STEP ePortfolio Workspace

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STEP ePortfolio Workspace

• A Web-Based Learning Environment Supporting
  Pre-Service Teachers with
• Electronic Portfolio Creation, Reflection and
  Online Collaboration

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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, STEP Program Director
3
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, STEP Program Director
4
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, STEP Program Director
5
What is an ePortfolio Workspace?
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What is an ePortfolio Workspace?
one of many electronic binders

• 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

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What is an ePortfolio Workspace?
a personalized web-based learning environment
that supports

• Community Discourse asynchronous threaded and
  synchronous chat-based online discussions
• Community News personalized
• Document Management organize and archive
• Course Workflow Faculty to student student to
  student
• Web Publishing drag and drop simplicity
• supporting a Community of Learners

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Learning Cycle
Experience
Capture
Share
Reflect
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Learning Cycle
prepare
Experience
video
photos
director
mentors
supervisor
Capture
Share
audio notes
CI
CT
docs
peers
friends
Reflect
annotate
select
catalog
organize
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Learning Benefits
Save Time Learn More

• Scaffolding for Deeper Reflections Related to
  Teaching Standards
• Facilitates Collaboration, Sharing and Feedback
• Increased Learning Productivity and Organization

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Design Method

• Informant and Learner Centric Design
• Scenario Based Design
• Research Review and Key Learning Principles
• Reviewing Existing Tools Alternatives

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Design Informants and Advisors
Rachel Lotan (STEP Director) Katie Miller (STEP alum)
Margaret Krebs (PT3 Tech) Kara Mitchell (STEP 02)
Teresa Cameron (STEP Tech) Cory Maley (STEP alum)
Alan Marcus (Social Studies CI instructor STEP supervisor) Treena Joi (STEP 02)
Toru Iiyoshi (Senior Scholar, Carnegie Foundation for the Advancement of Teaching) Anthony Gallego (STEP alum)
Jo Boaler (Math CI instructor) Gloria Miller (STEP RA)
Cindy Mazow (Stanford Learning Lab and LDT alum)
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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)

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Issues and Challenges

• Informant Design Engaging current STEP students
  and alumni from the beginning of the design
  process

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Issues and Challenges

• TJ (current STEP student)
• Organizing my video clips is the most difficult
  challengeI would like to be able to look at my
  teaching from various perspectives (activities,
  behaviors, by student, over time)

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Issues and Challenges

• TJ (current STEP student)
• Organizing my video clips is the most difficult
  challengeI would like to be able to look at my
  teaching from various perspectives (activities,
  behaviors, by student, over time)

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Issues and Challenges

• KM (STEP alum)
• Time is the biggest obstacleand we would
  benefit from more frequent sharing of our work in
  progress

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Issues and Challenges

• KM (STEP alum)
• Time is the biggest obstacleand we would
  benefit from more frequent sharing of our work in
  progress

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Issues and Challenges

• KrM (Current STEP student)
• I use a paper journal to write my thoughts as I
  go, but I wonder how Ill find things later

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Issues and Challenges

• KrM (Current STEP student)
• I use a paper journal to write my thoughts as I
  go, but I wonder how Ill find things later

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Issues and Challenges

• CM (STEP alum)
• Its all about TIMEwe were so busy, wed become
  isolated. Building the portfolio over time so it
  is easily finalized in Spring would be a great
  benefit

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Issues and Challenges

• CM (STEP alum)
• Its all about TIMEwe were so busy, wed become
  isolated. Building the portfolio over time so it
  is easily finalized in Spring would be a great
  benefit

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STEP Student Needs

• Save time
• Help with being organized
• Scaffolding for reflection
• More opportunities to share learn from others
  in the STEP community
• On demand (just-in-time) technology training for
  novices

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Proposed ePortfolio Workspace

• Web Accessible Anywhere, Anytime
• Dynamic, Database Backend
• 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

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Key Learning Active Ingredients

• Metacognition Scaffolding
• Community of Learners

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Key Learning Active Ingredients

