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ePortfolio Concepts

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ePortfolios. Portfolios: More than a file folder. Portfolios for Student Growth. What is Portfolios for Student Growth?

Portfolios for Student Growth

Portfolios for Student Growth (PSG) is a holistic, student-centered, process-led approach to portfolio development. PSG offers educators a way to guide students to explicitly link academic learning with future planning and goal setting. Through the portfolio process, students develop the self-awareness, goal-setting, and decision-making skills essential for lifelong self-determination. How Does Portfolios for Student Growth Promote Active Student Learning? Using Portfolios for Student Growth, students are actively involved in a process of taking responsibility for their own learning and life plan as they: examine a broad range of their own work collected over timeanalyze and assess their own progressplan and manage their time to complete the workintegrate diverse experiences in and out of the classroommake decisions about future goals based on evidence and criteria How Can Portfolios for Student Growth Apply to Students in My School or Program?

[ Top ] ePortfolio Step-by-Step Process - ePortfolios with GoogleApps. Paragogy and Heutagogy. 5 Lessons Worth Learning About E-Portfolios. Electronic Portfolios 5 Lessons Worth Learning About E-Portfolios The University of Alaska Anchorage shares best practices from its institution-wide electronic portfolio implementation and new approaches to gain rapid traction among faculty and students.

5 Lessons Worth Learning About E-Portfolios

By Dian Schaffhauser10/21/15 The University of Alaska Anchorage introduced e-portfolios to the campus in a big way this year, rolling out the technology across the entire institution. And as anyone who has attempted such a feat quickly realizes, large-scale e-portfolio adoption takes more energy and commitment than the typical technology project. 1) Promote From the Bottom Up In implementing its electronic portfolio program, dubbed eWolf, U Alaska took great pains to avoid overstepping or top-down commanding, opting for a more grassroots approach. Several years ago, a subcommittee of the university's faculty senate spent two years appraising the application of digital portfolios to figure out what usage looked like on campus.

Project Origins. Catalyst for Learning: ePortfolio Resources & Research. Created by 24 campuses in the Connect to Learning project, Catalyst for Learning: ePortfolio Resources and Research demonstrates the potential ePortfolio has to transform higher education.

Catalyst for Learning: ePortfolio Resources & Research

Developed for a broad audience, the Catalyst site will help ePortfolio teams and campus leaders meet the fast-changing needs of 21st century higher education. Showcasing practices from Boston’s Northeastern University, San Francisco State, IUPUI, Manhattanville College, CUNY’s new Guttman Community College and others across the country, Catalyst for Learning offers evidence, strategies and stories which highlight the ways ePortfolio can advance learning, deepen pedagogy and assessment, and support institutional change. The Evidence section showcases the difference ePortfolio can make in higher education.

The Catalyst Framework is a comprehensive, evidence-based framework which helps us understand the challenge of building and sustaining a successful ePortfolio initiative. Volume 5 - Number 2 - 2015. Evidence of Evidence-Based Teaching. Evidence-based teaching seems like the new buzzword in higher education.

Evidence of Evidence-Based Teaching

The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such as: How much evidence does there need to be to justify a particular strategy, action, or approach? Is one study enough? What about when the evidence is mixed—in some studies the results of a practice are positive and in others they aren’t? In research conducted in classrooms, instructional strategies aren’t used in isolation; they are done in combination with other things. Questions like these should prompt more cautious use of the descriptor, but they don’t excuse us from considering the evidence and how it might be incorporated into the teaching-learning activities of our courses.

Here’s a sampling of actions from the 21 that appear on the PORTAAL instrument. Portfolio Evidence-Based Learning (PEBL) Portfolio Evidence-Based Learning (PEBL) I’ve written a number of blogs related to the ongoing AAEEBL/EPAC/AAC&U/IJep webinars to define the eportfolio idea.

Portfolio Evidence-Based Learning (PEBL)

In these blogs, I have been struggling, as we all have for years, to best describe what we do, what we believe, and what we are. A number of people are beginning to think the term “eportfolio” itself may be the problem.