Digital Portfolios and the Independent Learner

One of the most important aspects of K-12 education will not be found on any standardized test.  It won't be found in a textbook or in an online curriculum.  It is found in our students and our teachers.  Teachers that encourage students to reflect on their learning and students who go through the reflection process as a part of their journey to becoming an independent learner.  One wonderful tool for this process is the student digital portfolio.  Portfolios can be used for many things such as a demonstration of student success, an assessment tool or an archive of student work.  I would like to explore the digital portfolio as a tool for helping students become independent learners by having them constantly reflect on their learning and how they can improve it. If you are thinking that this sounds like it would take up a lot of your class time, stay with me.  It won't. This post will explore various tools for creating digital portfolios and steps teachers can take in order to smoothly implement digital portfolios in their classrooms or schools.

Before we discuss the rest of this topic, I urge any school interested in implementing digital portfolios to do so as a team.  Not necessarily an entire school at one time, but a group of educators at one time.  For example: if you have a seventh grade language arts class maintaining a digital portfolio, it would be more beneficial for the students if they kept a digital portfolio that encompasses all of their classes as opposed to just one.  A digital portfolio in language arts may help them improve their writing, but a digital portfolio that encompasses all of their seventh grade classes will improve their overall learning.  If organized well, this process should not take much time away from the coursework and should help all students become better learners by improving the quality of their work.  Ok, enough of my soap box, let's get into the details.

Tools for creating digital portfolios.

I am a fan of using Google Apps for Education since it has all of the tools needed for making wonderful digital portfolios.  Here are the portions of Google Apps that you can use:

1. Google Sites - This is the most important piece.  A portfolio template can be created by an adult (tech team or educator) which can be used by students.  Providing a framework allows students to focus on their work instead of spending time manipulating the look of the portfolio.  Here are a couple of templates I have used in the past.  Feel free to make a copy. (Elementary, Middle/High, Art, Middle/High General)
2. Picasa Web - Assuming that "Picasa Web Albums" is available in your Google Apps domain, this is a great way to help students store and organize images.  Students can create picture albums within Picasa Web that correspond to the subjects within the portfolio. Storing images in Picasa makes inserting them into the Google Site very easy.  
3. Google Docs - If your students use Google Docs to complete some tasks, the student can embed that document (or Google Presentation) directly into the portfolio without the need to take a picture of it.  Embedded presentations are working presentations, not screenshots, so if you embed a presentation into a portfolio, the portfolio visitor can flip through the presentation.

Outside of Google Apps, you will need a way to take pictures of student work.  If the work is digital, a screenshot can be captured and uploaded to Picasa Web.  If the work is not digital, I find the iPad (or any tablet) to be very useful.  You could do things the old fashioned way and use a digital camera, but that adds more steps to the process, and who wants that?  If you take an image with a mobile device, you can immediately transfer that image to Picasa Web, and in some cases take the image in an app that uploads the image to Picasa for you (such as Best Album).

Organization of a Student Digital Portfolio

This is a tricky one.  Although most of us could agree on what goes into a digital portfolio,  many people have different ideas of how to organize it.  In my experience, there is no single correct answer.  Primarily, the organization of a digital portfolio needs to be:

1. Easily understood by the student
2. Easily understood by the portfolio visitors
3. Easily navigable (topics and sub-topics clear and easy to find)

The screens within a digital portfolio should follow a logical sequence and have a similar look and feel to all other pages (hence the idea of making a template for kids to use). Portfolios that use different backgrounds and where the information is in different places on each page are difficult to follow. This is a great opportunity to help students understand how to present information on the web. (a very important skill)

Classroom Time and Digital Portfolios

If a template is used for portfolios, the time needed to work on portfolios should be minimal.  It take a little more time at the beginning of the school year, but once the students learn the routine, it shouldn't take more than 10 minutes or so a week.  Let's look at the time needed.

Time is needed to collect the visual for student work examples.  This could be done as the assignments are handed back to the student or as they complete a task.  For example:  When students receive a written homework assignment back from the educator, the expectation is that they use their iPad (or whatever device) to take a snapshot of the assignment and add it to their Picasa Web account (this is also a good way to keep the students productively occupied when passing out papers).  If an assignment is in Google Docs, they can take the last 3 minutes of class to add that document to the appropriate digital portfolio screen (this could also be a simple homework or study hall assignment).

Time to write is critical.  At first this will take longer, but as students get into the habit about analyzing their work, the time it takes them to write their thoughts should be drastically.  This process should only take 10-15 minutes per assignment.  Note: Students don't add every assignment to their portfolio.  A few assignments per subject per grading period should work well.  If you are doing digital portfolios as a group (see my suggestion above), students will become accustomed to writing about their work much more quickly, improving their writing, their reflection and the amount of class time needed.

The Non-traditional Learner

If you have students in your classroom who have difficulty writing, or who have difficulty with English, there are other ways to get them to reflect on their learning.  One way is to have them use a mobile device or laptop to record their thoughts on a quick and easy video. This video can be uploaded to YouTube (using the same Google Apps account you have used for everything else) and that video could be embedded into the portfolio instead of the writing. (Mobile devices such as the iPad make it very simple to take video footage and upload it to YouTube.)   Those who are video shy, could do an audio only recording which can be uploaded, but in my experience the video works better with Google Sites.

Final Thoughts

All I have written above is ONE way to approach digital portfolios in your classroom.  As I stated earlier, there are many different ways and resources.  Some schools find it easier to use Wordpress or Weebley while others use services such as taskstream.  You should find the way that is best for your individual situations.  I offer a live-online two hour course about using Google Sites for those who are interested.  Below you will find other digital portfolios resources.  As always, I would love to hear your thoughts, please feel free to comment on this blog or contact me through my website.