• Metacognition Scaffolding

learning is most effective when people engage
in deliberate practice that includes active
monitoring of ones learning experiences. John
Bransford, Ann Brown, Rodnye Cocking(2000) p 59
How People Learn Brain, Mind, Experience and
School quoting Ericsson (1993)
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Key Learning Active Ingredients

• Community of Learners

based on the premise that learning occurs as
people participate in shared endeavors with
others Barbara Rogoff (1994) p 209, 214
Developing Understanding of the Idea of
Communities of Learners. Mind, Culture and
Activity Vol. 1 No.4
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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 others
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
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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.electronicportfolio
s.com/portfolios/3107Barrett.pdf
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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.electronicportfolio
s.com/portfolios/3107Barrett.pdf
31
my.STEP.stanford
A personalized web-space for

• Thinking about teaching
• Discussing teaching plans questions
• Being a Community of Learners

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Community of Learners
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af. Resesarchername (2000) p. 59 67,
citation of article
Insert Research Quote
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Community of Learners
Personalized STEP news and calendar
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Community of Learners
Community Discourse and Peer Review
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Community of Learners
Community Support and Interaction
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Community of Learners
Community Showcase of Best Practices (and public
recognition)
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Discussion and My eBinders
Organize Your Learning Artifacts with
DragDrop Simplicity
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Discussion and My eBinders
Insert Invitation Graphics
Discussion by Invitation
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Online Discussions
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adflkj fl alfj alaf af falj falaf
af. Resesarchername (2000) p. 59 67,
citation of article
Insert Research Quote
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Designing for Reflection
learning is most effective when people engage
in deliberate practice that includes active
monitoring of ones learning experiences. Trans
fer 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
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Designing for Reflection
learning is most effective when people engage
in deliberate practice that includes active
monitoring of ones learning experiences. Trans
fer 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
42
Reflection and My eBinders
Organize Your Learning Artifacts with
DragDrop Simplicity
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Reflection and My eBinders
Organize Your Learning Artifacts with
DragDrop Simplicity
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Reflection and My eBinders
Reflect while you organize
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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 improvedcommensurate 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
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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 improvedcommensurate 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
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UNCG Reflection Cycle
http//www.ncpublicschools.org/pbl/pblreflect.htm
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Reflect as you Build
Scaffolded Reflection, when the learning is fresh
and meaningful
EDIT
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My eBinders
Reflection Focused on Teaching Standards
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Teaching Standards and Reflection
Self Assessment Framework for Reflecting on
Teaching Standards
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My eBinders
Privacy for Open Reflections
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Private Reflection
preservice portfolio authors avoid the kind
of critical self-exposure necessary for truly
engaging with problems of practice. If portfolios
do not provide a place for such reflective
thinking, it doesnt 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
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Private Reflection
preservice portfolio authors avoid the kind
of critical self-exposure necessary for truly
engaging with problems of practice. If portfolios
do not provide a place for such reflective
thinking, it doesnt 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
54
Private Reflection
Personal Reflections, including audio notes and
transcription
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My ePortfolio
Scaffolding for Reflection and Organization
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My ePortfolio
Scaffolding for Reflection and Organization
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Guiding HCI Principles

• Direct Manipulation (drag and drop)
• Visible Affordances (roll-overs)
• Familiar Metaphor (binders)
• Saliency (youve got invitations)

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My ePortfolio
Drag and Drop or Click and Send
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Initial Feedback

• (add quotes from informants)
• (add results from user assessment study)

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Next Steps

• Additional User Feedback and Testing
• Build Live prototype

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Backup Slides
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Existing Alternatives / Tools

• Anchored, threaded discussion of video content.
• Could be used for discussion by community of an
  example of teaching.
• Conversant Media www.krdl.org.sg/AboutUs/commercia
  lisation/pdf-files/Conversant20Media.pdf

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Existing Alternatives / Tools

• Image Annotation
• Would allow for mark up and reference of more
  complex examples of student work.
• GIS tool at MIT http//web.media.mit.edu/jimbiz/
  ImageMap

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Existing Alternatives / Tools

• Review Manager
• Tool currently used for managing multiple people
  reviewing artifacts in a variety of media.
• Review Manager http//www.reviewmanager.com/home.
  asp