time thinking.”
• (add results from user assessment study)
Next Steps
• Conduct Additional User Feedback and Test the
“Learning Experience” (does creating an
electronic portfolio this way result in a more
meaningful learning experience?)
• Incorporate Domain-Specific Standards (national,
state, step-specific)
• Build Live prototype