Who Owns the Learning? Digital Portfolios for Students, Teachers and Administrators
Participate and share : Poster
Thursday, December 3, 1:30–2:30 pm PST (Pacific Standard Time)
Lindsey Blass Dr. Ricardo Elizalde
We want students to be agents and owners of their learning, teachers to design powerful learning experiences and administrators to lead the charge. But who drives the progress toward these goals? Learn how leveraging digital portfolios at all levels increases agency, voice, and progress toward tangible outcomes for all.
|Audience:||Coaches, Principals/head teachers, Professional developers|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|ISTE Standards:||For Students:
|Additional detail:||ISTE author presentation|
Participants will identify the essential components of digital portfolios.
Participants will explore benefits of leveraging digital portfolios with different audiences they serve (administrators, teachers, and students).
Participants will explore a variety of digital portfolio platforms and decide which platforms would best meet the needs of their learners.
Participants will engage in a simulated digital portfolio experience, setting, documenting and monitoring progress towards goals through artifact gathering and reflection throughout the presentation.
Participants will apply a lens of culturally responsive teaching to digital portfolios.
Participants will explore the essential components of digital portfolios. They will learn about tools for creating artifacts and reflecting on learning. They will also explore spaces for sharing learning with authentic audiences.
(00:00-10:00) Presenter Intro- the story of the power of digital portfolios in our 12 school Personalized Learning Environments pilot in SFUSD.
(10:00-20:00) Establishing a “Why”- impact, research, connection to Zaretta Hammond’s Culturally Responsive Teaching and the Brain. Discussion of culturally responsive digital portfolio applications in a variety of learning contexts.
(20:00-30:00) Framing the session portfolio- participants choose between a Google Slides, Google Docs, or site (Adobe Spark or Google Sites) template for creating their own portfolio during the session.
(30:00-40:00) Know your audience- identify portfolio users at different levels (students, teachers, admin) and the platform that would best serve those users. Brainstorm and identify milestones these groups would want to document and reflect.
(40:00-50:00) Artifact creation- participants prototype a plan for leveraging digital portfolios with the audience they serve. This plan is posted on their session portfolio.
(50:00-65:00) Sharing and feedback- portfolios are posted to a Padlet for sharing between session participants. Participants engage in a gallery walk and TAG (Tell me what you like, ask a question, give advice or a suggestion) feedback protocol.
(65:00-75:00) Revisions and reflections- participants make revisions based on feedback provided during TAG protocol and reflect on their next steps for using digital portfolios to build agency and ownership
(75:00-90:00) Closing and next steps- Q & A, share resources and research available to support the work moving forward.
Culturally Responsive Teaching and the Brain, book by Zaretta Hammond
International Journal of ePortfolio (http://theijep.com/)
The Field Guide to ePortfolios: Why It Matter for Learning (Association of American Colleges and Universities- https://drive.google.com/file/d/0B8t_OY4denF1c0NLM3VoNUFhaU0/view)
11 Essentials for Excellent Digital Portfolios (Edutopia article- https://www.edutopia.org/blog/11-essentials-for-excellent-eportfolios-vicki-davis)
Examining the Impact of the Creation of Digital Portfolios by High School Teachers and Their Students on Teaching and Learning (https://files.eric.ed.gov/fulltext/EJ1142755.pdf)