15 Efficient e-Portfolio Tools

As more and more educators bring rich learning opportunities to their students, it makes sense for us to engage students in the creation of electronic portfolios of their work. Although there are a number of 'pay-for-service' sites and content management systems that are up to the task, there are also a number of free and low cost alternatives that can be leveraged by teachers and students in order to demonstrate their personal and professional competencies.

Whether you're looking for a place to share group portfolios, to publicize culminating performances, or to encourage students to post personal learning histories, it may be well worth your while to become familiar with one or more of these tools:

Posterous: Thanks to the fact that students and teachers can post content by simply emailing all manner of media to their custom blog address, this tool is now at the top of my list. Automate the embedding of audio files, documents, and recorded video on your custom site.

ScrapBlog: In using the concept of electronic 'scrapbook', this tool may be the easiest for your charges to understand. Rich templates professionalize the photo and video work of students, and the results can be shared in many ways.

PBWiki: The humble wiki can play a lead role in allowing students to gather their work either individually, or as members of a group. Through a universally understood edit and share format, a variety of wiki tools are available, for use by schools.

WetPaint: My favourite wiki tool can be made 'ad-free' for educational purposes by simply drafting an email request to education@wetpaint.com. WetPaint wikis make it easy to create community around evolving projects, and the inviting 'easy edit' button and WYSIWYG editor make it easy for anyone to contribute.

Wix: If you want a look and feel that's sure to be a hit with young people, this site engages animated menus and rich templates to embed all types of media. Although the site is in beta release, you can do things you can't do in traditional wikis & blogs, like rotating media to play on custom angles!

Carbonmade: One of only a few tools designed specifically for e-portfolios, this free online app allows you to showcase images, flash media, or video. Creators can conveniently add text explanations or artist statements to pieces that appear on the site.

Weebly: If you're looking for simple drag and drop utility in a web-based interface, this page creation tool can help you to highlight your digital work, or to bring attention to the multimedia creations of your students.

WebNode: This tool is another free WYSIWYG page editor that allows you to post media into a number of ready-made templates.

SimplyBox: If you require your students to pull together pieces from across the world wide web, this solution can be leveraged to highlight one's own online work, while referencing other sources that may have inspired the work.

Google Sites: If you're a fan of Google services for email and document creation, it makes sense to familiarize yourself with the free site creation tools available to registered users. Before going in too deep, familiarize yourself with the terms of service.

Viewbook: If you're looking for a place to host photos, or scans of student artwork, and have a budget to do so, this tool's professional-looking interface may be your solution.

Jalbum: This free alternative allows you to organize photos or scans in an offline layout, and then to post your work in the Jalbum community or elsewhere. The album creation software is free to download and to use.

Drop.io: More than file sharing, this site uses a simple and clean interface to embed all types of media for playback or download.

DropBox: While this resource is traditionally effective for sharing desktop files 'in the cloud', it can also be used to help students collect their work into one online location.

For those looking for an e-portfolio reference to share with colleagues, you might find what you're looking for in the JISC document Effective Use of e-Portfolios.

Are there other e-portfolio tools you'd recommend?

Photo Credit: Lionel Torres

So Much to EMBED, So Little Time...

Many creative elements on the read/write web can readily be embedded within blogs, wikis, homepages, and online courses. Here are just a few examples of what you can do with embed code:

Embed a Video: Create a video in minutes with Animoto, or grab a favourite video from the TED conference or from YouTube, TeacherTube or Blip.tv;

Stream a Live Event: Use video with UStream.tv or Live Blog with Cover-it-Live.

Invite a Response: Video, audio or text responses are possible. Consider using Seesmic, or VoiceThread. Each requires an account to harness it's two-way channel, but the potential is great.

Share Lessons: Digital lessons from slideshows on Slideshare or SlideRocket, to Jing screen capture demos on Screencast.com, and timelines at TimeToast.com are suitable to 'click-copy-embed'.

Gravitate to Google: Embed a Google Map or satellite image (just click the word 'link' above any map for the code); launch a survey with Google Docs (use the share tab); automate an RSS feed to appear on your site from Google Reader (from 'manage subscriptions', select the 'folders and tags' tab, and select 'add a clip to your site'). The expert user will automate content appearing on a site, by applying (and deleting) specific tags to subscribed posts, podcasts, photos...

If you'd like to learn more, you may be interested in "The Magic of Embed Code" on the Teacher 2.0 Podcast.

Photo Credit: liamngls

Uncommonly Creative Craftsmanship

Educators can learn a lot from the messages crafted by Lee and Sachi Lefever at Common Craft. This team is very effective at explaining the hows and whys of evolving web technologies, through the manipulation of simple hand-drawn paper cutouts, choreographed to a 'plain English' voiceover. The power of the explanations, lies in the fact that the hosts use common real world situations in order to make the tools relevant for the audience.

