The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
The document discusses ePortfolios and their use for assessment and learning. It provides examples of how ePortfolios can support assessment for learning through student reflection, self-assessment, and feedback. It also discusses how ePortfolios allow students to curate examples of their work, celebrate achievements, and take ownership of their learning. The document advocates for a process-oriented approach to ePortfolios and includes a model of the ePortfolio learning cycle that engages students in goal setting, collecting work, reflecting, and achieving success.
The 10 step plan outlines a process for schools to implement ePortfolios. The steps include: researching best practices; defining the purpose and vision; consulting stakeholders; developing a framework aligned with pedagogy; establishing criteria for the tool; selecting a tool; educating users; implementing ePortfolios; updating policies; and reviewing progress. Key considerations include pedagogical approach, functionality needs, ownership, privacy, readiness of teachers and students, and role in assessment and reporting. The plan provides guidance to ensure a smooth and effective ePortfolio rollout.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.
The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
The document discusses ePortfolios and their use for assessment and learning. It provides examples of how ePortfolios can support assessment for learning through student reflection, self-assessment, and feedback. It also discusses how ePortfolios allow students to curate examples of their work, celebrate achievements, and take ownership of their learning. The document advocates for a process-oriented approach to ePortfolios and includes a model of the ePortfolio learning cycle that engages students in goal setting, collecting work, reflecting, and achieving success.
The 10 step plan outlines a process for schools to implement ePortfolios. The steps include: researching best practices; defining the purpose and vision; consulting stakeholders; developing a framework aligned with pedagogy; establishing criteria for the tool; selecting a tool; educating users; implementing ePortfolios; updating policies; and reviewing progress. Key considerations include pedagogical approach, functionality needs, ownership, privacy, readiness of teachers and students, and role in assessment and reporting. The plan provides guidance to ensure a smooth and effective ePortfolio rollout.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.
The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
This document discusses building an ePortfolio culture for professional development and lifelong learning. It defines ePortfolios and the reflection and technology components. EPortfolios can be used for intrinsic motivation, with hands-on examples using Google Sites. EPortfolios allow students to reflect on learning in multiple formats, showcase work online, engage in dialogue about work, and get feedback to improve learning. The document reviews implementing web tools for classroom assessment and reviews the power of blogs, wikis and Google Apps for Education. It discusses the context of ePortfolios in a globalized world and the skills needed for jobs today, including collaboration, adaptation, and creativity. EPortfolios enhance technology and multimedia skills. The document covers the portfolio literature and
Dr. Helen Barrett gave a keynote address about the challenges and opportunities for change in implementing ePortfolios. She discussed that ePortfolios require complex change that needs a roadmap to assess needs, plan, implement, and evaluate. The roadmap involves preparing stakeholders for change, developing a change strategy, conducting a needs assessment, designing the desired outcome, creating an implementation plan, implementing change, evaluating and course-correcting, and celebrating the new outcome. For successful implementation, the vision and purposes of ePortfolios must be clear, and both skills and incentives for all stakeholders must be addressed. Reflection and relationships should be at the heart of ePortfolios, not just the technology.
This document provides an overview of using Google Apps tools to create electronic portfolios (ePortfolios). It discusses the definition and purpose of ePortfolios, as well as the process of reflection and developing artifacts. Examples are given of ePortfolios created at different grade levels using Google Sites, Docs, and Blogger. A three-level framework is presented for portfolio development that progresses from collection to reflection to selection and presentation. The benefits of ePortfolios for student engagement and the development of a positive digital identity are also outlined.
The document discusses the use of e-portfolios in teacher education. It describes how e-portfolios allow students to take ownership of their learning by setting goals and reflecting on their strengths and weaknesses. E-portfolios can be shared with others and used by educators to gauge student development. The document also discusses using e-portfolios for assessment by linking student work to competency frameworks and rubrics. Finally, it provides examples of e-portfolio tools like Google Sites that can be used for reflection.
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
The document provides an agenda for a workshop on electronic portfolios, outlining the purpose and benefits of ePortfolios, how to create ePortfolios using Google Apps, and strategies for capturing digital artifacts and facilitating reflection. Sample student portfolio examples and resources are referenced to illustrate concepts. The overall goal is to empower students through self-reflection and digital storytelling using electronic portfolios.
