1. Using the Ultranet for personal learning goals and learning portfolios

2. Personal Learning Goals
Personal learning goals are about students becoming active participants in the learning process, empowering them to become independent learners, and motivating them to achieve their full potential.
Within the Ultranet, all students will have an eXpress space. This is a personal space for:
Students to create a list of learning goals that are captured in the Ultranet.
Students to reflect on their progress against the learning goals throughout the year.
Teachers to comment on learning goals and reflections, with the potential to replace some of the requirements on existing student reports.

3. eXpress Spaces (Release 1)
Using the Ultranet for learning goals and a learning portfolio
eXpress Spaces (Release 1)
Student’s personal space
a place for goal setting, reflection, sharing, creating, learning…
Appearing by default:
Home Page (eXpress) – wall, blog, image gallery, learning contacts,
With tabs to…
Learning Portfolio –blog, wiki, viewers
Learning Goals- wiki, viewers
Profile
All spaces can be customised.

4. Using the Ultranet for personal learning goals
Each student will have a learning goals space
Students list learning goals
Teachers have the ability to comment on learning goals and student reflections
Students reflect on their learning goals

5. Example of a Learning Portfolio Page

6. Example of a Learning Portfolio Page with a VELS focus

7. Why use the Ultranet for Learning Goals and Learning Portfolios?
Learning goals can be explicitly linked to learning portfolio
Space for teacher comments and ongoing monitoring of goals and portfolios
Students have more control over setting goals and monitoring their own learning
Variety of media to show learning scanned work, digital images, photos, voice recordings, videos etc
Can allow access for other teachers to monitor or comment – useful for secondary or specialist subjects
Access for parents in Release 2 to share in child’s learning, goal setting and reflection
A move towards more personalised student curriculum
Ability to update goals and reflect new priorities as needed
Students can have multiple pages for different goals and portfolio categories

8. Coaches and Lead Users will need to ensure connections are made between…
Philosophy - WHY
Pedagogy - HOW
Place - WHERE
So there is a improvement in teaching, learning, assessment and reporting

9. Getting started….. What are SMART goals?
Specific
Measurable
Actions
Realistic
Timely
Think about the purpose and pedagogy relating to Learning Portfolios
Who is responsible for Learning Goals?
How will students reflect on their work
How do students use Learning Portfolios to show evidence of learning or achieving Learning Goals

10. Planning for the Ultranet – A whole school focus on Learning Goals and Learning Portfolios
Planning for Implementation
Implementing
Choose school focus
All teachers in the school will use eXpress for student Learning Goals and Learning Portfolios
Students will develop literacy and numeracy goals with one personal goal
Tasks to do before deployment
Students develop their learning goals and identify work that they will upload into their eXpress Learning Portfolio to provide evidence of learning.
Professional Learning Strategies
Ultranet overview presentation to whole staff
Whole staff session on using eXpress space
Lead Users run weekly in house professional learning sessions on different elements of eXpress
Peer Coaching program established to support using the Ultranet in class
Think about the purpose and pedagogy relating to Learning Portfolios
In addition
Individual teachers online support modules to learn how and why to use the different functionality. If appropriate these teachers can support Lead Users by running sessions as part of in school professional learning.
School type that this would suit
All schools, however would work well in a small-medium primary or special school

11. Smart Goals - Specific
A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:
Who: Who is involved?
What: What do I want to accomplish? (could link to a VELS domain Melbourne Goals)
Where: Identify a location
When: Establish a time frame
Which: Identify requirements and constraints
Why: Specific reasons, purpose or benefits of accomplishing the goal, could relate to a VELS progression point.
Example: I would like to be better at …. because …….

12. Smart Goals - Measurable
Your goal should be such that when you are through you have some tangible evidence of completion. Establish concrete criteria for measuring progress toward the attainment of each goal you set.
To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished? Map your progress by including and linking to evidence in your learning portfolio.
Example:
I know I will have achieved my goal when I …..
I will know that I am improving when …..