Resources
Educause - Digital Portfolios in the Age of the Read/Write Web
Research Paper - Using Reflective Electronic Portfolios to Enhance Student Learning
Drake University - The Electronic Portfolio as Assessment Tool and More
Nellie Mae Education Foundation - Integrating Technology with Student Centered Learning

5 Traits of High Quality Professional Development

For the past seven years a large part of my job has been focused on providing professional development for K-12 educators.  Specifically, professional development centered around technology in education.  Over the years I have paid close attention to things I felt could help me improve my teaching of teachers.  Here is what I have learned:

1. Professional Development needs to have a clear focus and purpose. (just like when teachers teach students)
2. Professional Development needs to have obtainable goals.  (just like when teachers teach students)
3. Professional Development needs to be relevant to the learner.  (just like when teachers teach students)
4. Professional Development needs to be interactive and engaging. (just like when teachers teach students)
5. Professional Development needs to use a variety of strategies to convey information and to gather information. (just like when teachers teach students)

In my experience, when I share these thoughts with administrators I get a hugh round of agreement.  Most educators and administrators understand that standing in front of a group of teachers and talking at them (yes, I mean at them) for an hour or two is not the best way to approach professional development for educators (especially when it is about technology).  Yet, we do it all the time.  We attend staff meetings to learn something new by having someone stand and talk or show us a lovely PowerPoint presentation.  We go to conferences where we sit and listen to people for hours on end while trying to write down the most important stuff to remember (most of which we forget).  Why do we do this to ourselves?  Here are some of my guesses:

1. Many people find it easier to sit and listen than to actively participate in a training.  Not participating also means that we take not responsibility for our learning.  
2. It's cheaper to hire someone to talk to 100 people at one time for two hours than to hire someone to work with those same people over a course of time where they can get interactive and relevant training in smaller groups.
3. It's easier to schedule everyone in a school to do the same thing at the same time than to have to schedule smaller groups for more interactive learning experiences.
4. It takes less time to organize an individual to give a lecture than to organize an individual to come into the school and work with groups of teachers at different times on different schedules.
5. It's cheaper to hire someone to talk to 100 people at one time for two hours than to hire someone to work with those same people over a course of time where they can get interactive and relevant training in smaller groups. (yes, I know I said this one before, but it's such a big one that it merits repeating)

So what do we do? How do we help educators learn new things and new technologies?  In short, that's a tricky question. The best way is to have an expert come into your school and work directly with the educators in their space with their equipment.  (p.s. choose someone who has classroom experience, not  just someone who knows the technologies being used) (p.s.s. shameless plug - I offer these services, so feel free to contact me about your needs).  This way is not always feasible for some schools due to scheduling or finances.

Another option is to send some staff members to a conference or training and have them teach the others in the school.  Not the most effective way, but it's a decent option for some schools.  The difficulty with this option is that the teacher who does go to the training or conference will forget a lot of what they learned before they ever train the rest of the educators or staff.  The remaining educators or staff will in turn, forget a lot of what they were taught by their colleague.  In the end this can lead to little gain if not handled carefully and the appropriate time is not given to allow everyone to work with the given tool or concept.  Enough time to work with the tool or concept is very important.

Online professional development is a great option for some.  Those that don't feel the need to interact with an instructor or leader can use recorded or self-guided online tutorials and training for a wide variety of things.  Note.  I said "those that don't feel the need to interact with an instructor..."  NOT "everyone likes doing online classes" OR "everyone is comfortable with online learning".   Many people are perfectly fine learning some things this way.  Usually more concrete concepts such as how to turn on your iPad or how to set margins in MS Word.  I don't think many people will go to sefl-guided online sources to learn the finer points of particle physics.

Online courses that span an extended amount of time can be a great way to learn new things.  These usually have instructors who are there to help and answer questions (not usually live though) and can even set virtual (online) office hours for live conversations.  I've attend many wonderful online courses through different universities.  There are also options like Peer 2 Peer University where people volunteer to teach a free online class for anyone to take.  I haven't taken any of these (who has the time?) but I've heard good things.

Webinars are a good way to learn a lot of the little things.  These are usually 1 hour online lectures or conversations people can attend in order to learn about a product or concept.  It is more conversational in tone and many are free (many are not).  Many educators attend a webinar without any reservations and many educators are not comfortable learning online.  This is where my idea comes in.  Why not lengthen the time of the webinar and make it more interactive?  I don't mean interactive as in  people get to talk.  I mean interactive as in  participants are asked to pick up their iPad and combine apps to make folders or to connect their Google Drive app to their account.  I mean interactive as in asking participants to start a new Google Site based on a template you provide while you (the instructor) stay at your screen and microphone ready to help anyone who needs it.  The first time I tried this,, my co-teachers were shocked and asked if I was afraid of loosing control of the class.  I responded "I never had control of the class.  I'm the guide that is here to help them learn.  They decided whether they will actually learn or not."

So here's my second and final shameless plug.  With this online learning concept in mind, I developed a series of two-hour live-online technology classes for educators (or administrators), currently focused on iPad, Google Apps (including Google Sites, Picasa Web, Youtube etc...) and Flipped Classroom Tools for Teachers. If you are interested in learning more about these classes or would like to register for one (I make them nice and cheap for schools and individuals) you can find what you need here.

For those that like to see what the research has to say about professional development in this modern world, here are some resources.  If you have any questions or comments, please feel free to contact me through my website.

Partnership for 21st Century Skills
Academia.edu
IDRA
Reconstructing Teacher Education