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Jeff Johnson

Now That Your Students Have Created Web-Based Digital Portfolios, How Do You Evaluate T... - 0 views

www.questia.com/rmTNZY6mk2LsyLY0qv!-1469840406

assessment digital evaluating portfolios

shared by Jeff Johnson on 30 Jun 08 - Cached
  • Jeff Johnson on 30 Jun 08
     
    With the recent influx of new teaching and learning technologies, schools are implementing digital portfolios. The program at lona College developed a four-point rubric to evaluate web-based digital portfolios. A web-based portfolio, as used in this article, is a digital portfolio that incorporates web-based materials into teaching and learning. The three main elements evaluated were form (design and aesthetics), function and usability (ease of use), and components (presence and communication of the required samples). This rubric has allowed an objective, systematic, and reliable evaluation of...
Enid Baines

How To Use Google Drive and Evernote To Create Digital Portfolios - 1 views

edudemic.com/...create-digital-portfolios

evernote google drive portfolios

shared by Enid Baines on 11 Apr 13 - No Cached
  • Enid Baines on 11 Apr 13
     
    Similarly, students who have their own Evernote accounts (either free or premium) can use their own system of notes and notebooks to reflect on their learning. While Drive is an excellent tool for curating content and collaborating with others, the clean interface of individual notes and notebooks, combined with the audio and photo note features, give students a quiet place to think about their progression as learners.
Henry Thiele

Footprints in the Digital Age - 0 views

www.ascd.org/...prints_in_the_Digital_Age.aspx

web2.0 socialnetworking willrichardson digitalcitizenship richardson digitalfootprint footprints pln

shared by Henry Thiele on 19 Mar 09 - Cached
  • the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives
  • They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
  • ...3 more annotations...
  • They need to know that publishing has a nobler goal than just readership—and that's engagement.
    • Henry Thiele
      Henry Thiele on 19 Mar 09
       
      Our teachers need to focus on engagement as well
  • "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online
  • And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
  • Henry Thiele on 19 Mar 09
     
    Will Richardson In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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