3-hour Workshops

Digital Storytelling for Reflection and Deep Learning

Three-Hour Awareness session (hands-on about half of the time)
Available for Macintosh OSX using iMovie OR Windows XP using MovieMaker2

Abstract: Learn basic strategies for digital storytelling with easy-to-learn tools. Beginning with a pre-recorded audio clip, participants will illustrate a very short digital story with digital still images, transitions, titles and special effects. Following the hands-on activities, discuss simple strategies to begin creating digital stories for yourself or with your students.

Making Change for School Improvement

"The Change Game"
Three-Hour Simulation on Adoption of Innovation

Abstract: This activity is an excellent team building activity for the team that has been given the responsibility to facilitate a large-scale change in a college, school or district. Based on a board game developed by The Network, this game is based on three bodies of research: The Concerns-Based Adoption Model, the Diffusion of Innovations, and a study on the importance of the building administrator on facilitating change. This simulation applies to any innovation in education. Appropriate for group size of up to 24.

Electronic Portfolios = Multimedia Skills + Portfolio Development

Three-Hour Awareness session (no hands-on)

Abstract: Covers many issues involved in planning and implementing electronic portfolios for K-12 students, student teachers and professional educators. Learn how combining the multimedia and portfolio development processes contributes to more effective electronic portfolios. Share experiences about equipment and portfolio software that support a variety of goals, ages and skill levels.

Workshop Description: This workshop will cover innovative assessment techniques and how to use a variety of multimedia technologies to electronically maintain authentic samples of student work.

Objectives: At the end of this session, participants will be aware of the issues involved in planning and implementing electronic portfolios in K-12 schools and Schools of Education.

With the increasing use of technology to support portfolios and other forms of assessment, there are many issues that teachers, administrators and parents need to address. This session covers many questions that are raised as schools begin to implement technology-supported alternative assessment. Information for planning both Student and Teacher Portfolios will be addressed. The presentation is based on two papers published in Learning & Leading with Technology (October, 1998 and April 2000), available online at Dr. Barrett’s Technology & Alternative Assessment web site (http://transition.alaska.edu/www.portfolios.html), and forms the framework for a generic Electronic Portfolio Handbook which is currently being written. Sample planning forms from that publication will be provided to the participants.

These methodologies include audio and video portfolios, publishing electronic portfolios using commercially-available programs or HTML (WWW) format, computer programs to gather and present anecdotal data gathering, file storage and management techniques. In addition, the presentation will compare and contrast the multimedia development process (Assess/Decide, Plan/Design, Develop, Implement, Evaluate) and the portfolio development process (Collection, Selection, Reflection, Projection, Presentation). Gain practical ideas from other participants for getting started or expanding your current portfolio assessment system. Ideas for both elementary and secondary teachers.

Prerequisite participant skills/knowledge required: Intermediate computer knowledge. (no hands-on)

Agenda for half-day workshop (no hands-on)

Introduction & needs assessment - Overview of session - group objectives

Discussion: “why” of portfolios and key elements of portfolio assessment
Discussion of the Planning Issues
Resource Questions
Portfolio Context Questions

Demonstrations of sample electronic portolios

Electronic Portfolio Development Process
Portfolio Development
Multimedia Development
5-stage model

Conclusions and Questions

©2002, Helen C. Barrett, Ph.D.