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Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
Thinking Outside the Binder: Online Portfolios for Professional Review
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Thinking Outside the Binder: Online Portfolios for Professional Review

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  • 1.  Thinking Outside the Binder: Online Portfolios for Professional Review John Barritt Academic English Studies Lewis & Clark College
  • 2. Online Portfolios  Process = professional development  Cultivate technological literacy  Exposure to new tools for classroom
  • 3. Getting Started  Identify / bridge gaps in tech literacy  Adopt a pedagogical stance that targets “multiliteracies”
  • 4. Multiliteracies  The New London Group (1996)  Literacy includes “negotiating a multiplicity of discourses.”  Take into account “culturally and linguistically diverse and increasingly globalized societies.”  “[T]he proliferation of communications channels and media supports and extends cultural and subcultural diversity.”
  • 5. Future of EAP  Preparing learners for participation in global discourse communities  Peer networks  “Cultural and subcultural diversity”  Alternatives to western-centered research discourse (e.g. journals)
  • 6. Documentation  Blogs  Videos  Podcasts  VoiceThreads  Discussion Forums  Moodle Pages  PowerPoints  Images  PDFs
  • 7. Tagging  Non-linear organization  Facilitates sharing across global peer networks  Indicate interrelationships  An added layer of meaning
  • 8. StudentWork  Public  Portable  Private (password protected)  Connected
  • 9. Advantages Over Binders  Preservation of artifacts in a digital format  Portability  Accessibility
  • 10. Multiple Intelligences  Support your own learning preference  Photos / videos of classroom activities and field trips  Video commentary  Audio commentary  Mindmapping (lesson design)  Workshop presentations
  • 11. Promotional Materials  Accessible  Showcasing use of Web 2.0 tools in classroom  Increase visibility of program
  • 12. Remembrances ofThings Past  The changing face of the technological landscape  The case of Ning
  • 13. Archiving Artifacts  Jing  Screenshots  PDFs
  • 14. Social Media = New Opportunities  To engage students linguistically  To receive input / produce output  Situate language learning in contexts that are socially meaningful to them
  • 15. Portfolio 2.0  Opportunities to master Web 2.0 tools  “Communicative competence” for the digital age  Wash over to paper-based colleagues  Exposure to new tools for enhancing & extending the classroom experience  “Hybrid” courses, “blended” learning
  • 16. References  McKay, S. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.  The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66(1). Retrieved from http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/artic  Stevens, V. (2005). Multiliteracies for Collaborative Learning Environments. TESL-EJ. 9(2).  Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

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