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
This document summarizes a presentation about designing interactive ePortfolios to engage faculty in professional development. It discusses how Kapi'olani Community College is using ePortfolios as part of its "Engaged in Education" program to facilitate faculty professional development and goal setting. Faculty create ePortfolios to collect artifacts, reflect on their work and progress toward goals. The program aims to provide intrinsic motivation and improve teaching and learning. Research will evaluate the impact of ePortfolios and the program on faculty engagement and students.
This document discusses the use of ePortfolios to support reflection. It begins by defining what an ePortfolio is, both traditionally and in an educational context. It then discusses the purpose of ePortfolios in helping students find their passion and set goals through reflection. The document outlines Kolb's experiential learning model and how it relates to ePortfolio development. It then provides examples of digital tools that can be used to capture artifacts, reflect, collaborate, and present learning. It concludes by emphasizing that reflection is the most important part of an ePortfolio and should not be overshadowed by the technology.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
Portfolios allow students to collaborate, reflect on their work, and showcase their learning. Google Docs provides tools to develop e-portfolios that foster collaboration through shared documents, comments, and revision histories. Students can include various media like videos, images, and maps to tell the story of their learning. Teachers can use portfolios for formative and summative assessment by having students reflect on artifacts and receiving feedback through comments in Google Docs.
The presentation discussed the evolution of eLearning from early web-based content delivery to modern collaborative learning platforms. It defined eLearning and different delivery methods like synchronous virtual classrooms and asynchronous discussions. Examples of effective eLearning strategies were provided, like multimedia, activities, and problem-based learning. Planning considerations for eLearning included learning needs, strategies, and ensuring accessibility.
This document summarizes a workshop on building e-portfolios using Web 2.0 and mobile tools. The workshop covered key concepts like reflection, identity development, and online branding. It discussed using tools like blogs, wikis, Flickr, and mobile devices to reflect on learning, showcase work, and get feedback. The document contrasted e-portfolios as a process and product, and explained how social networks can be integrated. It provided examples of using tools like Evernote, WordPress, Google Apps, and mobile apps to create e-portfolios at different levels.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
The document discusses new pedagogical models that are emerging in a Web 2.0 world. It proposes the concept of "Pedagogy 2.0" which leverages the affordances of new technologies and social aspects of learning. Specifically, it advocates for an "Open Design" approach where learning activities are designed to be open, shared, and collaborative. It also describes tools like CompendiumLD that can be used to represent and share open learning designs.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
Implement ePortfolios K-20 with Web 2.0 and Mobile Tools discusses using electronic portfolios and mobile tools to support the learning process. It describes how portfolios can be used for reflection, collaboration, and showcasing work, and how mobile devices allow capturing learning artifacts and reflections in real-time. The document recommends a balanced approach using portfolios as both a workspace for reflection and collaboration, as well as a product for presentation. It provides examples of using tools like Google Apps, Evernote and blogging platforms to implement ePortfolios on mobile devices.
In order to give your students the lessons and education that they deserve, it is imperative that you take the time to self-reflect and internalize your time within the classroom. This will give you the opportunity to understand your strengths, weaknesses, and goals for next year.
Web 2.0: Facilitating Reflection and FeedbackNick Rate
This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
This document discusses building an ePortfolio culture for professional development and lifelong learning. It defines ePortfolios and the reflection and technology components. EPortfolios can be used for intrinsic motivation, with hands-on examples using Google Sites. EPortfolios allow students to reflect on learning in multiple formats, showcase work online, engage in dialogue about work, and get feedback to improve learning. The document reviews implementing web tools for classroom assessment and reviews the power of blogs, wikis and Google Apps for Education. It discusses the context of ePortfolios in a globalized world and the skills needed for jobs today, including collaboration, adaptation, and creativity. EPortfolios enhance technology and multimedia skills. The document covers the portfolio literature and
Dr. Helen Barrett gave a keynote address about the challenges and opportunities for change in implementing ePortfolios. She discussed that ePortfolios require complex change that needs a roadmap to assess needs, plan, implement, and evaluate. The roadmap involves preparing stakeholders for change, developing a change strategy, conducting a needs assessment, designing the desired outcome, creating an implementation plan, implementing change, evaluating and course-correcting, and celebrating the new outcome. For successful implementation, the vision and purposes of ePortfolios must be clear, and both skills and incentives for all stakeholders must be addressed. Reflection and relationships should be at the heart of ePortfolios, not just the technology.