Here is an explanation I've been waiting for: Podcasting in Plain English:



I'd love to see similar videos produced specifically for teacher and student audiences, and I think this chore is best left to the learners themselves. While most would be prone to mimicking the Common Craft technique, I'd recommend that students develop and implement their own styles using live action, animation, or photography. Tune in to 'Learning in Virtual Worlds, 'today's Teacher 2.0 podcast for ideas about how to engage students in this type of work.

If you'd like to see more Common Craft explanations in Plain English, or if you or your students would like to contribute your own explanations, take time to visit the Web 2.0 Wiki-Dictionary.

Twitter: The New Water Cooler

Alternate title: Twitter and Two Degrees of Separation...

When working at the office, it's common practice that the most interesting things you learn in a day, are shared at the water cooler. It makes sense then to have a Web 2.0 water cooler, and I would suggest that the best such water cooler we have is Twitter.

Note: This image is actually a flock of seagulls!


Social networking works at the water cooler, and it works on Twitter. Think about it...
You find something worth sharing... you tweet; You begin work on a new project... you tweet; You're looking for assistance with a problem... you tweet.

The power of the 'Twittersphere' became real to me last evening around 8:00 p.m. when I was 'Uptoned'! It was noon in Australia, and our southern colleagues were just beginning to consider an invitation I'd left on Al Upton's 'Order for Closure' blog post (among what now sits at over 200 comments!). Until today, that was the only place I'd posted a link to a policy development wiki that might save other students from being denied the opportunity to write on the web.

With Al's catching up on the many responses to his blog post, he encountered my suggestion, and not knowing who I was, put out the call via Twitter . It turns out, that thanks to my mini-Twitter-network, I was only two degrees of separation from Al Upton!

The evidence:
1] 7:43 p.m. EST: Al tweeted from Adelaide "Does anyone know Rodd Lucier?".
2] 7:53 p.m. EST: Sue repeated the question from Perth...
3] 7:56 p.m. Cindy picked up the connection in Calgary and emailed me directly...
4] 8:03 p.m. My inbox rang with a message from Cindy
5] 8:12 p.m. Al and I began following one another on Twitter

Tweetscan helps to tell the time-stamped story:

Twitter truly is an amazing tool for developing learning networks. The trouble is: I've now got a handful of 'twitter-mates' who will be at the water cooler while I'm sleeping!


Photo credit: Joel Bedford
Teacher 2.0 Podcast: Twitter & Two Degrees of Separation

Star Wars in my Feeds

This week was unique in a number of ways, but one common thread that connected diverse dots, was Star Wars. Although the series began over 30 years ago, it remains a pop culture staple. As evidence, here is where I encountered Star Wars this week:

1] The cutie-patootie 3 year old summarizing Episode 4: A New Hope (actually the first film) went viral on YouTube:



2] Every week, I see, but rarely take a close look at, Clay Burell's blog icon.

3] My son is hooked on both the new and the old episodes, this week, I did my computer work with Episode 2: Attack of the Clones (actually the 5th movie) in the background.

4] In talking with teachers about e-learning, one of the participants share the site 'Wookie-pedia'. The site is a wiki encyclopedia where fans of the Star Wars universe can share everything and I mean everything about the saga.

5] I couldn't resist revisiting Chad Vader, a serial version of Darth's younger brother working as a day shift manager at a grocery store:



I couldn't resist doing a podcast with selected audio from these experiences.

Sticky Wikis & PLCs

When it comes to professional development for teachers, more presentations need to model the value of read/write web technologies including the importance of informal professional learning networks. Even if we don't have time to develop and deliver workshops on how to use blogs, wikis, podcasts, or steaming video, we can raise the profile of these tools by leveraging them in our presentations.

Even if board presenters elect to use traditional 'sage on the stage' models for sharing knowledge in training sessions, school districts can engage teachers in the conversation. Using the read/write tools at our disposal, leaders can provide pre and post-workshop information; can receive feedback from attendees; and can engage educators in ongoing dialogue about the big ideas shared in a given workshop.

My personal view is that every workshop should be supported by the use of a wiki. At the very least, the wiki can provide direct access to hyperlinks, handouts, and presentation materials. At best, the wiki will be open to contributions from visitors. and will include threaded discussions that extend the conversation. I contend that such workshop sites will be sticky, leading to collective sharing and community thinking on a wide range of topics. Informal networks of teachers may well spring from the regular use of wikis, and might further develop into lasting professional learning communities.

The spin-off benefit, beyond the support for current training initiatives, might include teachers who will begin to think about how they can leverage similar tools in their own classrooms. Knowing that it is so easy to contribute to a wiki, a teacher might write her first web page by using a wiki connect with parents, students and fellow teachers. Indeed, when curriculum leaders teach teachers through the use of read/write tools like these, they teach more than they realize!

