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Teacher Education E-portfolios
 

Teacher Education E-portfolios

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  • NOTES Expectations of showcasing electronic evidence of student accomplishments have grown significantly in the past two years and will continue to accelerate. For example some employers require electronic copies of placement files and are more closely examining e-portfolios as complements if not replacements to standard binder portfolios. Initially tools for creating e-portfolios were cumbersome, difficult to use-and-access, expensive, and proprietary. The transition to social media environments-tools (e.g. Facebook, Flickr, Blogger, Twitter) have accelerated the movement towards owned, user (student) created content. As we know these tools are easy-to-use and created with a web browser. The adoption of Google Apps with Google Sites has provided a promising – if not perfect - solution for Elmira College students to create e-portfolios in a web 2.0 environment. Students have the opportunity to create and offer substantial evidence of their academic work, experiences, and engagement in technology for their future employers. Refer to this article http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/ Although participation is voluntary you have the opportunity to create and own substantial evidence of your academic work, experiences, and engagement in technology for your future employers. You should also know that an increasing number of schools are using Google Apps EDU and other web 2.0 technologies. Recommendations for K–12 teachers • Be as fearless as your students in trying new technologies. • Seek out or create opportunities to collaborate and learn from your peers. • Evaluate continuing education opportunities. • Communicate with parents.
  • Engage and Empower: Goal All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.
  • http://knol.google.com/k/electronic-learners-portfolios
  • Point out key trends. Can we put this into a one or two sentences! Authentic student-centered multimedia content that crosses curricular learning resulting in engagement, reflection, and change over time.
  • Lack of curricular coherence : transfers, double majors, online courses, connection between courses, Increasing demands of information rich environment and challenge of transforming knowledge through reflective thinking, Growing importance of out-of-class experiences (Term III abroad, internship, community service, summer experiences, clubs and organizations, etc.). Students ’ lives are highly scheduled, leaving little time to reflect on their own. “The College seeks to blend theory with practice beyond the classroom and has devised co-curricular experiences in intercollegiate athletics, career planning, residence life, student activities, and student leadership which complement academic programs.” Wesch: Our students have no idea, contrary to the digital native stuff, how to harness new media to enact change. Chen - Nowadays, students have a double major, or transfer from a community college, or take time off to work, or take some classes online. The result: a real lack of curricular coherence. Students have to take a greater responsibility for their learning, and for making sense of the various pieces of the process. ePortfolios can help them do that.” Growing importance of out-of-class experiences (clubs and organizations, internship, community service, summer jobs, etc.) Students ’ lives are highly scheduled, leaving little time to reflect on their own. Wesch: “Our students have no idea, contrary to the digital native stuff, how to harness new media to enact change.” Chen – “Nowadays, students have a double major, or transfer from a community college, or take time off to work, or take some classes online. The result: a real lack of curricular coherence. Students have to take a greater responsibility for their learning, and for making sense of the various pieces of the process. ePortfolios can help them do that.”
  • International and Community Dimension: It is increasingly important for students to enrich their academic experience by learning second languages, studying abroad, engaging in international studies and activities, experiencing different cultures.
  • Collect, showcase, connecting experiences. Reflection, commenting/feedback, documenting progress, IMAGES: http://www.hastebc.org/connect, http://www.tft.ucla.edu/calendar/performance/design-showcase-west/,
  • Students acquire meaningful technical skills including Web page design and publishing, hypertext, working with digital and social media, and file and folder organization. Furthermore these skills are enhanced, interacting with each other during the e-portfolio building process. In general, the longer the process the more these skills are reinforced and retained.
  • To encourage students to take responsibility for their own learning their portfolio must be purpose-driven, provide opportunities for growth and development over time, relate to their learning, and include meaningful goals. Scaffolding is an essential part of an e-portfolio and parallels the student – teacher ownership curve. Reference: http://serc.carleton.edu/NAGTWorkshops/webdesign/Scaffolding/ Refer to Barnstable ’s 41 Benefits of an ePortfolio : http://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/
  • This cartoon illustrates the need to develop different portfolios to meet student, faculty, and institutional needs. Can one e-portfolio software application provide tools for all types of e-portfolios? Development, showcase, assessment, course, program, institutional, and now career development.
  • The essentials: Design with a browser so it ’s easy, file storage & management, reflection, after graduation (“lifetime”), free to students, protected domain, access anywhere.
  • Gsites provides many tools to easily create a web site: themes (design layouts), customization of colors, site layout, templates (List, File Cabinet, Web Page, and Announcements), Navigation Manager, gadgets, and Edit HTML editor. There are also templates (theme, customized colors, layout, and pre-designed pages) available to easily create a full site template.
  • Students can create initial e-portfolios that are within the protected elmira.edu domain and then expand to the public after. Students can also restrict viewing to invited Google Apps users. The single sign-on allows students access to GMail, Calendar, Docs, Sites, and recently added applications such as Blogger, Reader, and Picasa.
  • Reflecting 4 ways with examples: http://kbarnstable.wordpress.com/2009/07/27/edst499k/
  • 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. – Helen Barrett. Students can use the Announcements page to write a reflective journal of their learning activities (see example https://sites.google.com/a/brvgs.k12.va.us/minnickinternship/journal) and Google Sites pages to write reflections on their artifacts (http://sites.helenbarrett.net/portfolio/how-to). Blogs provide tools for commenting by all readers, expanding opportunities for interactive dialog.
  • Reflect on your teaching, classroom, and out-of-classroom experiences. In a professional e-portfolio these reflections would show your growth and development as an educator.
  • The National Education Technology Plan: http://www.ed.gov/technology/netp-2010 “The National Education Technology Plan, Transforming American Education: Learning Powered by Technology , calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.” The section Teaching Prepare and Connect: Teaching today is practiced mostly in isolation and many educators have little interaction with colleagues or outside experts. However, technology provides incredible opportunities for self-motivated educators to participate in learning and support networks and connect to resources that empower them to become constant learners and effective teachers.
  • Summary of tips on how to get started during your term of student teaching. Let ’s take a closer look.
  • Collecting artifacts is something you should be doing already – make sure you organize and have backups. Explain advantages and drawbacks of each storage tool.
  • This Campus Computing Project chart shows a steady but marked increase in e-portfolio services from 2003 to 2010 with the exception of large universities, which appear to be leveling off possibly due to budget cuts.
  • Rubrics - provide expectations for students and create a structure for joint assessment of student work with their teachers.
  • Although Google Docs provides storage of artifacts, files are limited to 1024KB. Tip: create shared public folder in your Gdocs space and create artifacts directly on the server and save them this folder. Link to these documents from Google Sites provides dynamic updates (e.g. Google Spreadsheet survey, resume). Dropbox (free version 2GB) provides syncing and backup to your personal computer(s) with sharing, although careful setup required. Upload shared published documents to Drop.io for convenient access. Media and document handling and display on the Web is excellent.