This document provides an overview of using Google Apps tools to create electronic portfolios (ePortfolios). It discusses the definition and purpose of ePortfolios, as well as the process of reflection and developing artifacts. Examples are given of ePortfolios created at different grade levels using Google Sites, Docs, and Blogger. A three-level framework is presented for portfolio development that progresses from collection to reflection to selection and presentation. The benefits of ePortfolios for student engagement and the development of a positive digital identity are also outlined.
The document discusses the use of e-portfolios in teacher education. It describes how e-portfolios allow students to take ownership of their learning by setting goals and reflecting on their strengths and weaknesses. E-portfolios can be shared with others and used by educators to gauge student development. The document also discusses using e-portfolios for assessment by linking student work to competency frameworks and rubrics. Finally, it provides examples of e-portfolio tools like Google Sites that can be used for reflection.
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
The document provides an agenda for a workshop on electronic portfolios, outlining the purpose and benefits of ePortfolios, how to create ePortfolios using Google Apps, and strategies for capturing digital artifacts and facilitating reflection. Sample student portfolio examples and resources are referenced to illustrate concepts. The overall goal is to empower students through self-reflection and digital storytelling using electronic portfolios.
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
This document summarizes a presentation about designing interactive ePortfolios to engage faculty in professional development. It discusses how Kapi'olani Community College is using ePortfolios as part of its "Engaged in Education" program to facilitate faculty professional development and goal setting. Faculty create ePortfolios to collect artifacts, reflect on their work and progress toward goals. The program aims to provide intrinsic motivation and improve teaching and learning. Research will evaluate the impact of ePortfolios and the program on faculty engagement and students.
This document discusses the use of ePortfolios to support reflection. It begins by defining what an ePortfolio is, both traditionally and in an educational context. It then discusses the purpose of ePortfolios in helping students find their passion and set goals through reflection. The document outlines Kolb's experiential learning model and how it relates to ePortfolio development. It then provides examples of digital tools that can be used to capture artifacts, reflect, collaborate, and present learning. It concludes by emphasizing that reflection is the most important part of an ePortfolio and should not be overshadowed by the technology.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
Portfolios allow students to collaborate, reflect on their work, and showcase their learning. Google Docs provides tools to develop e-portfolios that foster collaboration through shared documents, comments, and revision histories. Students can include various media like videos, images, and maps to tell the story of their learning. Teachers can use portfolios for formative and summative assessment by having students reflect on artifacts and receiving feedback through comments in Google Docs.
The presentation discussed the evolution of eLearning from early web-based content delivery to modern collaborative learning platforms. It defined eLearning and different delivery methods like synchronous virtual classrooms and asynchronous discussions. Examples of effective eLearning strategies were provided, like multimedia, activities, and problem-based learning. Planning considerations for eLearning included learning needs, strategies, and ensuring accessibility.
This document summarizes a workshop on building e-portfolios using Web 2.0 and mobile tools. The workshop covered key concepts like reflection, identity development, and online branding. It discussed using tools like blogs, wikis, Flickr, and mobile devices to reflect on learning, showcase work, and get feedback. The document contrasted e-portfolios as a process and product, and explained how social networks can be integrated. It provided examples of using tools like Evernote, WordPress, Google Apps, and mobile apps to create e-portfolios at different levels.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
The document discusses new pedagogical models that are emerging in a Web 2.0 world. It proposes the concept of "Pedagogy 2.0" which leverages the affordances of new technologies and social aspects of learning. Specifically, it advocates for an "Open Design" approach where learning activities are designed to be open, shared, and collaborative. It also describes tools like CompendiumLD that can be used to represent and share open learning designs.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
Implement ePortfolios K-20 with Web 2.0 and Mobile Tools discusses using electronic portfolios and mobile tools to support the learning process. It describes how portfolios can be used for reflection, collaboration, and showcasing work, and how mobile devices allow capturing learning artifacts and reflections in real-time. The document recommends a balanced approach using portfolios as both a workspace for reflection and collaboration, as well as a product for presentation. It provides examples of using tools like Google Apps, Evernote and blogging platforms to implement ePortfolios on mobile devices.
In order to give your students the lessons and education that they deserve, it is imperative that you take the time to self-reflect and internalize your time within the classroom. This will give you the opportunity to understand your strengths, weaknesses, and goals for next year.
