Session on Friday May 31-2013

Important ideas we must keep in mind as educators:

1. Although some people just focus on the product, when we talk about e-portfolios benefits for students, we should consider both, process and product.

a.       Process (workspace): reflection is “the heart and soul” of e-portfolios; it fosters self-esteem and self-confidence; it can be considered a kind of assessment for deep learning.

b.      Product (showcase): immediate feedback is essential to improve learning, mostly if it is given in the form of comments by teachers and peers; showcasing is a way of acknowledging students “masterpieces."

2. Planning, doing and reflecting show a self-regulated learning.
   
   3. Asking the right question leads to an effective feedback.
   
   
   
   
   
   4. A mobile is a “must” in our classes:
   a.       It captures the moment.
   b.      It stores evidence.
   c.       It facilitates collaboration.
   d.      It supports reflection.
   e.      It helps giving and receiving feedback.
   f.        It adds technology to instruction.

Lesson 6: Assessment

After reading Dr. Barrett’s article Researching electronic portfolios and learner engagement: The REFLECT Initiative (pp. 436-444), I learned the difference between the two types of assessment: assessment of learning and assessment for learning. This  semester TEC decided to implement “a sort of” e-portfolio to support assessment of learning in the English classes. The artifacts chosen were the students’ monthly oral and writing evidence scored by the teacher according to the Institute criteria, and following the format of a rubric (summative evaluation). Life@Tec was the space where my students showcased their outcomes. Needless to say that my students did not participate in the selection of the topics (they were already suggested by Tec system) or the evaluation criteria, nor were they engaged because they did not visualize this task as “their own personal creation." They lacked intrinsic motivation, although they were invited to use technology.

Regarding feedback, I usually follow three steps. First, I introduce the evaluation criteria to my students, and give them examples of the possible mistakes they can avoid. Second, immediately after their oral or writing performance, I explain to them where and why they made a mistake (corrective and timely feedback), and give them specific suggestions to correct it (effective feedback). I devote time to write my comments, point out omissions, addition of words, or false cognates, etc. Third, after checking their writing work, I engage my students in the correction of their individual work and a partner’s work. By doing this, I am giving my students the opportunity to improve and to be responsible for their own learning. This has always been a very instructive experience for both of us. (Effectiveness…Providing Feedback article)

Lesson 5: Showcase

After navigating through Google Sites, I found the tool interesting to develop online portfolios. One thing that I learned is that this site is secure, and if I decide to have it private, I can choose a select group of people. If a new visitor wants to have access to it, he/she has to request permission from me. In contrast, if I want to share information with colleagues and students, I can keep this space public.

I consider Google Sites a good alternative for our students to create their electronic portfolios, share evidence of their progress, show the reflection of their learning process and share their achievements with their peers, teachers and parents (showcase stage). In this space, e-portfolios can be easily updated, and students can scan assignments, share videos and upload pictures just as my students did this semester in Life@Tec. Another positive aspect is that my students work will be stored “in the cloud” and anyone who wants to see their showcase may have easy access from any place in the world.

Lesson 4: Reflection

This semester (January-May 2013) I had my first experience with portfolios using technology. Of course, they were not as sophisticated as Dr. Barrett describes them, and they were not at all electronic. My students had to videotape their oral presentation, and after their oral, I gave them the rubric with their grade, and they had to write a reflection about their learning. The same applied to the writing in class except for the videotaping. When I asked my coordinators about the reflection section, one of them told me that I could ask my students how they felt, and the other coordinator said that their reflection had to do with the content (grammar, pronunciation, etc.). The only thing that was clear to me was that there was not a consensus about what we meant by reflection.

After reading the article Reflection Cycle, the concept and my role were clearer in my mind: Setting goals together with my students and deciding on a strategic planning may enhance their intrinsic motivation (Reflection for action-Before); training and inviting them to monitor themselves while writing or speaking will facilitate Reflection in action-During; and self-evaluating and self-reflecting (Reflection on action-After) should result in a deep, meaningful, long-lasting learning. Moreover, I need to be consistent and systematic in order to engage my students in this critical reflection process.

On the other hand, asking the right question is the gist of the reflective stage. If I ask my students to write a reflection about their learning, that question is too broad; however, if I focus on a specific level of reflection, this will facilitate the internalization of the process; for example, How was this assignment similar to other assignments? (Bloom's Application), Do you see any patterns or relationships in what you did? (Bloom's Analysis), What worked? What do you need to improve? (Bloom's Evaluation). (A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals by Peter Pappas-based on Bloom's Taxonomy, revised) 

Finally, although it is still a hypothesis, I like Jonathon Richter’s idea of "chunking" up reflections to be proximal (close in space) and contingent (close in time) to the learning experience to guarantee the quality of the reflection, itself (Turning the mirror upon itself, posted May 5, 2009).

                               Reflection is “the heart and soul” of a portfolio (Helen Barrett).

Lesson 3: Collection

I am convinced that soon mobile devices will become portable electronic portfolios. My students are such experts in the gadgets they use that they might already have a large collection of evidence of their everyday life. I just need (1) to engage them to apply that expertise to the subject I teach to create their electronic portfolio, and (2) to enhance their intrinsic motivation to use technology. As for reflection, mobile devices might not be the best type of technology to gather evidence about my students learning process; however, that can be the first step to the reflective stage, as Dr. Barrett stated in one of her articles.

On the other hand, although I found this lesson very difficult because of the amount of technological information, I liked the videos and the “tour” through the different tools that can be used to create electronic portfolios. The pros and cons table was very useful. 

Lesson 2: Purpose

My first concern as a teacher is dealing with all this new technology. It changes so fast that I cannot keep up with it sometimes. My second concern is understanding the process of e-portfolios perfectly well so that I can guide my students step by step. Third, although I am used to giving and receiving immediate feedback, I do not really know what kind of feedback I have to give to my students. Reflection, on the other hand, is the core to the learning process, and I am sure my students will find the time to do so if they are involved in the creation of a portfolio related to a topic appealing to them. Flexibility is important at this point, but I am not sure of how much flexibility we can find in our programs.

It is clear; however, that students and teachers benefit from this process. Students build up self-esteem and self-confidence to the point that they are able to monitor themselves while creating an e-portfolio, and to practice self-assessment in an honest and objective way as a natural part during the reflection process. Retrospective reflection is something that I would like to emphasize, though. Students often see no point in thinking back over their learning and consider it boring or a waste of time. Hopefully, once they are involved in their own creation, they will find this retrospective stage useful. Finally, introducing e-portfolios in my classes will definitely enhance my technology skills, a weakness I have to strengthen with my students support.

Lesson 1: Overview

My idea about portfolio was a bunch of evidence in paper, but after reading and looking at some examples, I gladly see that an electronic portfolio involves not only text, but also audio, video and images, which make it more attractive to students and teachers. What I like the most about e-portfolios is that they support processes such as reflecting about self-learning, collaboration, and giving and receiving feedback.

As for motivation is concerned, I find it exhausting dealing only with external motivation in cases where my students do not have any internal motivation at all. My students love using technology, and I am sure they will be excited about creating their own e-portfolio in an autonomous way (internal motivation).

After reading the overview about the topic, I find the use of electronic portfolios a new challenge and a fascinating one in terms of my adapting to the use of modern forms of technology and my enjoying my students work.