Teacher Education E-portfolios Teacher Education E-portfolios Presentation Transcript

  • Teacher Education E-portfolios Joe Fahs Director of Academic Technology Services Elmira College http://sites.elmira.edu/it http://delicious.com/teachlearntech/teachered
  • Engage & Empower: E-portfolios
    • Technology also gives students opportunities for taking ownership of their learning .
    • Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals; express their own views of their strengths, weaknesses, and achievements; and take responsibility for them.
    • Educators can use them to gauge students' development , and they also can be shared with peers, parents, and others who are part of students' extended network. 
    Engage & Empower with e-portfolios: http://www.ed.gov/technology/netp-2010/learning-engage-and-empower
  • Engage & Empower: E-portfolios
  • Assessment: Measure What Matters
    • Many schools are using electronic portfolios of students' work as a way to demonstrate what they have learned .
    • Although students' digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes.
    • The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria.
    • Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. 
    Measure what matters with assessment: http://www.ed.gov/technology/netp-2010/assessment-measure-what-matters
  • Assessment: Measure What Matters
  • Traditional E-portfolio Publishing Files & Folder organization Publishing Media Static desktop or Web tools Pages, slides, & cards
  • Interactive E-portolios Google Docs Artifacts
  • The Tweeple Have Spoken!
      • Robin Thailand “A WORDLE on ePortfolios created by Twitter submissions http://twitpic.com/1bv58m ”
  • Isolated Islands of Knowledge Academic Programs: out-of-class Co-curricular Experiences Informal Learning IMAGE http://futureperfectpublishing.com/2008/01/25/fragments-of-our-imagination CHEN http://campustechnology.com/Articles/2007/10/ePortfolios-Meet-Social-Software.aspx Academic Programs: in-class
  • Outside the Classroom
  • Goals for Students http://www.facslearning.net.au/moodle http://catherineaseo.blogspot.com http://nickrate.com/2009/12/02/portfolio-visualisation/
  • What Students Acquire http://www.usi.edu/distance/bdt.htm
  • Student Ownership Growth, development over time Control over content, design Feedback from faculty, peers Lifelong learning Authentic Purpose-driven http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/groups.htm
  • Many Faces of E-portfolios http://maode.wordpress.com/2009/09/20/what-is-an-eportfolio/ Career Assessment Learning
  • Essentials @elmira.edu
  • Tools
  • Google Apps EDU Domain Internet Google Apps @elmira.edu
    • Elmira.edu identity
    • Protected domain
    • No ads
    • Yours to keep
    • Single sign-on
  • Reflection We do not learn from experience…we learn from reflecting on experience . – John Dewey. http://kbarnstable.wordpress.com/2009/07/27/edst499k/ Back Outword Forward Inward Four dimensions of reflective learning: Thinking …
  • Reflection Tools Artifact link to reflections
  • Google Sites Template http://sites.elmira.edu/teachered
  • Google Sites Blog http://sites.elmira.edu/teachered/reflections
  • Teaching: Prepare and Connect Teaching: Prepare & Connect http://www.ed.gov/technology/netp-2010/teaching-prepare-and-connect
  • Getting Started (Term III)
    • Bookmark model e-portfolio sites and tag them (Delicious)
    • Collect your artifacts and reflections (storage, conversion, file types)
    • Use Gsites to create basic menu with link to pages; choose a simple template
    • Create Announcement pages to create a blog such as a journal of your reflections
  • Collect Artifacts and Reflections U-drive Hard drive External USB USB flash drive Do not put everything in one basket!
  • Wordnik.com Language is not created in a vacuum http://www.wordnik.com/words/onomatopoeia
  • End of Presentation Glossary slides and credits follows
  • Intro to Bulletin
      • “ Elmira College seeks to blend theory with practice beyond the classroom and has devised co-curricular experiences in intercollegiate athletics, career planning, residence life, student activities, and student leadership which complement academic programs.”
  • Rubrics Rubrics for Bloom ’ s Taxonomy http://www.uwstout.edu/soe/profdev/eportfoliorubric.html
  • Cloud Storage of Artifacts E-portfolio Evernote Google Docs