Unsure about how wikis work? Visit the Teacher 2.0 Sticky Wiki episode , or check out the video below. In the interest of full disclosure: I like WetPaint for my wikis and I think Common Craft does a great job explaining things.

A Tipping Point?

I've been following a conversation that started innocently enough, but that may herald the genesis of a major shift in the way teachers and students learn. Will Richardson in Toronto queried:

"So yesterday here in balmy Toronto, I got asked the question directly: even though we can’t be certain about what the future looks like in terms of preparing our kids for it, what, generally speaking, do we know? What general characteristics can we assume in terms of rethinking our curriculum and our practice?"

The discussion that's been percolating in the edu-blogosphere the past many months is in need of a catalyst to focus the ideas the network. In order to facilitate this group thinking and following on David Warlick's suggestion, I've opened my wiki site "Let's Ban Chalk: We've Got New Tools To Explore", to host new skills pages for teachers and students.

Reference the "What to We Know About Kids Futures?"discussion at Weblogg-ed.com, and then contribute your ideas.

The 'tipping point' that many have been speaking about can only arrive with many people choosing to learn more. To facilitate this, I've also begun a list of Recommended Edu-Blogs. If you add to this list, please provide some suggestion as to the nature of the topics being discussed on each blog.

As a network we can compile lists of e-Learning resources to scaffold the continuing education of teachers. An Electronic Portfolio page is currently under construction; please add a comment to this post if you have ideas for new pages. Your contribution to the existing wiki resource lists can be a model of professional collaboration.

We can harness the power of the Read/Write web in modeling the type of 21st century learning that can engage all types of learners...

Participate in the discussion, won't you?!
A late edit: I've recently posted a related Podcast:
3 Wishes and a Wiki Workshop

Netpodwikiblogmarking

It's a verb! You won't find the word 'Netpodwikiblogmarking' in any curriculum documents, but Teacher 2.0 will be harnessing a full range of Web 2.0 applications including networking, podcasting, collaborative wiki development, blogging, and social bookmarking. These tools are so very closely connected, that we may one day need such a multipurpose moniker.

Networked learning has never been more simple or more complex. Simple, in that those familiar with the tools, quickly come to realize that they are very user-friendly; Complex, in that there are so many choices to make in how/when/why to use any particular tool. With evolving Web 2.0 tools, educators can only truly understand their power by making productive use of them in their own personal learning.

Realizing that that these tools are tightly interconnected, and that educators have varying levels of expertise, the differentiated guide below invites you to start anyplace you like discovering the world of 'Netpodwikiblogmarking':

Option 1: It's about producing creative products. Try creating lessons in new media, then invite students to do the same. Create a podcast for your class, teaching them something by means of a self-produced audio recording. It doesn't have to be long; it doesn't have to be great. Be ready to accept criticism from your audience and invite your students to demonstrate their learning by producing their own pieces. Then make a bold step and consider posting student work online for a global audience. The same model can work for creating a webpage, a digital poster, a newsletter, an electronic portfolio... Just be sure to do it yourself first, so you can anticipate the challenges that your students will face. A great Blog to follow if you'd like to pursue novel products with e-tools is Wesley Fryer's 'Moving at the Speed of Creativity'.

Option 2: It's about collaboration. If you'd like to make meaningful connections with other teacher-learners, begin learning about tools that allow you to collaborate with others. Post to existing Wikis. (Yes, you can edit Wikipedia if you like!) Edit documents collaboratively with peers via Google Documents. Start your own Wiki page to support your own learning. A voice that seeks to provide avenues for sharing the voices of students and teachers alike is David Warlick's '2 Cents Worth'.

Option 3: It's about learning. Read Blogs. Comment on Blogs. Write Blogs. The topic doesn't matter (except that it has to be something you care about). What matters is that you become engaged in some kind of passionate discourse on the web. This public thinking will lead you to new resources be they people, websites or ideas. Explore your passions in the blogosphere. For a sample voice that challenges as much as it affirms, check out Gary Stager's 'Stager-to-Go'.


Option 4: It's about sharing the good stuff! You need to get yourself a social bookmarking space and to subscribe to some good 'gatherers' of resource links. The Clever Sheep maintains bookmarks at Del.icio.us. For more details, you can revisit my post about how you can use Social Bookmarking in the Classroom. In no time you'll be exposed to a plethora of rich resources. In differentiating for the advanced tool-user, I recommend you keep ahead on the learning curve by following Robin Good's Latest News.

Option 5: It's about networking. Through the activities above, you're bound to build relationships with others. Take time to follow like-minded folks via Twitter or Facebook and subscribe to a manageable collection of blogs. Take time to participate in the discussion by posting replies to posts that move you. To harness the power of your personal network, you can't do much better than tapping into Will Richardson's 'Weblogg-ed'.

