Web-based lessons and e-portfolios Evelyn Izquierdo ICT in ELT course facilitator [email_address] UNIVERSIDAD CENTRAL DE VENEZUELA FACULTAD DE HUMANIDADES Y EDUCACIÓN MAESTRÍA EN INGLÉS COMO LENGUA EXTRANJERA Nov. 24, 2009
… simply a lesson that in some way incorporates a Web site or many Web sites. A Web-based lesson can be conducted entirely online or it can be a traditional classroom lesson with an online component…It can be used in a lesson for a variety of purposes, including research, reading, writing, publishing, communication and collaboration with teachers and learners around the world. (World Education Literacy Division, 2005)
“ … a purposeful collection of information and digital artifacts that demonstrates development or evidences learning outcomes, skills or competencies. The process of producing an ePortfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits. Specific types of ePortfolios can be defined in part by their purpose (such as presentation, application, reflection, assessment and personal development planning), pedagogic design, level of structure (intrinsic or extrinsic), duration (episodic or life-long) and other factors.“ (Newcastle University, 2008)
Purpose . Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio?
Collection/Classification. What artifacts will you include in your portfolio? How will you classify these entries?
Reflection . Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action."
C onnection/Interaction/Dialogue/Feedback . This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
S ummative Reflection/Selection/Evaluation. At the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog entries.
Presentation/Publishing . The portfolio developer decides what parts of the portfolio are to be made public.
By Hellen Barrett
What is the structure? By Evelyn Izquierdo Source: http://annualcourse2007-2008.wetpaint.com/
Welcome message : A general welcome message to your students and online visitors.
About us : A brief description about your students and yourself as a teacher. Ss’ short bios might be included and a photo, if authorized.
The project: A brief description of what the e-portfolio is all about.
3.1 Objective (s): What is expected at doing the e-portfolio.
3.2 Audience . Students, other teachers and all people who will read the e-portfolio
3.3 Steps : Every single step students have to follow in order to develop the e-portfolio, including their reflection on the work done.
3.4 Schedule : Content and activities to be posted per week.
3.5 Structure : Design pattern students should follow for their class work. If you design a group e-portfolio, you should add a page for each Team and team members.
E-portfolio (s): A collection of different woks done by the students.