Web 2.0: Facilitating Reflection and FeedbackNick Rate
This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
The document discusses how new technologies have influenced cultural industries and organizations. It notes that technological innovations are constantly changing society and industries. Theorists like Marx and Castells explored how technology and social structures interact and influence each other. A real example given is how digital technologies have changed journalism by impacting its delivery, sources, and economics. A new area of study proposed is how digital editing technology has changed the organizational structure of Hearst Magazines UK over time.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
Teacher self reflection for reading workshopJennifer Evans
This document contains Jennifer Evans' self-reflection on her implementation of reading workshop. It evaluates her progress on various tasks related to materials, management, grouping, lesson management, text selection, text variation, text introduction, and teaching strategies. For most tasks, she has progressed from just beginning to implement them to establishing systems and routines, but still has areas for growth in fully achieving the goals. Her overall aim is to improve her skills in guided reading instruction and developing students' reading abilities.
The Reflective Journal as a site of Student Engagement, Learning and Transfor...Susie Macfarlane
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change plan
This poem reflects on human suffering and the hope for justice and change. It acknowledges that history shows we should not hope for change in this life, but suggests we can hope that a "tidal wave of justice" may one day rise up and change the course of history for the better. The poem encourages believing in miracles and healing to have faith that reaching a better future is possible from where we are now.
The SQ3R study method structures learning experiences to help students learn knowledge-based material most efficiently and effectively. It involves surveying the material, asking questions, reading, reciting what was read in one's own words, and reviewing the key points. Surveying provides a framework before reading in depth. Questions guide reading and facilitate long-term memory formation. Reciting and reviewing help consolidate information in long-term memory. SQ3R can be adapted for various learning tasks beyond reading assignments.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
This document discusses assessment and reporting in education. It begins by outlining the purpose of keeping a journal on assessment topics and classroom activities. It then explores formative and summative assessment, noting the difference is that formative assessment provides feedback during instruction while summative assessment measures growth after instruction. The document also examines the cycle of inquiry in teaching and learning, emphasizing the importance of reflection. Key aspects of quality assessment like clear purposes and targets are connected to the author's experiences. The relationship between assessment and evaluation is defined, and ingredients for an effective assessment approach are presented.
This document discusses reflective journals for teachers. It defines reflective journals as a teacher's written response to teaching events that allows them to reflect on experiences and trigger insights. Reflective journals are used to study language learning and teacher cognition. Keeping a reflective journal involves regularly writing entries that include the date, events of the day, a focus on one or two episodes, and analysis/evaluation. Teachers can focus journal entries with reflection questions on their teaching, student behavior, and professional development. Journal data can then be analyzed for patterns and significant events.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
After taking a career matchmaker quiz, the document's author received several career options in the medical field that fit their interests well. Some top options included optometry, anesthesiology, and dermatology. The author was pleased that the quiz results aligned with their interest in pursuing a medical career and confirmed they would enjoy further investigating these options. The quiz also introduced them to potential careers they had not previously considered, helping to guide their exploration process.
This action research proposal aims to explore strategies to help primary school students overcome reading problems in English. The researcher plans to implement an English Language Learning and Reading Program (ELLARP) using activities like assemblies, workshops, buddy reading, and a mobile library. Data will be collected through observation and interviews to analyze the types of reading difficulties students face and the effectiveness of different teaching strategies. The goal is to help students develop a more positive attitude towards reading in English and increase their language proficiency over the long term.
Action research is defined as a cyclical process of posing questions, gathering data, reflecting on results, and deciding on a course of action to address a problem. It aims to stimulate both learning and positive change. The process involves planning an intervention, taking action, and searching or reflecting on the consequences to capture lessons learned and continuously improve. Key aspects include framing problems systemically, controlling progress and collecting evidence as plans are implemented, and institutionalizing what is learned at each cycle to inform future iterations. The goal is to accomplish continuous learning and improvement.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
The document outlines the stages of developing portfolios for assessment in adult education classrooms:
1) Decide if portfolios align with teaching philosophy. 2) Plan the portfolio process and criteria. 3) Implement by having students collect work in folders and select pieces for the portfolio. 4) Evaluate the process and make revisions. It then discusses benefits of digitizing portfolios, such as accessibility, incorporating multimedia, and developing technology skills. Considerations include available resources, students' technology skills, and ensuring the tool supports the learning process and students' authentic voice.
