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Keith Hamon

Using E-Portfolios to Support an Undergraduate Learning Career: An Experiment with Acad... - 0 views

  • The concept of an e-portfolio is multifaceted — it is a technology, a pedagogical approach, and a process, as well as a product. Its purpose can range from tracking development within a program to finding a job or monitoring performance.
    • Keith Hamon
       
      ePortfolios are so much more than mere repositories of academic work. They are the students identity on the Net, the space that says, "This is who I am, and this is what I know how to do."
  • a culture of folio thinking, a pedagogical approach that focuses on designing structured opportunities for students to create e-portfolios and reflect on their learning experiences.
    • Keith Hamon
       
      Folio thinking is very QEP-oriented: providing opportunities for reflection, rationale building, and planning.
  • Instead of prioritizing e-portfolio technology, folio thinking addresses the adoption and integration of e-portfolio praxis in existing contexts as a critical first step toward a successful implementation that can lead to wider scalability and longer-term sustainability of the e-portfolio initiative.
    • Keith Hamon
       
      We must be careful to focus NOT on the tools for building ePortfolios, but on the practice of building them. The tool should be the choice of the student. After all, we don't dictate which brand of pen they should use.
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  • While introducing the e-portfolio in academic advising is a natural starting point for first-year and transfer students, the success of a broader and longer term e-portfolio implementation depends on the integration of e-portfolios into the Stanford curriculum and in other activities related to milestones of the undergraduate learning career.
    • Keith Hamon
       
      To be successful, ePortfolios must integrate across an entire program with specific links to each course.
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    E-portfolio efforts at Stanford have focused on capturing and documenting students' learning and engaging in reflection, rationale building, or planning, contributing to a culture of folio thinking. In fall 2010, Stanford initiated a pilot introducing e-portfolios to assist with the advising of students in their first two years prior to declaring a major, to learn from students and advisors how e-portfolios and folio thinking can enhance their face-to-face interactions. The pilot will explore the possibility that persistence can be improved through the active involvement of others (mentors, alumni, family, peers) in the lives of students as facilitated through the medium of e-portfolios.
Keith Hamon

Portfolio - 1 views

  • Of all the systems that I have tried, this Google Site as my presentation portfolio, with my own domain name, with my Blogger blog as my reflective journal, is my favorite example, and the one that I will continue to update.
    • Keith Hamon
       
      Helen Barrett is a recognized expert in the portfolio movement, and her endorsement of Google Site & Blogger as primary eportfolio tools is convincing to me.
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    Welcome to the Google Sites version of my e-portfolio. I am exploring the capabilities of using this system to maintain electronic portfolios as part of my research on implementation of online electronic portfolio systems. Of all the systems that I have tried, this Google Site as my presentation portfolio, with my own domain name, with my Blogger blog as my reflective journal, is my favorite example, and the one that I will continue to update.
Keith Hamon

EchucaELearning - Digital Portfolios - 0 views

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    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.
Keith Hamon

Pontydysgu - Bridge to Learning - Educational Research - 1 views

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    the ""thin portfolio" concept (borrowing from the prior "personal information aggregation and distribution service" concept) represents the idea that you don't need that portfolio information in one server; but that it is very helpful to have one place where one can access all "your" information, and set permissions for others to view it. This concept is only beginning to be implemented."
Keith Hamon

Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) - Home for... - 0 views

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    Established in 2009, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a membership organization for the world e-portfolio community that now has established affiliations and collaborations with nearly all world-wide portfolio initiatives, projects and organizations.
Keith Hamon

http://it.coe.uga.edu/itforum/paper92/paper92.html - 0 views

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    The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0'-an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
Thomas Clancy

Guest Bloggers « Haiku Learning Blog - 0 views

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    At least four short blogs here about using an e-portfolio from the beginning of a class.
Stephanie Cooper

The e-Portfolio story - Tales from the magic wand - 0 views

  • Students revisit the framework several times throughout their program and use artifacts from their evidence collection to demonstrate learning. Justification for their selection is part of the task and engages students in reasoning about the alignment of evidence with particular indicators. This is coupled with a reflective writing task that asks students to discuss their growth in each of the domains (and over time). This is the central task of many teacher education programs that require e-portfolios.
  • I am drawn to the notion of having students participate in a professional discourse community that interacts around entries and artifacts, which both contributes to their thinking and learning about what it means to be a professional in their chosen field, as well as allows them to monitor their learning over time.
Keith Hamon

Andrea Smith's Portfolio - Introduction - 1 views

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    Example of a wiki as an e-portfolio.
Keith Hamon

ePIstudy - 0 views

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    The ePI study is exploring large-scale implementations of e-portfolio use in Higher and Further Education and professional organisations in the UK . It is JISC funded and led by the University of  Nottingham.
Keith Hamon

Course: Creating Student e-Portfolios with Google Sites - 0 views

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    A course hosted in Moodle exploring how to create ePortfolios in Google Sites.
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