Internship Overview Day2
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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.
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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
Google apps SC2012
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.
Google Apps FETC2012
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.
Google appsiste2013workshop
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.
Portfolio For Assessment
A portfolio is a collection of materials that exemplifies a person's qualifications and experiences. A student portfolio specifically contains samples of a student's work, accomplishments, and achievements across subjects. Portfolios are useful for students because the process of creating one helps develop interview skills and identify experiences relevant to career goals. Portfolios come in different types - showcase portfolios contain a student's best work, process portfolios document learning over time, and documentation portfolios include all stages of work. Effective portfolios include various work samples, reflections on learning, and comments from teachers and readers.
Iste google apps2012
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.
ASB Web2workshop
This document provides an overview of a workshop on using Web 2.0 tools as personal learning environments. It discusses theoretical concepts like lifelong and life-wide learning. It outlines some practical Web 2.0 tools like blogs, wikis, Google, YouTube, and Flickr. It also discusses introducing participants and having them work in teams. The document references a book on portfolios and learning. It provides examples of electronic portfolio components and frameworks. Finally, it discusses trends in ePortfolios like personalized learning, self-directed learning, and digital identity development.
Christine D'Onofrio, CIRCLe 2018
This document summarizes the learning portfolio assignment that Christine D'Onofrio implemented in her VISA 110: Introduction to Digital Visual Art course over two years. The initial goals of the assignment were to promote transformative learning, distinguish disciplinary methods, and cultivate student mindfulness of online self-representation. Based on student feedback, D'Onofrio realized she needed to refocus the assignment from a showcase portfolio to emphasize reflection on learning. She made changes like having students use the university platform and adding an assignment for students to generate research questions.
ePortfolios Manaiakalani
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.
Google appsiste2012workshop
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.
Sotf interactive e 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.
Spain Nov09
This document discusses balancing student-centered and institution-centered approaches to ePortfolios. It addresses the purposes of learning/reflection, evaluation/accountability and presents strategies to balance these, including using separate tools for assessment and ePortfolios, incorporating social elements, and encouraging student choice and multimedia. The goal is to support deep learning, engagement and lifelong skills through ePortfolios while also collecting necessary assessment data.
An Introduction to E-Portfolios
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Student Video Resume APLE
The document discusses student-made video resumes as a creative project for students. Video resumes allow students to combine essay writing skills with visual elements to showcase their skills and experience. Creating a video resume challenges students to think creatively and gives them experience with real-world job skills. Applying Bloom's taxonomy of cognitive objectives, developing a video resume requires students to remember, understand, apply, analyze, evaluate, and create - moving through higher-order thinking skills. Overall, creating a video resume is a pedagogically valuable project that develops students' presentation skills and helps them practice skills needed for future employment.
Lisbon nov2010
This document discusses balancing the accountability and improvement purposes of e-portfolios. It defines e-portfolios and their multiple purposes, including learning, assessment, and employment. The key is finding a balance between structured accountability functions with more flexible functions that encourage student engagement, reflection, and lifelong learning skills. Tools like blogs, wikis, and social networks can help blend accountability and improvement purposes by facilitating reflection, feedback, and presentation of learning over time.
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