March 16, 2005
数字故事用于学生电子档案：对经验进行反思和提高
Digital Storytelling in Electronic Portfolios: Using Reflection on Experience to Improve
Learning for K-12 students and Teacher Professional Development.
Abstract (25 words):
Digital stories are short video clips, with the learner’s voice, illustrated with still images. This highly motivating strategy uses multimedia technology to engage learners in reflection.
Objectives of the Program
Participants will become aware of using the process of digital storytelling in electronic portfolios for K-12 schools, teacher education and professional development Participants will understand the role of digital storytelling in improving reflection on deep learning.
Evidence Base (research, expert opinion, theory)
Electronic portfolios can have multiple purposes: as assessment tools to document the attainment of standards (a positivist model--an assessment portfolio); as digital stories of deep learning (a constructivist model--a learning portfolio); and as digital resumes to highlight competence (a showcase model-- a marketing/employment portfolio).
In her recent webcast on “Electronic Portfolios: Why Now?,” Barbara Cambridge of the American Association for Higher Education, identified these principles of deep learning, which involves reflection, is developmental, integrative, self-directive, and lifelong. An electronic portfolio should support all five of these principles.
Research reported at AERA in the last five years (Breault, 2000; Placier, Fitzgerald, and Hall, 2001; McCoy & Barrett, 2004; Wieseman, 2004) has highlighted dissonance in the portfolio development process in teacher education. Instead of viewing their portfolios as lifelong learning tools that they want to use with their own students, teacher candidates are being “turned off” by the high-stakes assessment goals of the current tools that meet institutions’ data collection requirements, but do not give them the individuality to express their own voice in the stories of their learning journey. The challenge for teacher educators is how to encourage teacher candidates’ intrinsic motivation to maintain these eportfolios as a lifelong professional development tool, and to model a process that also works with K- 12 students. Experiences with electronic portfolios in high schools also mirror the issue of student motivation. How can we create an environment where learners want to maintain an electronicportfolio?
There is a need to implement and research technology tools and strategies that support the
constructivist approach, such as web logs (Tosh & Werdmuller, 2004) and storytelling (McDrury &Alterio, 2003) that each promote using reflection and experience to improve learning. Schön (1988) states, “…storytelling is the mode of description best suited to transformation in new situations of action” (p.26). Schön also points out: “Stories are products of reflection, but we do not usually hold onto them long enough to make them
objects of reflection in their own right…. When we get into the habit of recording our stories, we can look at them again, attending to the meanings we have build into them and attending, as well, to our strategies of narrative description.”
2
Content to Be Presented
The ancient art of storytelling can be a powerful tool for deep learning and reflection, Add today’s multimedia technology and you have a highly motivating project-based learning activity as well as a powerful artifact in an electronic portfolio. A digital story is a short digital video clip, usually told in first person narrative with the learner’s own voice, illustrated primarily with still images, and often with an added music track. In this presentation, participants will see examples of digital stories created by learners of all ages, learn about the principles of Digital Storytelling, and the variety of strategies that can be used with diverse learners, from kindergarten through graduate school and into retirement. Methods of Presenting Content A special web site and online web-based discussion will be established for this session, to highlight exemplary practices. After a brief introduction to examples of digital stories, participants will be shown where other examples can be found online. There will be opportunity to discuss the digital storytelling process, and become aware of many resources that can be accessed when they return to their home schools.
References
Breault, Richard (2000) “Metacognition in Portfolios in Pre-Service Teacher Education.” Paper
delivered to American Educational Research Association Conference,
February 11, 2004.
McCoy, A. & Barrett, H. (2004) Paper presented at the American Educational Research Association
meeting,
McDrury, J., Alterio, M. (2003) Learning through Storytelling in Higher Education.
Placier, P., Fitzgerald, K., and Hall, P. (2000) “I Just Did It to Get it Done” – The Transformation of
Intentions in Portfolio Assessment in Teacher Education. Paper presented at annual meeting of AERA,
April 2001,
http://www.coe.missouri.edu/~sti/papers/AERA2001/portfolio.pdf]
Schön, D. (1988). “Coaching Reflective Teaching” in P. Grimmett & G. Erickson (1988). Reflection in
Teacher Education. (pp. 19-29)
Stefanakis, Evangeline (2002) Multiple Intelligences and Portfolios.
Tosh, D. & Werdmuller, B, (2004) “ePortfolios and weblogs: one vision for ePortfolio development.”
Available online June 2, 2004 at http://www.eradc.org/papers/ePortfolio_Weblog.pdf
数字故事用于学生电子档案：对经验进行反思和提高
k-12学生的学习和教师专业发展
摘要：（25个字）
数字故事是简短的视频片断，加入了学习者的声音及用静态图片进行描述。这个用多媒体技术装备的，具有激发学生兴趣的策略能让学习者进行反思。
项目的目标：
把数字故事用作K-12学校，教师教育和专业发展的电子档案的过程能使参加者认识到数字故事对提高反思和深度学习方面的作用。
依据（研究，专家意见，理论）
电子档案能有多重的目的：作为证明达到标准的评价工具（一种积极的模型——评价档案）；作为深度学习的数字故事（一种建设性的模型——学习档案）；作为表现能力的电子简历（一个展示的模型——推销/应聘档案）
美国高等教育协会的Barbara Cambridge最近在网上发表了一篇题为“Electronic Portfolios: Why Now？”中确认了深度学习必须是反思的、发展的，整合的，自我指示的和终生的这5个原则。电子档案必须支持这5条原则。
在AERA过去5年的研究报告（Breault, 2000; Placier, Fitzgerald, and Hall, 2001; McCoy & Barrett, 2004; Wieseman, 2004）中强调了电子档案与教师教育发展过程的不均衡性。现在学校的电子档案只是为了满足研究机构的数据收集，而不是把他们的档案看作是终身学习的工具，没有给他们在故事中表达个人学习过程的机会。对教师级教师如何鼓励预备教师把维持电子档案作为自己终身职业发展的工具的内在动机同时也反映了k-12学生的过程模型。在高中的电子档案的经验也反映了学生动机的问题。我们怎样创建一个让学习者能维持的电子档案环境呢？
所以有必要执行和研究支持建构主义方法的技术工具和策略，如web logs（Tosh & Werdmuller, 2004）和讲故事（McDrury &Alterio, 2003）这些都运用到了提高学习的反思和体验。Schön (1988) states“讲故事是在新的行动情形下转换的最合适的叙述模型”（p.26）Schön还指出“故事是反思的产物，但我们并不能长时间的坚持把他们作为反思的对象。。。当我们把记录故事作为我们的习惯的时候，我们可以再去看它，再增加它的意义，同时以我们自己的方式叙述表达。”
展示的内容
古来的讲故事艺术是进行深度学习和反思的强有力的工具，加入今天的多媒体技术就会有一个具有很强学习动机的基于项目的学习活动，同时也是电子档案的有力文件。数字故事是一个简短的视频片断，经常是学习者自己通过第一人称来叙述，主要用静态图片来表述，经常还加上音乐背景。在这个展示中，参加者会看到来自各个年龄段的人创作的数字故事。学习数字故事的准则以及适应于不同学习者的各种策略，从幼儿园到研究生院到退休老人。内容会通过一个特别的网站和基于网络平台的在线讨论展示，来强调示范练习。在简短的介绍了一些数字故事的案例后，参加者会被展示在网上哪里找到其他的故事。有机会讨论数字故事的过程，当他们回自己学校的时候就会很清楚了。