ELECTRONIC PORTFOLIO DISTANCE EDUCATION CLASS ©2003, HELEN C. BARRETT, PH.D. MODULE 1 - INTRO Representative of full class, but incomplete in this format - lacks links to readings and discussion prompts

GETTING STARTED & INTRODUCTIONS

Welcome to this course on creating electronic portfolios using common software tools. Dr. Helen Barrett has designed this course around her five stages of electronic portfolio development, allowing you to sample a variety of tools and strategies for publishing a portfolio in electronic format. This first module will allow you to make some initial decisions about what kind of electronic portfolio that you will develop, and build an initial portfolio using common software tools (Microsoft Word and Excel).

You will need to have the following software for this first Module: Adobe Acrobat Reader, QuickTime Player, and Microsoft Office (Word and Excel). The only textbook for this class is Dr. Barrett's CD-ROM, Standards-Based Electronic Portfolios plus access to the World Wide Web.

In this section, we will get to know each other through discussions and each of you setting up a student web page in Blackboard (or provide a link to your own website if you have one). We will look at sample electronic portfolios, both on the class CD-ROM and on the WWW. We will also discuss the role of portfolios in different professions today.

1. In this module we will learn about: (Objectives)

• Various strategies for creating electronic portfolios and the importance of portfolio development in ongoing professional development.
• Successfully teaching yourself to use new software.

2. We will: (Activities)

• Post Introductions to class on-line discussion space (Blackboard or Nicenet)
• To help us get to know each other, set up personal web page within the Blackboard student profile or provide a link in your introduction to your own website (if you have one)
• Read Collections Activity and post responses to on-line discussion space (Blackboard or Nicenet)
• Read Course Policies
• Read readme.pdf, EncycEntry.pdf on CD-ROM
• Watch first video clip (on CD - 1intro.mov in Slideshows folder) The slides are in handoutsbw.pdf document (in the PDFs folder)
• Send your instructors an e-mail with your weekly learning log to let us know how you are doing.

3. Reading Assignment: (links below on Dr. Barrett's website) Optional readings are for those taking the course for graduate credit.

• Course Policies on the course website
• readme.pdf on CD-ROM - All files on the CD are linked from this document.
• EncycEntry.pdf (in Articles folder inside PDFs folder on CD)
• Optional (Supplemental for more depth): other articles by Dr. Barrett in Articles folder inside PDFs folder on CD
• Optional: Distance Course Introductory Reading on Dr. Barrett's website (An introduction to self-directed learning about technology from Dr. Barrett's 1991 dissertation, for those who are taking their first distance course to learn computer-related skills)

4. Written Assignment:

• Online Discussion #1-1 -
• Online Discussion #1-2 -

5. Progress check-list:

• Think about why you signed up for this course and what you want to complete by the end of this first five weeks. Be thinking about the kind of electronic portfolio that you would like to develop. Do you have access to the right hardware and software as noted above? Are you able to access the Online discussion website?

Top

In this section, we will look at the literature on portfolio development, the different purposes for portfolios, the role of standards in assessment portfolios, and begin your own planning process. There is a planning worksheet on the CD in Word format that you will use to guide your planning. After the first reading and the video clip, begin working on your personal plan. We will discuss the use of portfolios at different age levels and then will address your personal plans and how we can help each other. By the third week, we will divide into small support groups and will use those groups to share ideas and strategies. You will have an opportunity to vote on the group you would like to join.

There is also an Introductory Reading that covers some principles of self-directed learning about personal computers in a distance learning class. Much of this information was part of Dr. Barrett's 1991 dissertation and most of it is still relevant today. There are also online readings that are part of the literature on electronic portfolios.

1. In this module we will learn about: (Objectives)

• Some of the "early" literature on electronic portfolios
• Identifying various types of portfolios and be able to collect and select the artifacts that document the accomplishments and/or demonstrate achievement of the standards, outcomes, or goals.

2. We will: (Activities)

• Read handbook.pdf pp. 1-10 and other websites from Dr. Barrett's Favorite Links (see Reading Assignments for this week)
• Explore the portfolios in the Sample Portfolios folder on the course CD-ROM (see the aContents.pdf file in that folder for a brief explanation of each portfolio)
• Explore other electronic portfolios that are on the WWW
• Discuss portfolios found in sample folder on CD-ROM or on WWW and then discuss the role of electronic portfolios in various professions and with today's standards- driven educational system. (see Written assignments below)
• Watch second video clip (on CD - 2portfoliolit.mov in slideshows folder) 
• Complete EP Planning Worksheet Stages 1 & 2 (EPPlanningWorksheet.doc in workshopfiles folder on CD) 
• Send your instructors an e-mail with your weekly learning log to let us know how you are doing.

