Innovation Project Update (5320)

Innovation Project Update

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The implementation of ePortfolios in my educational setting aims to enhance student engagement, goal-setting, and self-reflection while transitioning from traditional physical binders to digital portfolios. Providing students with the chance to actively engage in their learning fosters opportunities related to the initial component of the COVA framework, which is Choice. Learners the freedom to decide (C) how they want to organize, structure, and present their learning experiences and the evidence of their learning (Harapanuik, 2018). This initiative fosters authentic learning experiences by allowing students to document their progress, showcase their achievements, and connect their learning to real-world applications. Fostering this type of learning will take students on the journey to shift their mindset from a fixed to a growth mindset. This innovation plan will aide me when considering my Action Research Question: How does implementing ePortfolios impact student engagement, goal-setting, self-reflection, and real-world learning connections compared to traditional binders?

Goal:

Shift from physical LIM notebooks to ePortfolios

Purpose:

Boost engagement, self-reflection, and real world connections

Vision:

Encourage students to take ownership of their own learning

Innovation Project Progress

Where I Am Now

I have completed key components of my innovation plan, including:

Literature review & research supporting ePortfolios’ impact on student engagement
Teacher and student modules on how to effectively use ePortfolios
Initial implementation with select groups according to my implementation outline

Remaining Tasks:

Collect and analyze student feedback on the effectiveness of ePortfolios
Expand implementation across additional grade levels
Finalize and share a professional learning framework for teachers
Completion Goal: Within the next academic year
Explore how ePortfolios can enhance Blended Learning instruction already in place in our classrooms

What Could Be Improved? per observations and surveys

More Structured Rollout: Some students struggled with getting started due to the learning curve of digital tools.
Clearer Guidelines: Refining expectations and rubrics for portfolio quality and depth of reflection.
More Frequent Check-ins: Scheduling regular feedback loops to support students and teachers.

Key Reflections on the Learning Process

What Worked Well? per observations and Student, Teacher, Parent Surveys

Student Ownership & Engagement(COVA): Learners embraced the ability to curate their work and reflect on progress.
Impactful: The project has the potential to expand across multiple grades with proper training and support.
Insightful: Students encouraged to thoughtfully assess their own growth.

Lessons Learned

Change Requires Patience: Some educators needed more time to adjust to digital tools.
Student-Led Learning is Powerful: Giving students choice and voice increased motivation and effort.
Technology Should Support, Not Distract: Simplifying tools and ensuring accessibility is critical.

Promoting & Communicating My Innovation Project

To gain broader adoption, I plan to:

Host professional learning workshops for educators
Create an online resource hub with tutorials and best practices
Encourage students to share their portfolios with parents and peers

Looking Ahead: Applying Lessons to Future Innovation Projects

Prioritize Stakeholder Buy-in Early (Crucial Conversations): Engaging teachers and administrators at the start can streamline implementation.
Pilot with a Smaller, More Controlled Group First: Testing ideas with a manageable group before scaling up ensures smoother transitions.
Gather Feedback Continuously: Creating a culture of ongoing reflection and improvement makes innovation more sustainable.

This innovation project is more than just a digital shift—it’s a pedagogical transformation and a shift in the learners mindset. The use of ePortfolios is preparing students with essential skills in self-reflection, digital literacy, and goal-setting. While challenges remain, the potential impact on student ownership and lifelong learning is undeniable. As I continue refining and expanding this project, I am excited to see how student-centered, authentic learning will evolve in my educational environment.

References:

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

ePortfolios Explained: Theory and Practice. Centre for Teaching Excellence, University of Waterloo.

Harapnuik, D. (2017). CSLE + COVA. https://www.harapnuik.org/?page_id=6988

Harapnuik, D. (2018). It's about learning. https://www.harapnuik.org/?page_id=6991.

Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences (2nd ed).

Perkins, Peggy G. (2012) Portfolio assessment in an elementary school: A model to facilitate preparation, International.