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STEP ePortfolio Workspace

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.

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STEP ePortfolio Workspace

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  1. 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

  2. “…powerful education requires that teachers and principals be able toanalyze and reflecton 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

  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 Program Director Stanford Teacher Education Program

  4. Key “Learning Problem” How do we make the creation of electronic portfolios easier and more meaningful?

  5. What is an ePortfolio Workspace?

  6. What is an ePortfolioWorkspace? • Community Discourse – asynchronous and synchronous discussion, faculty-student and student-student • Community News – personalized • Document Management – organize and archive digital work into “electronic binders” • Web Publishing – drag and drop simplicity a personalized web-based learning space where I do my STEP work and an additional way to interact with my STEP community:

  7. What is an ePortfolio Workspace? • Assessment Portfolio – evidence of proficiency relative to Teaching Standards a collection of digital works, organized in “electronic binders”: • Formative Portfolios – work-in-progress, available for invited conversation and private reflection • Employment Portfolio – shown to potential employers • Course Binders – faculty-created, student appended • Private Diary – index of reflections • Project Binders – personal or collaborative

  8. prepare director mentors photos video supervisor audio notes C&I CT docs peers friends annotate select catalog organize Learning Cycle Experience Share Capture Reflect

  9. Learning Cycle prepare Experience director mentors photos video supervisor Share Capture audio notes C&I CT docs peers friends Reflect annotate select catalog organize

  10. Learning Benefits • Scaffolds for deeper reflections related to teaching standards • Facilitates collaboration, sharing and feedback • Increases learning productivity and organization Save Time ~ Learn More

  11. Design Method • Informant and learner centric design • Scenario based design • Research review and key learning principles • Reviewing existing tools & alternatives

  12. Informant Design: Engage STEP students, alumni, and faculty from the beginning of the design process … Design Method

  13. Design Informants and Advisors

  14. Existing Practices in STEP • Face-to-Face community, with subgroups sorted by subject and supervisor • Intense program with no “spare” time • Docushare and web-server storage repositories • CD and Web deliverables • Assorted applications for processing multimedia (PowerPoint, Word, iMovie…) • Some web-design with Frontpage, Dreamweaver

  15. Technology is a pain to learn… How do I organize it all? What are other teachers doing? Reflecting is not very easy There’s no spare time!! Key “Learning Problem” How do we make the creation of electronic portfolios easier and more meaningful?

  16. Proposed ePortfolio Workspace • Web accessible anywhere, anytime • Asynchronous review and discussion, synchronous chat • Dynamic, personalized website • Accepts varied multimedia objects • For formative and assessment portfolios • Supplements, doesn’t replace, existing face-to-face community

  17. Technology Infrastructure www Web Server Database Transcription Server Storage Array

  18. The Efficacy of Portfolios “… a portfolio without goals (or standards) and reflections is just a multimedia presentation, or a fancy electronic resume…. [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

  19. Key Learning “Active Ingredients” • Metacognitive Scaffolding • Community of Learners • Peer Review

  20. Key Learning “Active Ingredients” Metacognitive 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)

  21. Key Learning “Active Ingredients” Community of Learners “…based on the premise thatlearning occursas people participate in shared endeavorswith 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

  22. Key Learning “Active Ingredients” Peer Review “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 assessmentis one approach…” Håkon Tolsby “Digital Portfolios: A Tool for Learning, Self-Reflection, Sharing and Collaboration”

  23. my.STEP.stanford A personalized web-space for: • Thinking about teaching • Discussing teaching plans & questions • Being a Learning Community

  24. Community of Learners Personalized STEP news and calendar

  25. Community of Learners Community Tools and Interaction

  26. Community of Learners Community Showcase of Best Practices Public Recognition

  27. Discussion and Collaboration Collaborative consultationhas been found to improve teachers' problem-solving skills, facilitate teachers' understanding of and attitude toward children's problems, and promote gains in long-term academic achievement (Meyers, 1995) Susan N. FrielUNC-Chapel Hill (2000) MaSTech: An on-line community to support preservice and new teachers of middle grades mathematics and science.

  28. Discussion and My eBinders Discussion by Invitation

  29. Discussion and Annotation

  30. Peer Review Community Discourse and Peer Review

  31. Reflection “… portfolios [at UNCG] emphasize reflection that requiresdescriptive, analytical, andtransformative writingabout the evidence presented in these portfolios.” “…the quality of portfolios has improved…commensurate with the focus we have placed on integrating thereflective cycleinto our professional courses.” Barbara Levin, University of North Carolina Greensboro (2002) “Reflection as the Foundation for E-Portfolios”, SITE2002 Conference

  32. UNCG “Reflection Cycle” http://www.ncpublicschools.org/pbl/pblreflect.htm

  33. Designing for Reflection “… learning is most effective when people engage in ‘deliberate practice’ that includesactive monitoringof one’s learning experiences.” “Transfer can be improved by helping students become more aware of themselves as learners…. Metacognitive approaches to instruction have been shown to increase the degree to which students willtransfer to new situationswithout the need for explicit prompting.” John D. Bransford, et al (2000) p. 59 & 67, How People Learn: Brain, Mind, Experience and School

  34. Reflection and My eBinders Organize learning artifacts with drag & drop Simplicity

  35. Reflection and My eBinders Reflect while you organize…

  36. Reflection and My eBinders Scaffolded Reflection, when the learning is fresh and meaningful

  37. My eBinders Reflection Focused on Teaching Standards

  38. Teaching Standards and Reflection Self Assessment Framework for Reflecting on Teaching Standards

  39. 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 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

  40. Private Reflection Personal Reflections, including audio notes and transcription

  41. My ePortfolio The assessment (summative) portfolio

  42. Initial Feedback • “This would be a huge step… The time element [of the STEP program] won’t go away, but this gets rid of the busywork of technology…” • “This simplifies the whole process” • “As an instructor, I’d definitely use it!” • “How soon can you implement this?”

  43. 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, subject specific) • Build live prototype

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