Session+5

=Eportfolios - are largely considered to be a combination of three things.=


 * Digital Storytelling
 * Reflective Practice
 * Standards / Outcomes (Syllabus content requirements)

=Manditory Requirements=


 * Parent Permission note to publish and interact online
 * Follow the reflective writing process - ALL staff - this creates 'normal' habits of mind in students and lowers the 'tech' mastery
 * Issue the URL to parents formally

=Extend your network beyond your classroom=


 * Create a Google Form to obtain parent feedback online! Parents NEED to be involved in the process
 * Invite 'safe' friends to review and comment on work - Google Form/Skype Session - teachers, parents, other kids, professionals

=Practice Critical Friends each week - 10 minutes.=


 * Select 2 kids to present their work each week to a small group
 * Presenting kid then sits to the side and says nothing more
 * Peers comment on
 * I liked ...
 * I wondered ...
 * Re-introduce presenting kid, ask them to respond to the comments made (peers now shut up)
 * Teacher facilitates 'next steps' using feedback. Kids shake hands and session ends

=Recommendation for year 7/8 ePortfolio Development=


 * Viewbook or Flickr - images and slideshows
 * Voicethread - import images and talk about them - blogging out loud!
 * Photoshop Express - online version of the worlds best image editing application
 * Animoto - instant video bling from still photos - Talk to me for the Educational Password - Animoto gave us a FREE account
 * Quest Atlantis - MMORPG virtual world with projects and building in 3D worlds (see Viv for info)

=Recommendations for years 9-12 ePortfolio Development=

Increased mastery skills

 * Scribd - documents
 * Viewbook or Flickr - images and slideshows
 * iMovie 06 - video production
 * Adobe Creative Suite - desktop publishing at industry level
 * Google Sketchup - basic 3D for free
 * Second Life - 3D design in your own 3D world
 * Wikis
 * Personal Blog - Edublogs/Wordpress
 * YouTube Channel (no comments)
 * AutoCad
 * 3DSMax/Rhino/Solid Edge? - Gifted and Talented
 * Machinima - Gifted and Talented

=Basic Social Infrastructure that underpins community based reflective writing and peer support=


 * Create a Ning Group (social)
 * Students submit their 'goals' - worksheet ([|How to grow a blog])
 * Encourage reflective posts (at the end of class) - what you learned/where you are/next steps/questions
 * Model Digital Story telling (select method/applications)
 * Model Scaffold and Structures
 * **DESIGN A RUBRIC AND ISSUE TO THE STUDENTS**
 * **CREATE AND USE A CALENDAR SO KIDS KNOW WHAT IS EXPECTED AND WHEN - PUBLISH IT**
 * Use the Ning to monitor student conversation and learning - look for opportunity to 'steer the conversation
 * **DONT COMMENT ALL THE TIME - BE VERY SELECTIVE ABOUT YOUR INTRUSION/FEEDBACK!**

=Using Wikis=

Many people are using a wiki as the basis for their ePortfolio. Note : you have to TEACH and MODEL wikis.

These are explicit skills under the topic of ORGANISING INFORMATION AND SELECTING APPROPRIATE METHODS.


 * How to construct an effective table of contents (TOCS)
 * How to use the discussion tab to agree/solve problems before updating the main page(s)
 * How to track student activity - using the History tab
 * How to read student activity and pages using an RSS feed.

=Further reading=

=**How to use WikiSpaces to create an //interactive// electronic portfolio**= //Constructing an interactive ePortfolio for formative, classroom-based assessment// ©2007, Helen C. Barrett, Ph.D.

Here are the basic steps for using WikiSpaces to construct an interactive electronic portfolio.

> - Identify how you are going to organize the portfolio. Will it be around the outcomes, goals or standards that you identified in this first step? > - Set up a template for students, if appropriate. (WikiSpaces Help File on Templates) > > - 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 on the Internet, as long as each document has a unique URL. > - Use a simple table to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. See Dr. Barrett's WikiSpaces portfolio for an example (Artifacts). > - Once these categories are identified, set up a page for each major category PLUS an Introduction page. > - To create the navigation bar (on the left) click the edit navigation link, and create links to each page in the portfolio. > - Add the artifacts (upload or through hyperlinks) to the appropriate pages in the portfolio. > > - Write a brief reflection on each artifact (what is the context in which this artifact was developed? Why was it included in the portfolio?). > - You might also write a reflection on each grouping of artifacts (by outcome/goal/standard). > - The Introduction page should contain an overview of the portfolio. It serves as a "letter to the reader" and provides an explanation of the overall goals of the portfolio. > - //**edit navigation**// to create Navigation Bar on left side of screen. **INCLUDE A LINK TO THE STUDENT NING PAGE** > > - Select //**Manage Space**// - //**Members and Permissions**// - //**Invite a New Member**// [to be able to provide feedback] > - Teachers and peers can use the feedback features of the software, such as collaborative "Edit this page" and discussions in WikiSpaces, to provide feedback on the work posted in the ePortfolio. > - Teachers often provide exemplars for different levels of achievement, and provides a rubric for evaluation. > - The portfolio developer should be given the option of updating the work, based on the feedback and the rubric. > > - Select //**Manage Space**// - //**Export Space as HTML**// [creates a copy downloaded to disk]
 * 1) **Purpose**. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio? In this example, we will use an electronic portfolio to provide formative feedback on student work.
 * 1) **Collection/Selection.** What artifacts will you include in your portfolio?
 * 1) **Reflection** Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. **Reflection should be placed into the Ning Community**
 * 1) **Connection/Interaction/Dialogue**. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
 * 1) **Presentation/Publishing**. The portfolio developer decides what parts of the portfolio are to be made public.

There are plenty of ways to tell a story - check out Alan Lavine's Wiki here with well over 50 ideas.

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