This document discusses the use of interactive portfolios and web 2.0 tools to support assessment for learning. It describes how tools like blogs, wikis and Google apps can be used to enable teacher and peer feedback to improve student achievement. The document advocates for student-managed electronic portfolios that allow students to take ownership of their learning and set goals. It also discusses how portfolios can facilitate reflection, feedback, and social learning to engage students and support deep, lifelong learning.
The document introduces the concept of using mobile devices to develop electronic portfolios at different developmental levels, from a basic collection of artifacts to a more advanced showcase, and demonstrates how apps can be used for reflection, feedback, and editing portfolios. It also discusses the objectives of reflection, identity development, and online branding for electronic portfolios.
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.
Loyola University Chicago is launching an initiative to enhance teaching and learning through the use of electronic portfolios. View this presentation to learn more about portfolios as a form of pedagogy.
This document provides an overview of a workshop on developing mobile portfolios using iOS devices. The workshop objectives are to introduce different levels of portfolio development and see how mobile devices can be used at each level. It will cover key concepts like reflection, identity development, and digital storytelling. Attendees will install apps like Dropbox, Dragon Dictation and Evernote. They will also establish online accounts and use their mobile devices during the workshop to reflect and take notes. The document emphasizes that portfolios should allow for student choice, voice and reflection to help students find their purpose and passions.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
ePortfolios provide students a way to collect, select, and reflect on their academic and professional experiences. Students can showcase work like papers, presentations, videos and more to display their journey through higher education. Many students at Pace University are using ePortfolios in classes to integrate course materials and reflections. Faculty are also interested in ePortfolios and 90% of employers surveyed would look at a student's ePortfolio.
The document discusses ePortfolios and how they can incorporate elements of social networking to support lifelong learning. Some key points:
1) EPortfolios have traditionally been used in education to store work, reflect on learning, and showcase achievements, while social networks more recently facilitate sharing experiences and networking.
2) These boundaries are blurring as ePortfolios adopt social networking strategies like blogs, comments, and connections with a personal learning network to better support intrinsic motivation and deep learning.
3) An integrated ePortfolio/social network approach can help learners find voice and passion through autonomy, mastery, and purpose - key elements of intrinsic motivation - to make learning self-directed and lifelong.
The document discusses using ePortfolios to support student learning and outlines an agenda for a workshop on implementing ePortfolios using Google Apps. It describes different levels of ePortfolios from basic collection to more advanced sites for reflection and sharing, and covers topics like digital storytelling and using ePortfolios for professional development. Contact information is provided for joining related online discussions around the hashtag #eportfolios.
Here are some strategies for scaffolding reflection in Level 2 portfolios:
- Provide sentence stems or guiding questions for initial reflections
- Model reflective writing with your own examples
- Allow peer feedback on reflections to encourage deeper thinking
- Incorporate multimedia such as audio/video reflections in addition to writing
- Gradually decrease scaffolding over time as students' reflective skills develop
- Celebrate growth in reflection through feedback and portfolio conferences
The goal is to help students make increasingly meaningful connections between their experiences, learning, and goals.
This document discusses the use of e-portfolios to support student engagement and lifelong learning. It defines e-portfolios as purposeful collections of work and reflections that demonstrate a student's efforts, progress, goals and achievements over time. E-portfolios can serve multiple purposes including learning, showcase, and assessment. Key aspects of e-portfolios discussed are the use of reflection to support deep learning, collaboration, and developing students' understanding of themselves. Implementation should be developmental, starting with basic collections and capturing reflections as students progress through grades.
This document discusses e-portfolios for students and teachers. It defines an e-portfolio as an electronic collection of evidence that shows a learner's journey over time, including artifacts like writing samples, photos, videos and reflections. E-portfolios can serve different levels - as storage, a workspace for reflection, or a showcase. Their value is in documenting reflection and learning over time. E-portfolios can benefit teachers' continuing professional development and students' sense of ownership over their accomplishments. Questions are provided to discuss e-portfolios' impacts on learning and teaching.
An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.
The document discusses digital portfolios and their purpose and benefits. Digital portfolios allow students to collect work over time to demonstrate growth and achievement. They tell the story of a student's learning through reflections, work samples, and multimedia content. When designed well, digital portfolios can increase student engagement and promote deep learning through reflection on their work and experiences. Teachers must consider logistics like contents, assessment, and framework when implementing digital portfolios.
1. Virginia Tech uses ePortfolios to support student learning and assessment. ePortfolios allow students to collect work, reflect on their growth, and demonstrate achievement of learning outcomes.
