Group items tagged

The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. ... The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time.

"A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Online, portfolios allow wide latitude in individual expression, and can contain a wide variety of kinds of work: research papers, essays, weblog entries, paragraphs, journal entries, summaries or creative work. There is a kind of dynamic tension at all moments with weblog portfolios: on the one hand, they should have visible, from the first screen, all the best of the student's work, properly formatted, edited, looking crisp and nice (defined more carefully below) and properly linked. On the other, the weblog is a dynamic thing, receiving the latest of the student's work, and pushing older stuff down and out of sight." article by Steve McCarty

"The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Traditional portfolios were glossy notebooks full of typed papers, some with cover pages, that people would thumb through at our end-of-term exhibits; they would then often go home with the student, to be buried at the bottom of some drawer somewhere, having very little practical influence in terms of what the papers said, or in terms of their influence on the presumed audience of English speakers in the community."

"This wiki is a collaborative learning space. If you want to contribute to this e-portfolio or digital portfolio page, please join the wiki and then add your thoughts, your notes or describe how you created digital portfolios for your students." This wiki has everything about wikis and much more: using blogs, words clouds, comics, Vacebook HTML, online collaboration, etc., etc. Join and contribute

Reasons why graduating students need e-portfolios. The blog also has a series of articles on evaluating e-portfolios, links to examples, how to developed a networked school, etc.

"Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom." Suggestions include Resource Creation, e.g., for presentations, math problems, glossary, study guides; Student Participation, e.g., for exam review, portfolios, peer editing; Group Projects, e.g., organizing ideas, tracking progjects, showing participation; Student Interaction, e.g., for collecting data, discussion of a book, creating and authoring a group story; for the Classroom, e.g., creating a FAQ, a calendar, sharing class news; Community, e.g., writing a local history or nature guide, a place for parents to see their children's work; and generally as a hub or Website, or to track progress.

A pdf book with papers and articles describing pedagogic models and approaches to developing the VITAE e-portfolio "Chapter 1: Teacher competence development - a European perspective, Chapter 2: The VITAE Approach, Chapter 3: Exploring Web 2.0 and Mentoring as Tools for Lifelong Learning, Chapter 4: Guided course development on the basis of an e-learning patterns template, Chapter 5: Fun and Games in professional development, Chapter 6: The VITAE e-portfolio - a catalyst for enhanced learning, Chapter 7: Community-based mentoring and innovating through Web 2.0, Chapter 8: Web 2.0 - Learning Culture and Organisational Change,"

A fifth-grade class (approximately 11 yrs old) wiki has examples of students e-portfolios

A nice article about how to create a Twitter worthy of a professional. One might use Twitter as an e-portfolio, for example.

R. Stannard teacher training video on Padlet (formerly WallWisher), which is useful for collaboration and group work, as well as mobile work from home.

Great ideas for tools and their uses, categorized by media aspects, e.g., blogging and writing, photos, audio, PLNs, presentations, research databases, search, etc., with an intro to get you started. The list then continues with other, less frequently used tools, such as digital portfolios, Google drawings, notetaking tools, apps, etc.

Organize all your links and online resources. Collect, archive, and share in one place. The entry level tool is free. One use would be a CV online -- an easy way to build a website with links to all your goodies. Similarly, students could create tabs for all their research on a topic. Can handle images and creative uses of page real estate. See R. Stannard's training video on this tool: http://www.teachertrainingvideos.com/e-portfolios-iwbs/binder.html

ePorfolios and laptops used to enhance learning

"An ePorfolio allows for building in reflective activities for learners and staff, through blog functions and the creation of 'Critical incident diaries' in which users reflect on their learning and experiences over a given period or activity. For example, this could be reflections on how a student dealt with a problem, or processed some new information on a given topic. This can become a two way process with a tutor or peer providing feedback via the same diary." A very short article speaking to the notion of "reflective learning." A must-read for all teachers.