Friday, January 30, 2009
Thursday, January 29, 2009
The other attorney did not use any visual aids, or use PowerPoint to make his points. From my professional perspective, the arguments of the technology-using attorney, supported by her Powerpoint slides reinforcing her points, along with the support of the video evidence, contributed to a more convincing case. When I talk about the evidence in a portfolio, I often use the metaphor of an attorney in court, creating an argument around a piece of evidence, using it to prove a case; in an educational portfolio, the case is the achievement of a learning outcome, goal or standard; the evidence is a piece of work, and I am more convinced about the power of video. In my latest learning experience, both attorneys were making logical arguments. I was more impressed by the presence of video evidence, and the obvious preparation of the technology-using attorney. It just reinforces for me the power of multimedia evidence when trying to convince someone else to agree with your opinion, especially related to achievement. But I also recognize the importance of a good argument (reflection) to support the multimedia evidence.
Wednesday, January 28, 2009
- ePortfolios West Coast Summit - February 24-25, 2009 in San Francisco, California. Description: We have invited notable speakers from the United Kingdom, Canada, and across the United States. There will also be opportunities for you to engage in dialogues about ePortfolios, no matter what your experience may be--thinking about it, just getting started, or implementing at a large scale. We have identified 3 main themes for the day: Teaching and Learning with ePortfolios (electronic portfolios), Workforce/ Professional Development, and Assessment/Accountability. This day-long event designed to bring together K- 20 and workforce organizations who use or who are interested in using ePortfolios. Attendees will have opportunities to hear students, faculty, employers, and experts address issues of teaching, learning, assessment, bridging to careers, and ePortfolio tools. We would like to share successes, lessons learned, challenges and strategies for the future use of electronic portfolios. You will find the complete program, a link to the online registration, and other information about the conference at the following website: http://conference.csuprojects.org/eportfolios
- ePortfolio 2009, London, England, June 22-24, 2009. Conference website: http://www.epforum.eu/ Deadline for submissions: February 28, 2009.
- Web 2.0 Tools for Classroom-Based Assessment and Interactive Student ePortfolios, June 27, 2008. Hands-on Workshop at National Educational Computing Conference, Washington, D.C., conducted by Dr. Helen Barrett
This session will provide participants with access to Web 2.0 tools (including the major GoogleApps: GoogleDocs and Google Sites) available for free on the Internet to facilitate assessment FOR learning (classroom-based assessment) with electronic portfolios, focusing on K-12 schools. A special emphasis of this workshop will be to focus on creating ePortfolios that demonstrate the new ISTE NETS-S and the 8th grade technology competency. Register through NECC.
Sunday, January 25, 2009
- "Throw your hard drive away, Google's Gdrive arriving in 2009" TGDaily, January 19, 2009.
- "Google plans to make PCs history" The Observer, Guardian (UK), January 25, 2009.
- "Google's Rumored GDrive May 'Kill' the PC" Fox News.com, January 25, 2009.
- "Inklings of online storage: Google Web Drive" CNET News, January 21, 2009.
Tuesday, January 20, 2009
Friday, January 16, 2009
Last Tuesday, I helped about two-thirds of the students record the audio of their scripts. I used two different methods: Audacity and a headset connected to my Windows laptop (created an AUP Audacity file), and my Sony hand-held digital recorder (created a stereo MP3 file). At the begnning of the workshop on Wednesday, I went through the process they would go through to finish their stories by the end of the day. I showed them how to use the "envelope" command in Audacity so that they could lower the volume of the music that most of them added to their narration, prior to inserting the final audio clip into MovieMaker2. We also set up a white board with the tasks that had to be completed by the end of the day. Most of the students finished an hour ahead of schedule, so that we were able to have our "Showtime" (complete with popcorn) and they could go home early. One of the teachers used the extra time to talk with the students about the process and what they learned. I appreciated some of the comments by a few of the students about how easy the process was (especially combining the audio tracks in Audacity).
