OETSBSI Portfolio WS

•

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The document discusses ePortfolios, which allow students and teachers to collect artifacts in various media types and connect evidence to goals or standards. ePortfolios engage learners through tools like multimedia and social networking. They facilitate making connections between people, ideas, resources and learning. ePortfolios are defined as a process of collecting, selecting, reflecting on and presenting work rather than just a product or technology. Assessment is an important part of ePortfolios to improve learning.

“...gives schools the
ﬂexibility to design
and deliver
programmes that
will engage all
students and offer
them appropriate
learning pathways.”

Do you use...

“...teaching approaches
that consistently have a
positive impact on
student learning...”

Do you have...

“...assessment for
the purpose of
improving
student
learning...”

Do you use...

“...elearning to open up
new and different
ways of learning...”

Do you see...

“...parents and caregivers
as key partners...”

ePortfolios
gy
a go
p ed
ti ve
ef fec
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parent in volvement
effective a
ssessment

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The ePortfolio:

...uses electronic
technologies as the container,
allowing students/teachers to
collect and organize portfolio
artifacts in many media types
(audio, video, graphics, text)...
connecting evidence to appropriate
outcomes, goals or standards.
Barrett, 2005

The ePortfolio:

“...what is produced when persons
collect, select, reﬂectively
interpret, and/or present their own
evidence to support their assertions
about what they have
learned, know and can or
should do...”
Cambridge, 2003

“The use of
multimedia
tools is one strategy
that involves and
engages learners.” Barrett, 2005

social networking
...the
potential of the learning landscape
and eportfolio-related tools are
features thatfacilitate and
enhance the making of
connections and the linking
together of people, ideas,
resources and learning...
Tosh et al., 2006

...to deﬁne e-Portfolios as a
process, rather than
just a product or a
technological system.

Attwell, 2007

...assessment for learning
is one of the most powerful ways of
improving learning and
raising standards.

Assessment Reform Group, 2002

“Good planning is
essential to being clear.”

Absolum, 2006

“The awareness of
learning and the
ability of learners to
direct it for
themselves is of
increasing importance in
the context of
encouraging lifelong
learning.” Assessment Reform Group, 1999

“What this amounts to is that
self-assessment by
pupils, far from being a luxury, is in
essential
fact an
component of formative
assessment.”

Black & Wiliam, 1998

Collect
Select
Reﬂect
Project

Burke, Fogarty & Belgrade (1994)

ePortfolio Management...

ePortfolios do not add to your workload. Instead you will need
to change some of the ways you:

• give feedback
• facilitate reﬂection
• engage students in self and peer assessments
and

• you need to adapt learning and teaching so that
the process and outcomes can be shared
digitally within the eportfolio platform.

Web 2.0 & your school & your students...

copyright
parent understanding
cybersafety
bandwidth
blocked sites
cost

computer &
age restrictions
internet use policies
privacy computer &
internet user
permissions agreements

Where to...
“Learning that
mlearning happens
moblogging across
mfolios locations, or
mportfolios that takes
advantage of
learning
opportunities
offered by
portable
technologies.”
Wikipedia

“...students can
carry
literally
their eportfolio
around with them and
update it at
any time in
any place.”

MOSEP, 2007

The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.

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2011 fileJoseph Iacono

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Micro blogging 2-8_12Joseph Iacono

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This document discusses a study that explored using mobile devices like iPads and smartphones for outdoor learning. The study examined students' attitudes towards mobile learning and had students design mobile learning activities. Students participated in a workshop over 4 days that covered exposure to mobile learning, hands-on experience, and pedagogical design. Students' activities made use of mobile apps for measurement, documentation and location-based learning. The findings showed that while students saw benefits of mobile technologies for learning, they also had concerns about issues like connectivity, battery life and distraction. Overall, students were able to design effective mobile learning activities for outdoor contexts.

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��

This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.

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��

Dick Ng'ambi presented on the use of emerging technologies and the transformation of teaching and learning practices. He outlined challenges of teaching 21st century students, implications of an international dashboard on emerging technologies, and definitions of emerging technologies. He discussed technologies provided by institutions versus those owned by students and the theory of connectivism. Ng'ambi presented results of a South African survey on emerging technologies and provided recommendations, concluding many educators are self-motivated but institutions lack supportive policies to fully utilize emerging technologies' potential to transform teaching and learning.

Activity 8Premila D'Mello

��

The document outlines 6 guiding principles for science and technology education: 1) A constructivist classroom based on the 5E approach of engagement, exploration, explanation, expansion, and evaluation. 2) The use of authentic tasks and knowledge communities. 3) Fostering relationships between schools and the science community as teachers can no longer be the sole providers of knowledge. 4) Ensuring technological practice is holistic, authentic, and involves critical reflection. 5) Promoting a change in attitudes towards science and technology education and the skills needed to survive in the information age. 6) Preparing learners for 21st century challenges like being digitally literate and able to work collabor

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Pedagogy is the most commonly understood approach to teaching. It refers to the theory and practice of learning. Pedagogy is often described as the act of teaching. Pedagogy has little variations between traditional teaching and online teaching. Online teaching pedagogy is a method of effective teaching practice specifically developed for teaching via the internet. It has a set of prescribed methods, strategies, and practices for teaching academic subjects in an online (or blended) environment, where students are in a physical location separate from the faculty member.

