Monday, March 29, 2010
WORDLE on ePortfolios
My first impression: Why is the word assessment larger than the word reflection?
Sunday, March 28, 2010
WordPress and high school ePortfolios
- Turning WordPress into an ePortfolio: http://www.teachwatts.com/2010/03/turning-wordpress-into-eportfolio.html
- Creating an ePortfolio out of a Blog: Directions for Students: http://www.teachwatts.com/2010/03/easy-steps-at-creating-eportfolio-out.html
- Next Steps to Creating Your ePortfolio: http://www.teachwatts.com/2010/03/next-steps-to-creating-your-eportfolio.html
- Looking an Your ePortfolio Profile: http://www.teachwatts.com/2010/03/looking-your-eportfolio-profile.html
Sunday, March 14, 2010
Electronic Portfolios have been with us for almost two decades, used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievement for accountability or employment. Social networks have emerged over the last five years, used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. The boundaries between these two processes are gradually blurring. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many higher education institutions? Or are we beginning to see lifelong interactive portfolios emerging as mash-ups in the Web 2.0 cloud?
Thursday, March 11, 2010
Ning and ePortfolios
UPDATE April 15, 2010: Ning just announced they are eliminating their free accounts. What other "free" websites will pull a Ning? How can educators predict and protect their networks and data?
Tuesday, March 09, 2010
National Educational Technology Plan
Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)Later in the publication, the following statement appears:
Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)Is there some dissonance between these two statements? How will the two approaches (a student-managed learning portfolio and an analytical framework...to serve assessment purposes) co-exist? Or will we need to use two different environments: One that is student-centered, that allows personalization and communication, and another that can be used to hyperlink into student portfolios to "harvest" assessment data, without interfering with the student-centered representation of learning? Please?
Friday, March 05, 2010
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