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Student Portfolio Creation using iWeb


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Powerpoint presentation given at the NJMEA/TI:ME Conference in East Brunswick, NJ, February 20, 2010

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Student Portfolio Creation using iWeb

  1. 1. Student Portfolio Creation<br /> Using iWeb<br />Susan Thomas, Presenter<br />New Jersey Music Educators Association<br />State Conference<br />And<br />TI:ME National Conference<br />East Brunswick, New Jersey <br />February 20, 2010<br />
  2. 2. Background…<br /><ul><li>URI Music Department has been requiring Digital Portfolios for all majors for about 10 years.
  3. 3. Students have created websites based on a template using Dreamweaver.
  4. 4. Students work on their portfolios throughout their college careers, with instruction at three levels - freshman, sophomore and senior.
  5. 5. Artifacts include audio, video, Praxis test scores, Best Work in music and non-music courses, etc.</li></li></ul><li>But…<br /><ul><li>Dreamweaver is difficult to use for a student with no prior web-authoring experience.
  6. 6. Students get very frustrated with the mistakes they make, no matter how thorough the explanations.
  7. 7. Because of the difficulty, students work from a template with very limited customization.
  8. 8. Students graduate with portfolios that all look basically the same.</li></li></ul><li>New Approach….<br /><ul><li>In Summer, 2009, our computer lab was completely redone, courtesy of a grant from the Champlin Foundation.
  9. 9. With new Apple computers, we could switch our portfolio development to iWeb ‘09.
  10. 10. All students (except a few seniors who felt they understood Dreamweaver and were loath to switch so late in their college career) now use iWeb to develop their digital portfolios.</li></li></ul><li>Benefits….<br /><ul><li>Students exhibit creativity in their portfolios - a true expression of themselves.
  11. 11. There are few technical problems – iWeb is exceedingly user friendly.
  12. 12. Many of our students own Mac laptops with iWeb installed. They are able to work on their digital portfolio on their own time without being tethered to the computer lab.</li></li></ul><li>Instruction….<br /><ul><li>In MUS 119, a freshman level course, students download a template from Sakai (course management system) which gives them a basis from which to work.
  13. 13. Students add artifacts to a MUS 119 page in their digital portfolio from their class work. They begin to customize the “look” of their portfolio.</li></li></ul><li>Instruction….<br /><ul><li>In MUS 280, a sophomore level course, students add audio and more artifacts to a MUS 280 page in their digital portfolio.
  14. 14. Artifacts include jury sheets, transcript, databases of repertoire and concerts performed, article reviews, lesson plans, etc.</li></li></ul><li>Instruction….<br /><ul><li>In MUS 480, a senior level course, students add video and more artifacts to their digital portfolio.
  15. 15. Categories align to the Graduation Portfolio Evaluation form which the faculty complete online. Data is collected through submission of the evaluation form.
  16. 16. Artifacts include a biography suitable for a printed program, press kit (performance majors), cooperating teacher evaluations, University supervisor evaluations, unit plans, lesson plans (music education majors), etc.</li></li></ul><li>Instructional Resources….<br /><ul><li>Take Control of iWeb ’09 by Steve Sande. TidBITS, Inc, 2009.
  17. 17. Instructional screenshot movies posted on the class Sakai site.</li></li></ul><li>
  18. 18. Summary….<br />Students love the creativity and flexibility iWeb allows them. When I asked seniors this semester to email me with their preference for switching to iWeb or sticking with Dreamweaver, these are some of the responses I received:<br />
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  20. 20. Student Portfolio Creation<br /> Using iWeb<br />Susan Thomas, Presenter<br />New Jersey Music Educators Association<br />State Conference<br />And<br />TI:ME National Conference<br />East Brunswick, New Jersey <br />February 20, 2010<br />