Vct france moiraud-virtual_worldMoiraud Jean-Paul

��

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E-portfolios: What Do We Know and What Do We Need to Knowguestb4b01e

��

Era of the Electronic PortfolioPeterFey5

��

The document discusses the rise of electronic portfolios (e-portfolios) with the growth of technologies like social media, apps, and web 2.0 tools. E-portfolios allow for the archiving, storing, and reflecting of information in a digital collection. They can be used for various purposes in education and employment, including as a working portfolio, showcase portfolio, assessment portfolio, learning/formative portfolio, assessment/summative portfolio, and employment/marketing portfolio. As educators, e-portfolios can enhance student learning outcomes by allowing them to archive their digital work and growth over time in a personalized manner. They also give students and job seekers ownership and a way to represent their experiences and skills to audiences.

ePortfolios: Kainui ICTPD Cluster ConferenceNick Rate

��

The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container

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��

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DivDivineGraceLibrea22

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There are three main points: 1. Educational technology is a field of study concerned with using educational methods and resources to facilitate learning. It emphasizes using diverse media like communication skills to improve teaching approaches. 2. There are five domains of educational technology: design, development, utilization, evaluation, and management. These are used to create effective instructional materials and improve the instructional process to enhance learning. 3. Learning through educational technology courses helps students understand how to use instructional media in relation to education. It allows them to engage with real-world situations and helps teachers facilitate learning.

Why so many e-Portfolios?Maximise ICT Ltd

��

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E Learning Is An Online Learning MethodBuy School Papers Brunswick

��

E-learning has both positive and negative effects. Positively, it increases flexibility for learners and allows education to be accessed anywhere. However, it also lacks face-to-face interaction and instruction. Additionally, some learners struggle with motivation without in-person classroom environments. While a convenient option, e-learning is not suitable for all types of learners and may not be as effective as traditional methods for certain topics.

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��

Educational technology, sometimes shortened to��EduTech��or��EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.

Developing a Shared Vision for Academic Technology on Your CampusGail Matthews-DeNatale

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��

This document discusses electronic portfolios (e-portfolios) and their uses. E-portfolios can serve as online resumes but also as collections of work samples, reflections, and accomplishments. They can be used by students, institutions, and teachers for various purposes like applying to graduate school or showcasing best work. E-portfolios contain various digital artifacts and media types. The author plans to create e-portfolios to track their growth as a student and teacher and share practices with colleagues. E-portfolios could also help students reflect on writing progress and share with parents.

Eports breakieNick Rate

��

The document discusses ePortfolios and their use for assessment and learning. It provides examples of how ePortfolios can support assessment for learning through student reflection, self-assessment, and feedback. It also discusses how ePortfolios allow students to curate examples of their work, celebrate achievements, and take ownership of their learning. The document advocates for a process-oriented approach to ePortfolios and includes a model of the ePortfolio learning cycle that engages students in goal setting, collecting work, reflecting, and achieving success.

ePortfolios ManaiakalaniNick Rate

��

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.

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OETSBSI Portfolio WS

1. ePortfolios The story so far...

2. “...gives schools the ﬂexibility to design and deliver programmes that will engage all students and offer them appropriate learning pathways.”

3. Do you use... “...teaching approaches that consistently have a positive impact on student learning...”

4. Do you have... “...assessment for the purpose of improving student learning...”

5. Do you use... “...elearning to open up new and different ways of learning...”

6. Do you see... “...parents and caregivers as key partners...”

7. ePortfolios gy a go p ed ti ve ef fec elea rning parent in volvement effective a ssessment mo tiva en ted ga ge d

8. he lio T fo s rt es oc ia o pr ed P re tim he e e ul m m yw ti ss an y e an c d ac cte re di lf- ion se ct ﬂe g re in rk wo ck et ba ln ed cia fe so

9. The ePortfolio: ...uses electronic technologies as the container, allowing students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text)... connecting evidence to appropriate outcomes, goals or standards. Barrett, 2005

10. The ePortfolio: “...what is produced when persons collect, select, reﬂectively interpret, and/or present their own evidence to support their assertions about what they have learned, know and can or should do...” Cambridge, 2003

11. “The use of multimedia tools is one strategy that involves and engages learners.” Barrett, 2005

12. social networking ...the potential of the learning landscape and eportfolio-related tools are features thatfacilitate and enhance the making of connections and the linking together of people, ideas, resources and learning... Tosh et al., 2006

13. ...to deﬁne e-Portfolios as a process, rather than just a product or a technological system. Attwell, 2007

14. he lio T fo s rt es oc ia o pr ed P re tim he e e ul m m yw ti ss an y e an c d ac cte re di lf- ion se ct ﬂe g re in rk wo ck et ba ln ed cia fe so

15. ePortfolios gy a go p ed ti ve ef fec elea rning parent in volvement effective a ssessment mo tiva en ted ga ge d

16. ...assessment for learning is one of the most powerful ways of improving learning and raising standards. Assessment Reform Group, 2002

17. “Good planning is essential to being clear.” Absolum, 2006

18. “The awareness of learning and the ability of learners to direct it for themselves is of increasing importance in the context of encouraging lifelong learning.” Assessment Reform Group, 1999

19. “What this amounts to is that self-assessment by pupils, far from being a luxury, is in essential fact an component of formative assessment.” Black & Wiliam, 1998

20. Collect Select Reﬂect Project Burke, Fogarty & Belgrade (1994)

21. ePortfolio Management... ePortfolios do not add to your workload. Instead you will need to change some of the ways you: • give feedback • facilitate reﬂection • engage students in self and peer assessments and • you need to adapt learning and teaching so that the process and outcomes can be shared digitally within the eportfolio platform.

22. Web 2.0 & your school & your students... copyright parent understanding cybersafety bandwidth blocked sites cost computer & age restrictions internet use policies privacy computer & internet user permissions agreements

23. Where to... “Learning that mlearning happens moblogging across mfolios locations, or mportfolios that takes advantage of learning opportunities offered by portable technologies.” Wikipedia

24. “...students can carry literally their eportfolio around with them and update it at any time in any place.” MOSEP, 2007

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OETSBSI Portfolio WS

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