13. Smart Goals - Actions
You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Your goal should be set by you rather by someone else.
You know best your strengths and weaknesses, and can use this information to maximise your chance of success.
Example:
I can achieve my goal by ….. (outline your strategy)

14. Smart Goals - Realistic
Don’t plan to do things if you are unlikely to follow through. Better to plan only a few things and be successful than to plan many and be unsuccessful. Success breeds success!
Start small, with what you can do, experience the joys of meeting your goal, and then increase the amount of challenge you give yourself.
Example:
I can seek help from …..
I will aim to complete by … then (set short term successes)
The first thing I can do is ….. the second thing I can to is …

15. Smart Goals - Timely A goal should be grounded within a time frame.
With no time frame tied to it there's no sense of urgency.
Example:
I will achieve my goal by …..(set milestone dates)
I will achieve my goal by …..(set an end date)

16. Monitoring Learning Goals on the Ultranet
The Learning Portfolio is a place where students can showcase selected artefacts that demonstrate their learning.
Linked to reflection comments within the goals section.
Students will also be able to have blogs, wiki’s etc to monitor their learning.
Schools could consider setting aside time for regular individual conferencing with students.
Assessment rubrics and structured progress reports can also assist monitoring.

17. Reporting on Learning Goals
The Ultranet will provide an ongoing space where parents, students and teachers can see the status of student goals and achievements.
At the end of specific tasks or units students need the (structured) opportunity on reflect upon their achievements and set new goals for improvement.

18. Using the Ultranet for Learning Portfolios
The Ultranet will make available learning portfolios for all students from P-12 and all teachers.
The portfolio will follow the student throughout their school life. It will be viewable by the student themselves, teachers at their school and the student’s parents.
The inclusion of the learning portfolio in the Ultranet should overcome previous technical difficulties, leaving teachers and students to concentrate on the learning benefits.

19. Learning Portfolios What do they look like? sound like? feel like?
What are the similarities/differences between teacher and student portfolios?
Powerful Learning through the use of Digital Portfolios
Daylesford Primary School

20. What is a Learning Portfolio – Brainstorm Activity
Personalisation
Reflection on learning goals
Learning process
Student controlled / managed
Creativity
Self monitored
Presenting and publishing
Organising and planning
Student managed
Self esteem
Responsible
Journey
Individualised
Celebration
Transition
Recording and storing evidence
Feedback and Collaboration
Life long learning
Evidence of learning / progress
Reflective / reflections
Engagement and motivation
Peer feedback

21. Some definitions
Learning Portfolios are collections of student work that richly represent the learner and provide authentic evidence of learning. They demonstrate evidence of the student’s efforts, progress and achievements in one or more areas, and illustrate a learning journey.
Learning portfolios are ongoing, student managed selections of authentic evidence of their learning progress.
Learning portfolios help students reflect on their learning by
Encouraging thinking about processes used and achievements
Thinking about how they might do things differently

22. Learning portfolios are a vehicle to capture a range of evidence of the Standards in the Victorian Essential Learning Standards - demonstrating students progress against the standards. In addition they are an excellent resource for improving the quality of reporting to parents.
Three core, interrelated strands
Physical, Personal & Social Learning
Discipline-based Learning
Interdisciplinary Learning

23. Physical, Personal and Social Learning
Knowledge, skills and behaviours in:
Health and Physical Education
Interpersonal Development
Personal Learning
Civics and Citizenship

24. Interdisciplinary
Knowledge, skills and behaviours in:
ICT
Thinking Processes
Communication
Design, Creativity & Technology

25. ICT Standards
Level 3 - students are required to create and maintain a bank of digital evidence (ePortfolio) of their learning.
Level 4 - students are required to “create and maintain an up-to-date, logically structured bank of digital evidence”.
Level 5 - students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge. Personal learning standards.

26. Do we measure what we value or are we valuing what we can measure?
Not everything that counts can be counted and not everything that can be counted counts!
A pig doesn’t get fatter just because you measure it!

27. Assessment of..
Teachers and students can use the Learning Portfolios as evidence of learning and to make judgments on student achievement against goals and standards.
Assessment for..
Teachers can use the Learning Portfolios to make inferences about student progress and inform teaching.

28. Assessment as..
The Learning Portfolios become evidence of student reflection and monitoring their learning over time and can inform their future learning goals.

29. Learning Portfolios provide opportunities for parents to share and participate in students’ education as partners - providing comprehensive information to support Student Reports.
3 Way Conferences
Links to Ning

30. Purpose
Learning portfolios encourage student self-reflection and awareness, enabling them to take greater responsibility for their own learning by:
Monitoring and evaluate the capabilities of the student
Recording and storing evidence, building a lifelong academic body of work
Engaging and motivating
Encouraging organising and planning
Allowing feedback and collaboration
Presenting and publishing
Through personalising and creatively demonstrating their learning
It’s a tool for students to communicate what they know and can do

