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This presentation was created for my final project for CMU Off-Campus&Online EdTech program (EDU707) earlier this spring. The presentation is a snapshot of a 10-page research paper completed on......

This presentation was created for my final project for CMU Off-Campus&Online EdTech program (EDU707) earlier this spring. The presentation is a snapshot of a 10-page research paper completed on February 15, 2013. I welcome your feedback. Thank you!

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  • 1. Prepared by: RZP February, 2013Prepared for: EDU707 CMU ePortfolio Research Photo: courtesy of RZP / Images: courtesy of Clip Art •Table of Contents •Europe then and now •U.S.A. then / next / now •Canada ePEARL / ePEARL-POP •Rita’s class / status quo •Resources used This presentation has been made possible thanks to: online resources and academic journals, Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707
  • 2. Prepared by: RZP February, 2013Prepared for: EDU707 CMU ePortfolio Photo: courtesy of RZP / Images: courtesy of Clip Art •Brief background •Research findings •Applications •Pros and cons •Links with example This presentation has been made possible thanks to: online resources and academic journals, Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707
  • 3. From disks And DVDs To Internet Background Images: courtesy of Clip Art Europe U.S.A. Canada Rita’s classFrom pen and paper Portable Learning To Laptops To Cell phones
  • 4. passportEUROPE biography ELP dossier Three-ring binder Resource: European Learning Portfolio (ELP) Definition: personal document to record learning Background: since 1990 (pilot 1998-2000) Application: ownership of learning, strategy, goals Pros: promote autonomous learning, motivate Cons: get lost, occupy space, become obsolete Link: http://www.teachingenglish.org.uk/articles/portfolios-elt
  • 5. y rt ph spo r a as og P BiEUROPE D oss ELP ier Online Resource: eELP Project LOLIPOP Definition: Language Online Portfolio Project Background: since 2004 to comply with 21st century Application: enhance intercultural dimension Pros: promote interactive language learning Cons: require adjustment of current framework Link: http://lolipop-portfolio.eu/
  • 6. UNITED STATES Resource: Global Language Portfolio (GLP) Definition: electronic document to record learning Background: modeled after the ELP (~2008) Application: communication in the real world Pros: improve foreign language education Cons: based on the European framework Link: http://glp.elenes.com/index.html
  • 7. UNITED STATES Resource: LinguaFolio Definition: Online Portfolio Assessment Tool Background: adaptation of the ELP (~2008) Application: assessment in a second language Pros: improve language teaching and learning Cons: combination of European / American scale Link: http://casls.uoregon.edu/pages/tools/linguafolio.php Pilot: Mar-Aug. 2009 Revision: Fall 2009 Further developments: ongoing
  • 8. CANADA Resource: ePEARL Definition: Electronic Portfolio Encouraging Active Reflective Learning Background: research project at Concordia University Application: support active self-regulated learning Pros: positive impact on student achievement Cons: specific to Quebec education system Link: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/94/88
  • 9. CANADA Resource: ePEARL - POP Definition: Personal Orientation Project/Community of Practice Background: supported by new upgrade of ePEARL Application: support active self-regulated learning Pros: ownership of one’s own language learning Cons: specific to bilingual language studies in Quebec Link: http://www.learnquebec.ca/en/content/curriculum/career_dev/pop/POP_epearl.html
  • 10. UNITED STATES Resource: LFO to Go Definition: LinguaFolio Online Accounts on the Go Background: adaptation for mobile learning Application: evidence of learning anytime/anywhere Pros: interact with their learning ‘on the go’ Cons: trial version – results of field test unavailable Link: http://casls.uoregon.edu/pages/tools/linguafolio.php
  • 11. RITA’S CLASS From paper binders Proposal: resource tailored to AEAL Rationale: for goal setting / self-regulation Application: create, correct, publish content Pros: interact, self-correct, set goals Cons: 1st learn technology / 2nd learn with it Example: http://rita4aealeportfolio.wikispaces.com/ (pswd req’d) To multimedia binders
  • 12. STATUS QUO Research paper: submitted to administration Dialogue: initiated with funders, colleagues* Pros: creation of partnerships to launch ePortfolios Cons: compromise, delays, difference of opinion Example: Rita4OnlineTools4AEAL * Goal: launch trial version in March 2013
  • 13. ResourcesCentre for Canadian Language Benchmarks (2012) http://www.language.ca/Retrieved January 19, 2013 from http://www.language.ca/cclb_files/doc_viewer_dex.asp?doc_id=974&page_id=254Chang, Y. Wu, C.; Ku, H. (2005).The Introduction of Electronic Portfolios to Teach and Assess English as a Foreign Language in Taiwan. TechTrends: Linking Research & Practice to Improve Learning. ERIC (ProQuest), 49 (1), 30-35. (http://tinyurl.com/addknsx)Retrieved January 23, 2013 fromhttp://imet.csus.edu/imet7/margolis/283/16312720.pdfCummins, P. & Davesne, C. (2009). Using Electronic Portfolios for Second Language Assessment. The Modern Language Journal, 93 (1), 848-867 (20).( http://tinyurl.com/ajhxvq4)Retrieved January 21, 2013 from http://www.ingentaconnect.com/search/article?option1=tka&value1=electronic+portfolios&pageSize=10&index=6Hiles, H. (2013). Five Ways to Use Online Portfolios in the Classroom/ EdutopiaRetrieved January 22, 2013 fromhttp://www.edutopia.org/blog/use-online-portfolios-in-classroom-heather-hilesKocoglu, Z. (2008). Turkish EFL Student Teachers Perceptions on the Role of Electronic Portfolios in Their Professional Development. Turkish Online Journal of Educational Technology - TOJET7. ERIC (ProQuest) (3:9). (http://tinyurl.com/amfn7ux)Prensky, M. (2001). Digital Natives, Digital Immigrants: a New Way To Look At Ourselves and Our Kids On the Horizon, MCB University Press (vol. 9 no. 5)http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdfRichardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms California: CorwinTeaching English: Portfolios in ELT (2010)Retrieved January 20, 2013 fromhttp://www.teachingenglish.org.uk/articles/portfolios-eltThang, S.M., Lee, Y.S., Zulkifli, N.F. (2012). The Role of the Electronic Portfolio in Enhancing Information and Communication Technology and English Language Skills: The Voices of Six Malaysian Undergraduates. Computer Assisted Language Learning Journal: Routledge (25:3, pp. 277-293) (http://tinyurl.com/aag4fvl)The Theoretical Framework (companion document to the Canadian Language Benchmarks)Retrieved January 19, 2013 fromhttp://www.language.ca/display_page.asp?page_id=257Wade, A., Abrami, P., & Sclater, J. (2005). An Electronic Portfolio to Support Learning. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 31(3).Retrieved January 23, 2013 fromhttp://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/94/88
  • 14. Prepared by: RZP February, 2013Prepared for: EDU707 CMU ePortfolio Photo: courtesy of RZP / Images: courtesy of Clip Art o u! n k y T ha This presentation has been made possible thanks to: online resources and academic journals, Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707