Wow! Even though I heard most of the stories as they were being recorded, many of the final products, with the images that they included, were stunning! A few students, including two who brought in their own laptops, did a lot of the work on their own prior to the workshop (they didn't necessarily follow the process, but they did come up with some good products). We are hoping that some of these students will become mentors for this digital storytelling process with their peers. I am also going to write up some lesson plans to use with teachers, to implement this process in 50 minute periods.
I am looking forward to doing more of these workshops with students. I learned as much from them as they did from me. It was another good reality check for me!
It was an interesting conversation. Perhaps I got a little radical, but I think I got a good response from my comments about teachers trying to implement ePortfolios without having that experience for themselves. When asked how we could improve the process, I used one word: modeling (teachers being able to show their own portfolios to their students). I was also asked about how I keep going when ePortfolios seem to have lost their popularity in K-12 schools (especially in response to NCLB). I just emphasized my view of the lifelong, life-wide perspective, talked about my vision of "Portfolios in the Cloud" and a lifelong approach, which several people commented that they had never thought about portfolios in this way. I emphasized student ownership and personalization of ePortfolios, and the two different types of portfolios. Many of the participants currently are blogging with their students... I showed how these blog entries, with any work attached, is the learning portfolio (portfolios as workspace/process). Then we talked about the challenges with putting together a more formal presentation portfolio (time consuming, questions about audience). A lot of interesting questions and, I hope, an intriguing discussion.
How do I keep up my enthusiasm for this process? I mentioned the inclusion of digital stories in ePortfolios, as a way to personalize and support reflection. The digital storytelling workshops that I am doing with teachers and students are very inspiring.
While watching one of my favorite morning TV programs on MSNBC (Morning Joe), one of the founders of a brand new Internet news site, Global Post, was explaining how they were collecting stories from all over the world. Each of their reporters were given these Flip video cameras to capture their stories destined for their website. Immediately, the co-host of the program (Mika) said, "Oh, I love my Flip..." and pulled it out of her purse.
This version of the camera is a lot smaller than the original, so it fits
into my purse more easily. I am hoping that it will be more handy (smaller, better power system) so that I can do more video blogging (maybe!). I've been watching a friend and colleague do a lot of work with these cameras, including capturing reflections of participants during a workshop.
Thursday, January 15, 2009
The Portfolio Enigma in a Time of Ephemera - an article in Campus Technology by Trent Batson - an interesting quote from the online comments to this article: "What's interesting in this debate is that most institutions are looking at e-portfolio software solutions that cost thousands of dollars and ignoring the fact that there is a much simpler way of puttimg an e-portfolio together that is portable and also allows the student to update,add,subtract, and modify content in the portfolio for each viewer. And the student maintains control of the content long after they have left the institution."
"The Future of ePortfolio" Roundtable - an article by Bret Eynon (LaGuardia Community College) published in Academic Commons, a transcript of a round table held at the ePortfolio Conference in April 2008. I was part of that roundtable.
Making Common Cause: Electronic Portfolios, Learning, and the Power of Community - an article by Kathleen Blake Yancey also published in Academic Commons (from the new book, Electronic Portfolios 2.0: Emergent Research on Implementation and Impact, edited by Darren Cambridge, Barbara Cambridge, and Kathleen Blake Yancey, contributors from diverse institutions of higher education in sites across two continents share their research on electronic portfolios through the National Coalition for Electronic Portfolio Research -- NCEPR)
Thursday, January 08, 2009
I am hoping that Obama's proposal to upgrade schools for the information age will include not only more hardware and increased bandwidth, but also professional development for teachers. I am preparing for an ISTE Webinar on February 18, entitled "ePortfolios and Web 2.0" with this description:
This webinar will focus on using Web 2.0 tools, freely available on the Internet, to create student-centered electronic portfolios. Learn how the use of a portfolio can be a powerful tool to support both learning and assessment, making learning visible across the curriculum. We will look at how to use blogs, wikis and online productivity tools to create interactive portfolios.