31. “It gave us a meaningful purpose to learn IT skills.” Teacher
“The most valuable thing I have learnt about myself is that I can be proud of myself.” Student
“It gave us a meaningful purpose to learn IT skills.” Teacher
“It is long and hard. The interesting thing about Digital Portfolios is that you learn more about yourself.” Student

32. “Portfolios were utilised in student led interviews where students share and demonstrate their learning with parents. The effect has been quite profound with many parents seeing a side of their children that is often not revealed at home.”
Corrangamite Southern Cluster
Student led conferences led to an increased sense of accountability by students in the completion of their work.
“Students who didn’t have much in their portfolios in June, at the student led conferences, made sure that they had worked on their digital portfolios for the November conference.”
Croydon Cluster

33. “Student led interviews were the perfect vehicle for students demonstrating ownership of the learning process and are purposeful with a real audience provided to showcase learning.”
Croydon Cluster

34. How to define ‘effective’? What criteria will I use?
THINK PAIR SHARE
THINK
How can learning portfolios enhance and support effective learning and assessment in our schools?
PAIR
SHARE two key points with a partner.
REPORT BACK on behalf of your partner to your table group.
How to define ‘effective’?
What criteria will I use?

35. Supporting Teachers
“Getting all teachers ‘on board’ and willing to take the
risk of experimenting with Learning Portfolios. As we are
a large school, we have teachers of various ICT skill
levels and therefore ‘readiness’. We must encourage
staff to understand that the process is one of growth for
both themselves and the students and that knowledge
of ICT is to be shared - not necessarily taught by the
teacher to the students.”
Darley PS

36. Learning Portfolios - Content
Product - actual work samples, learning opportunities
Process - students’ reflections of their learning, outlines, drafts, strategies used
Perceptions of learning -attitudes, motivations, self assessments and goal setting

42. An Example of a Focus Area : Creative Designer
Indicators
Curiosity
Changing ideas and using in a different way
Problem solving
Frequent reflection, revising and learning from mistakes
Tolerance for ambiguity and uncertainty
Imagination
Identification of a source of inspiration
Logical thinking
Reasoning
Stems or prompts
Head
Wonderings (curiosity)
I’ll find this out by (problem solver)…
I think we should…
I changed my thinking because…
I was surprised that….
Heart
I want to know this because…
I want to do this because…
I am feeling … when I’m creative because….
I really wanted to find out…
Teacher prompts
Tell me about other options you’ve considered
Could you show me this in a different way?
Links to evidence (Hands)
Ideas map
Sequence of still photos showing our progress over time with audio track e.g. Photo Story
Thinking log (before, during after)
Interview with others to gauge reactions to work and my role in it
Photos or video of final product or presentation
Outline of research conducted
Reflections on inspirations and challenges

46. What needs to be considered to develop Learning Portfolios?
What is the purpose of Learning Portfolios
What are the benefits of Learning Portfolios as contemporary learning tools?
Who is the audience for a Learning Portfolio?
What are Learning Portfolios?
How do we encourage students to develop the language of learning?
How do you develop Learning Portfolios in the Ultranet
What skills do staff and students need to develop Learning Portfolios?
How and when will staff and students learn the Ultranet functionality to create Learning Portfolios?
What are the benefits for reporting to parents?
How can Learning Portfolios relate to outcomes in ICT, personal learning, communication and thinking processes?
What is the criteria for a quality learning portfolio? eg: reflection, dialogue and decision making, evidence?
Do teachers understand what it means to manage and maintain a Learning Portfolio and embed the process into curriculum?

47. Considerations and discussion - sharing experiences:
What skills do students need to develop Learning Portfolios?
Organisation - time/all aspects
Report writing
Reflection
Goal Setting
Multiliteracies - visual literacy, digital literacy
Technical skills
Criteria to select what is selected as a sample/evidence

48. Let the picture tell a story about you!

49. What advice do we need to give schools?
Prepare well
Start small and early in the year
Discuss it with students to give them a sense of ownership
Revisit throughout the year
Go for quality over quantity
Include student reflection and teacher feedback (remember it will be viewable by other staff for years to come)
Involve the parents
Think P-12
Learning Portfolios are best used discriminately, rather than aiming to represent all student learning.
Students need support to develop skills and concepts eg language of learning

50. What resources will teachers need?
Suite of templates to teachers or students could select from to adopt or adapt.
Web resources
Personal Learning Goals home
Developing, monitoring and reporting on personal learning goals booklet
Digital Portfolios
Digital portfolio resources (DEECD)
Readings
Facts sheets and support modules to come