2. ePortfolios balance goals like learning, assessment, professional development, and accreditation. They come in different forms like individual learning portfolios or program assessment portfolios.
3. Implementing ePortfolios well requires defining learning outcomes, including multiple forms of evidence, using rubrics, and evaluating their impact on student learning. Faculty must promote ePortfolios and provide support.
This document discusses ePortfolios and their relationship to information literacy and Web 2.0 skills. It notes that ePortfolios are being introduced for senior secondary students in South Australia and are increasingly discussed in Australia and worldwide. EPortfolios allow students to curate digital evidence of their learning, reflect on their progress, and take responsibility for assessing their own learning. They provide benefits over traditional paper portfolios by being easier to maintain and share. However, creating ePortfolios also presents challenges for students, teachers, and schools around file formats, storage, and privacy.
This document discusses developing ePortfolios for students and staff. It provides a 10 step process for developing ePortfolios that includes researching best practices, defining goals, consulting stakeholders, creating a framework aligned to pedagogy, selecting criteria and a tool, providing education, implementing, updating, and reviewing. The document emphasizes using ePortfolios to support learning through reflection, feedback, and developing learner agency. It also discusses how ePortfolios can be used for teacher performance, professional development, and meeting certification requirements.
This document summarizes a strategic planning workshop for integrating technology at the Mantar ICTPD Cluster. It includes an introduction, research on the advantages of elearning, visions for elearning, trends in technology and education, case studies of other schools, and frameworks for strategic planning. Key points discussed are personalized learning, increased collaboration, shifting teacher and student roles, engaging students, and visible participation. The workshop covers analyzing the current context, defining a desired future vision, and developing a strategic plan and projects to bridge gaps between the present and goals.
The document discusses a virtual cluster network meeting focused on developing educator capabilities through sharing online reflections. It promotes using the network to inform colleagues of e-learning challenges and opportunities. Educators are encouraged to publicly share cluster reflections on goals and initiatives relating to students, principals, teachers and community to showcase regional work and achievements. The reflections should help track progress, lessons, and next steps in implementing national education goals.
Paul Seiler: Eportfolios for ULearn 2010 workshopNick Rate
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
An LMS (Learning Management System) is a digital platform that combines online tools and services to provide enhanced learning experiences. It allows schools to manage administration functions, communication tools, planning resources and digital content repositories in one online environment. Developing interoperable LMS systems ensures digital content and teacher resources can be easily shared across schools and different LMS platforms. Going it alone without an integrated LMS requires schools to manually coordinate and maintain multiple disparate online tools, increasing costs and reducing functionality compared to an off-the-shelf LMS.
The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. The ePortfolio as a Container:
...uses electronic
technologies as the container,
allowing students/teachers to
collect and organize portfolio
artifacts in many media types
(audio, video, graphics, text)...
Barrett, 2005
4. The ePortfolio as a Process:
“...what is produced when persons
collect, select, reflectively
interpret, and/or present their own
evidence to support their assertions
about what they have
learned, know and can or
should do...”
Cambridge, 2003
5. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will
vary depending on the
perspective from which a
particular person is approaching the
concept...”
http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit
7. “...gives schools the
flexibility to design
and deliver
programmes that
will engage all
students and offer
them appropriate
learning pathways.”
The New Zealand Curriculum
8. Do you use...
“...teaching approaches
that consistently have a
positive impact on
student learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
9. Do you have...
“...assessment for
the purpose of
improving
student
learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
10. Do you use...
“...elearning to open up
new and different
ways of learning...”
http://www.flickr.com/photos/47899590@N00/ The New Zealand Curriculum
11. Do you see...
“...parents and caregivers
as key partners...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
12. Do you have...
“...programmes that will engage
all students...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
13. Does feedback on learning...
“...develop strategies for self-
monitoring and
collaborative evaluation
of their performance in relation to
suitable criteria.”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
14. Are your students...
“...connected...”
www.flickr.com/photos/saschaaa The New Zealand Curriculum
17. Engage, motivate, create,
collaborate, share, present...
eLEARNING
ePORTFOLIO
Effective Pedagogy &
Assessment:
ASSESSMENT
Participation, interaction, FOR
collaboration, social networking...
LEARNING
Web 2.0
18. ...assessment for learning
is one of the most powerful ways of
improving learning and
raising standards.
