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First Year Experience at Stony Brook University Integrative Learning combining Learning, Leadership and Service ePortfolios create a sense of community at Stony Brook that welcomes and includes incoming freshman Stony Brook University incorporates first year learning experiences and eportfolio learning strategies in their Undergraduate College Leadership courses (expanding to all UGC 101 courses in Fall 2012), Writing & Rhetoric 102 courses, Freshman Business Honors Program, and Introduction to Engineering courses.
[ Docs ] [ txt | pdf ] [ draft-ietf-atompu... ] [ Diff1 ] [ Diff2 ] [ IPR ] Updated by: 5988 PROPOSED STANDARD Network Working Group M. Nottingham, Ed. Request for Comments: 4287 R. Sayre, Ed.
Following on from the very successful series of webinar’s from E-portfolios Community of Practice Massive Open Online Course (EpCop MOOC) , EpCop presents the final free webinar for 2011 on ‘ Implementing E-portfolios ‘. Drawing on the experience of two organisational implementation processes from Sunshine Coast TAFE (Qld) and Box Hill Institute (Vic) , this webinar will showcase the challenges and opportunities when undertaking the: selection process for deciding on an organisation wide e-portfolio system by Kathryn Rodney, Sunshine Coast TAFE strategtic roll out of an e-portfolio system to support individual learning plans by Pauline Farrell, Box Hill Institute The free webinar will take place on Tuesday 8 November at 11 am Australian Eastern Daylight Saving Time ( Time Converter here ) using the Australia e-Series Blackboard Collaborate: http://tinyurl.com/29tyznz
Reflective practice can be a beneficial process in teacher professional development, both for pre-service and in-service teachers. This digest reviews the concept, levels, techniques for, and benefits of reflective practice. Refining the concept In 1987, Donald Schon introduced the concept of reflective practice as a critical process in refining one's artistry or craft in a specific discipline. Schon recommended reflective practice as a way for beginners in a discipline to recognize consonance between their own individual practices and those of successful practitioners. As defined by Schon, reflective practice involves thoughtfully considering one's own experiences in applying knowledge to practice while being coached by professionals in the discipline (Schon, 1996). After the concept of reflective practice was introduced by Schon, many schools, colleges, and departments of education began designing teacher education and professional development programs based on this concept.
Electronic Portfolios in Teacher Education Neal Strudler, University of Nevada Las Vegas Keith Wetzel, Arizona State University This site was created to distribute research information and findings from our study on the use of electronic portfolios in teacher education programs.
How to navigate in here? The side bar on the right contains all of the links to the pages of suggested activities and resources for each topic that you need for the exploration of e-portfolios based on our model. Some activities have more than one page attached to them; be sure to click the arrows next to each to expand the menu. Visit the MOOC Planning Visuals page for more details about our model. Head over to the Course Overview first and see what this MOOC has in store for you.