3. Reading Assignment: Optional readings are for those taking the course for graduate credit.

4. Written Assignment:

• Online Discussion #2

5. Progress check-list:

•  By the end of this section, you should have completed the first two stages of the planning worksheet. In the discussion, look for others in the class who are interested in similar types of portfolios.

Top

In this section, we will address Dr. Barrett's "5-by-5 Model" of electronic portfolio development which covers both the stages of electronic portfolio development as well as five levels of software, depending on ease of use. There are two basic directions in creating electronic portfolios: using a web-based data base (either commercial or developed by an educational organization) -- a customized systems approach (CS); or the use of common software tools to create an electronic portfolio -- generic tool (GT). This class covers the variety of generic tools that can be used to create electronic portfolios, and will guide you through the process of selecting which software tools best meet your needs.

Now that you have determined the purpose and audience for the portfolio you want to create, it is time to start collecting the digital artifacts and figuring out where you will store the artifacts. Our activities over the next two weeks will focus on Stage 2, Developing the Digital Archive (Archive Creation and Digital Conversion). You will look at issues of digital storage and where you will store your working portfolio. You probably already have a lot of your documents in digital form, if you created many of them with a word processor or other software.

You may need to build skills in digitizing images (we will address audio and video in a later module). You will need to have access to some type of graphics editor to do simple graphic manipulation. You might have access to some of the Adobe graphics products (Photoshop, Photoshop Elements, or Photo Deluxe). The shareware program Graphic Converter is supplied on the CD for Macintosh OS9 with links to download a similar version for Windows users.

1. In this module we will learn about: (Objectives)

• The stages of Electronic Portfolio Development and the various technologies that can be used at each stage.

2. We will: (Activities for this week and next week)

• Watch third video clip (on CD - 3epstages.mov  in slideshows folder) 
• Review handbook.pdf pp.11-35 (more in-depth discussion of content covered by video clip with links to Step-by-Step Guides)
• Review model5x5.pdf, eportfoliomodel.pdf, and FinishedPortfolios.pdf (each one-page models)
• Discuss the implementation and evaluation of electronic portfolios at different age levels, and then discuss own purpose & audience and role of standards, outcomes, or goals.
• Develop a working portfolio - set up a filing system for your artifacts.
  • Faculty only: Read DigitalPackrat.pdf
• Figure out where you are going to store your digital artifacts
  • Review stepbystep-storage.pdf if needed
• Figure out how you are going to digitize text and images (scanning or digital cameras).
  • Review scanning.pdf if needed and (Optional) review the scantips website as a resource on everything you never wanted to know about scanning
  • Review stepbystep-digcameras.pdf and stepbystep-GraphConv.pdf - Windows users go to http://www.tucows.com/mmedia.html to download an image converter if you don't have Photoshop or Photoshop Elements (Graphic Converter for Mac OS9 is on CD)
• Optional or Faculty only: Read EPDirections.pdf (a long article that may only be of interest to those who are looking at large scale implementation of e-portfolio systems or deciding between a generic tools or a customized system approach)
• Send your instructor an e-mail with your weekly learning log to let me know how you are doing.

3. Reading Assignments: (over the next two weeks)

Resources for hands-on activities: (Review only if you need help in each area)

• One-page summaries that you can print out:
  • At-a-Glance Digitizing Images for your Electronic Portfolio using Digital Still Cameras
  • At-a-Glance Digitizing Images for your Electronic Portfolio using a Scanner
  • At-a Glance Digitizing Images for your Electronic Portfolio from 35mm Film and Prints
  • At-a-Glance Storing your Digital Artifacts

4. Written Assignment:

• Online Discussion #3

5. Progress check-list:

• You should have formed a good idea of the purpose and audience for your portfolio and should have a good idea about the process that you will need to go through to be able to meet your portfolio goals. Have you figured out where you are going to store your digital artifacts? Are you comfortable with scanning digital images or do you need some help? Is there somewhere that you can go to get some help with technical issues?

Top

In this section, we will discuss the different types of artifacts that you can collect, and the types of media that best convey the story of your portfolio. A resume is also an important part of a portfolio. Include your resume in your archive; if you don't have one, use the Wizard or Templates in Microsoft Word to create your resume.