Assessment Reform Group, 2002
19. Assessment for Learning:
It is based on the idea
that pupils will improve
most if they understand
the aim of their
learning, where they are
in relation to this aim
and how they can
achieve the aim (or
close the gap in their
knowledge).
QCA, 2005
21. “Embedded in a view of
teaching and learning, of which
it is an essential part.”
Assessment Reform Group, 1999
22. “The awareness of
learning and the
ability of learners to
direct it for
themselves is of
increasing importance in
the context of
encouraging lifelong
learning.” Assessment Reform Group, 1999
23. “What this amounts to is that
self-assessment by
pupils, far from being a luxury, is in
essential
fact an
component of formative
assessment.”
Black & Wiliam, 1998
24. “Formative assessment
does make a difference,
and it is the quality,
not just the quantity, of
feedback that
merits our closest
attention.”
Sadler, 1998
31. “The use of
multimedia
tools is one strategy
that involves and
engages learners.”
http://flickr.com/photos/torres21/ Barrett, 2005
32. The power of ‘student voice’
should not be underestimated.
To hear students reflecting on
their own work, in their own
voice, with their own
intonations and expressions,
conveys meaning in a
manner that is simply
not possible
in written form.
http://www.flickr.com/photos/matthileo/ Ian Fox 2008
33. social networking
...the
potential of the learning landscape
and eportfolio-related tools are
features thatfacilitate and
enhance the making of
connections and the linking
together of people, ideas,
resources and learning...
Tosh et al., 2006
34. “...it is the quality,
not just the quantity, of
feedback that
merits our closest
attention.”
http://flickr.com/photos/torres21/ Sadler, 1998
36. “...students can
literally carry
their eportfolio
around with them and
update it at
any time in
any place.”
http://www.flickr.com/photos/nirak/ MOSEP, 2007
37. ...to define e-Portfolios as a
process, rather than
just a product or a
technological system.
Attwell, 2007
40. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards
matrices/rubrics Future learning
new goals in their learning
1st draft “finished”
teachers example
of writing
peers Feed back Learning Feed back Learning
artifact story artifact video
& feed & feed
embedded in board embedded in
self forward & forward &
reflection portfolio reflection portfolio
brainstorm 2nd draft
family
41. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Feed back Learning
& feed artifact
forward & embedded in
reflection portfolio
57. Selecting an ePortfolio Solution
Purpose and Perspectives
Student Parents
ePortfolio
Solution
School
Teacher Management/
Leadership
Government
Policy?
58. Selecting an ePortfolio Solution
Parent/School
Students Teacher Leadership
Communty
Purpose:
Non-Negotiable Criteria/features:
What capability does the eportfolio need to support this purpose?
Additional criteria/features:
What else do you want to be able to do?
59. Selecting an ePortfolio Solution
Parent /
Students Teacher Leadership
School Com
Purpose:
• Support assessment for learning. (criteria,
feedback, feedforward, peer/self-
assessment, reflection)
• Celebrate and share achievement.
• Ownership of learning
Non-Negotiable Criteria/features:
What capability does the eportfolio need to support this purpose?
• Upload/embed post learning examples
(photos, movies, Web 2.0 creations)
• Allow comments
• Ability to customise/personalise
Additional criteria/features:
What else do you want to be able to do?
Student retains ownership even if leaving or transferring schools.
60. Web based (anywhere, anytime)
Web 2.0 tool integration
Ability to comment, reflect & feedforward
Ability to demonstrate learning
Facilitate social networking
Secure
User friendly
Aesthetics
User storage space
Manageability
Expandability
Level of technical know how required
Availability of technical support
Cost
Access/edit from mobile device
61. ePortfolio Management...
In order to be effective and support the process of student
learning, eportfolios:
•need to be embedded into your teaching and
learning.
•require a high level of access to technology.
•you need to set time aside for students to first learn
how and then to actively reflect and give feedback
on learning.
Start small, and work your way up. Get students actively blogging
in a class blog and move on to individual spaces
62. ePortfolio Management...
ePortfolios do not add to your workload. Instead you will need
to change some of the ways you:
• give feedback
• facilitate reflection
• engage students in self and peer assessments
and
• you need to adapt learning and teaching so that
the process and outcomes can be shared
digitally within the eportfolio platform.
63. ePortfolios ➡ National Standards
ePortfolios ➡ mobile phones
ePortfolios ➡ live streaming
ePortfolios ➡ No container
necessary, just
mash
www.flickr.com/photos/opacity