Carve your niche! While I really believe that changing the chalkboard is the quickest way to impact education, there are many voices out there to be read/heard. Don't be shy about joining in the discussion; after all, it's what we ask of our students every day. What are you waiting for?

"Let's get Netpodwikiblokmarking!"

Let's Ban Chalk!

This weekend, I got to thinking about how history measures time periods. Knowing that the Three-Age System subdivided pre-history based on the material make-up of tools (the Stone Age, the Bronze Age, the Iron Age), I'd like to propose a system of 'ages' as a lens through which we can view classrooms in recent years.

In considering the 'tools' that have been mainstays in classrooms from the time when learning moved indoors in North America, we can frame education into three eras:

The Slate & Chalk Age (mid 1800's - present)
Characteristics: records are temporary; memory is necessary

The Paper & Pen Era (1900's to present)
Characteristics: records are semi-permanent; memory for homework is possible

The Web & Keyboard Period (2000's to present) Characteristics: records are of multimedia and may be historic; searchability makes memory less critical;

In looking for links to support these time periods, I stumbled across a wonderfully concise explanation courtesy of PBS.

In identifying the Web & Keyboard Period, I'm naming the period after the tools used to write, but the implication is that we have to consider this to be a period where students produce content in as many varied mediums as they experience. The true tools would include microphones, cameras, and other evolving input devices, well beyond the keyboard and mouse. Remember, in 2006, YOU were being named TIME's Person of the Year, not for your reading and writing, but as part of "a story about community and collaboration on a scale never seen before."

But many educators are still tied to both chalk/chalkboards; and paper/pen remain the preeminent classroom tool. In order to hasten the arrival of School 2.0, a time when the norm for classrooms is for the world wide web to be ever-present as the 'chalkboard', "I propose we Ban Chalk!"

While initially tongue in cheek, this proposal is one that would demand teachers change their practice. We may eventually want ban or put strict limits on paper, but I believe that the fist step is to change the blackboard. The physical space that makes up today's classroom, is reflective of rooms over 100 years ago. Changing the blackboard to a projection screen or SmartBoard, makes a dramatic statement to students and educators that the game has changed.

The day when it is 'normal' for classrooms to harness the power of global networking by using the read/write web along with a range of multimedia tools can only become a reality when the environment is reflective of the learning that takes place within the space.

The Stone age didn't end when we ran out of stone, it ended when people abandoned stone tools in favour of a better product. If teachers can teach this historic concept, surely we can live it!

"It's time to step away from the chalkboard and to step into the present!"

My "Down with Chalk!" mini-rant began on the Teacher 2.0 Podcast.

New Conversations for a New Year

Many forward thinking educators find themselves teaching with their classroom doors closed in order to avoid conflict with their colleagues who are teaching in more 'traditional' ways. If you are a teacher who would rather have the students speak, than have your own voice be heard; If you are a teacher who would rather have students work on engaging cross-curricular projects, than turn pages in textbooks; If you are a teacher who would rather provide access to a real world audience for student work, than grade and return student assignments, then there is a high probability that you are in need of opportunities to connect with like-minded educators!

The reality in the many schools I've taught in, and visited, is that teachers who strive to engage their students in engaging projects, often run the risk of being seen by their teaching collagues as 'rebels' or worse yet, teachers who lack 'discipline'. The fact that a teacher might have students up and out of their desks, speaking with other students, and demonstrating learning with tools other than pencils, pens and books, must be threatening to those who have only experienced working with compliant students sitting in rows and following the lead of the 'sage on the stage'.

Rather than engaging in meaningful collaborative learning with neighbouring teachers (whose doors might also be closed... if only to keep their students from seeing your active learners), educators on their way to becoming 'Teacher 2.0', might be better to open discussions with peers whose classrooms are undertaking similar transformations: moving from the teacher-directed model to more constructivist, project-based learning approaches. Luckily, many of these teachers have opened virtual doorways to their classrooms via the World Wide Web.

While you may or may not have your students use read/write tools like Wikis, Blogs, and Podcasts, you might well find inspiration from seeing the work of others who are leveraging these tools to engage in global conversations. I know that many of these classrooms/teachers are looking to network with other classrooms from around the world, so by all means, consider participating in the discussion!

Conversation Starters:

View some Teacher/Classroom Blogs: http://classblogmeister.com/
EduBlog Award Nominees: http://edublogawards.com/
Educational Podcast Network: http://www.epnweb.org/

A few Folks you might want to meet/read:

Wesley Fryer: http://www.speedofcreativity.org/
Will Richardson: http://weblogg-ed.com/
Bob Sprankle: http://www.bobsprankle.com/welcome/welcome.html