The electronic portfolio that we will create requires two organizing documents: our collection of artifacts and our reflections on meeting our outcomes, goals or standards. We will begin to work on creating a list of our artifacts, using Excel. We will create the frameword for our Reflective Portfolio using Word. An explanation of the Excel and Word documents can be found online. There are screen recording videos on the CD where I show you how to use these tools. If you can't figure out what the print instructions mean, look for RED boxes in the text of the Handbook. Clicking on those boxes will play the video clips.

1. In this module we will learn about: (Objectives)

• Developing a digital archive of artifacts, selecting the most appropriate digital storage medium and the most expedient method for digitizing images. 
• Completing a draft e-portfolio development plan.

2. We will: (Activities)

• Read LLwTApr00.pdf
• Start working on Word template (NETS-Standards.doc in workshopfiles folder is used in the videos on the CD or take your own set of goals, outcomes or standards, and build your reflective portfolio document using the same strategies outlined in the reading).
• Read stepbystep-WordExcelMac.pdf or stepbystep-wordExcelWin.pdf depending on your preferred computer.
• Watch the screen recording demonstration videos on CD (linked from Mac or Windows instructions in Handbook.pdf).
• Start working on Excel document  (AllStandards.xls or Artifacts-stands-ataglance.xls in workshopfiles folder are used in the videos on CD or set up an Excel document with your own outcomes, goals or standards following the model)
  • Watch the screen recording demonstration videos on CD (linked from Mac or Windows instructions in Handbook.pdf).
• If you don't already have one, create a Resume using the wizard or template in Microsoft Word
• Complete EP Planning Worksheet Stages 3, 4 & 5
• Discuss the types of media that help to tell the story of your portfolio and then discuss the technologies necessary to produce electronic portfolios in your own situations. 
• Review "At-a-Glance Guides" on Electronic Portfolio Development
• Send your instructor an e-mail with your weekly learning log to let me know how you are doing.

3. Reading Assignment:

• Continue reading from last week
• LLwTApr00.pdf (in articles folder inside PDFs folder on CD)

Resources for hands-on activities

• At-a-Glance Create Electronic Portfolios using Microsoft Word
• At-a-Glance Cross-Reference Standards with Electronic Portfolio Artifacts using Microsoft Excel

4. Written Assignment:

• Online Group Assignment - Post your finished EP Planning Worksheet based on your instructor's directions.
• Online Discussion #4

5. Progress check-list:

Were you able to finish your planning worksheet and post it based on your instructor's directions in the weekly e-mail? Have you read other plans in your group and given them some feedback and helpful suggestions? Have you figured out what type of media you want to use in your portfolio? Do you have a good idea of the type of technology you need to support the type of media you have selected?

Top

In this section, we will begin to look at reflection, and the important role of reflection in meeting the purpose you have chosen for your portfolio. We will create captions for each of the artifacts in your portfolio. We will also begin to create an evaluation rubric for assessing the effectiveness of our portfolios, by reviewing several rubrics, both on the CD and on the WWW.

In science, reflection is a bending back of light on itself. A mirror image is enough like the original so as to be recognizable, but sufficiently different to cause one to examine the familiar from a new perspective. (Tuchon, 1999)

1. In this module we will learn about: (Objectives)

• Reflecting on artifacts and achievement of standards, outcomes or goals.
• Creating a rubric to assess portfolio (for those not taking the second module)

2. We will: (Activities)

• Review at least one article and/or website on Reflection
• Watch fourth video clip (on CD - 4finalwords.mov in slideshows folder) 
• Discuss how each stage of the portfolio development process contributes to ongoing personal and/or teacher professional development.
• Post first version of portfolio using Microsoft Office products - Excel and Word documents (do not upload any hyperlinked artifacts). Send us the first draft of your portfolio (NOT as an e-mail attachment, PLEASE). Either upload it to the Groups area in Blackboard (if you are using Office software), or send us a URL if it is on a web server, or follow the instructions.
• For those NOT taking the next module, you will want to review the materials on assessing the portfolio using rubrics (this topic will be covered in the next class).
  • Read the rubric in AssessmentChapter.pdf on pp.8-10 (290-292)
  • Review at least one other e-portfolio rubric online
  • Discuss components of rubrics reviewed and how to evaluate e-portfolios

3. Reading Assignment:

4. Written Assignment:

• Online Group Activity -
• Online Discussion #5 -

5. Progress check-list:

• Were you able to upload your two Microsoft (Word and Excel) documents to the group work space? Do you understand the concept of reflection and the role of reflection in self-assessment? Do you have a good idea about how you would evaluate your own electronic portfolio? You have completed this Module when you have participated in each of the online discussions and posted the three Microsoft documents to the group work area.

Top

©2003, Helen C. Barrett, Ph.D.