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Stony Brook University's Project ePortoflio :: First Year Experience at SBU. First Year Experience at Stony Brook UniversityIntegrative 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.

This year, our WISE Women in Engineering and Science) program will introduce eportfolios to their students. The Leadership and WISE programs incorporate academic advising in the eportfolio use. Orientation and ePortfolios Fall 2012 will launch a pilot of eportfolios to be created by freshman at their orientation. Undergraduate Template - Student-Driven So far, the eportfolio process at Stony Brook is not controlled. -Nancy Wozniak. Stanford MobiSocial Computing Laboratory. LEAP2A. RFC 4287 - The Atom Syndication Format.

[Docs] [txt|pdf] [draft-ietf-atompu...] [Diff1] [Diff2] [IPR] [Errata] Updated by: 5988 PROPOSED STANDARD Errata Exist Network Working Group M. Nottingham, Ed. Request for Comments: 4287 R. Sayre, Ed. Category: Standards Track December 2005 Status of This Memo This document specifies an Internet standards track protocol for the Internet community, and requests discussion and suggestions for improvements. RFC 4287 Atom Format December 2005 4.2.4. RFC 4287 Atom Format December 2005 1. Atom is an XML-based document format that describes lists of related information known as "feeds". 1.1. A brief, single-entry Atom Feed Document: <? RFC 4287 Atom Format December 2005 1.2. The XML Namespaces URI [W3C.REC-xml-names-19990114] for the XML data format described in this specification is: For convenience, this data format may be referred to as "Atom 1.0". 1.3.

RFC 4287 Atom Format December 2005 2. 3. E-portfolios blog » Blog Archive » “Implementing E-portfolios” EpCop Webinar. 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: Share your implementation/strategic roll out experiences here.

Reflective practice. 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. Research on Electronic Portfolios in Teacher Education.

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. During the first phase of the research, we identified teacher education programs in which e-portfolios were well-articulated, mature, and implemented program-wide for a minimum of two years.

From that sample, we selected six sites and conducted case studies for each, based on observations, review of portfolios and program materials, and extensive interviews of faculty, administrators, support staff, and students. Findings from the study are being released to address research questions such as... What was the situational and historical context in which electronic portfolios were adopted and implemented? What do the various facets of the electronic portfolio process look like as implemented? Publications. WSU COE Professional Portfolio Training. eFolio in the UK and Europe. Baranduda Blog. E-portfolios. ePortfolios. Epcop_learnspace. Do you want to know all about eportfolios? Then join us here in this Massive Open Online Course (MOOC) and experience the What, Why, How, Where, So What, Now What and Then What of creating and reflecting in Eportfolios! The learnspace is a library, a resource kit, a gallery, a classroom, and a communication portal - a space for participants to learn collaboratively about Eportfolios.

The learnspace has also provided a space for the EpCoP design team to discuss, select and gather relevant resources, activities, communications and networks that are structured to help practitioners to build an awareness of the power of Eportfolios and to develop the Massive Open Online Course (MOOC) for: VET practitioners developing a professional e-portfolio to support their CPD needs (eg industry and professional currency) Dr. Helen Barrett's Electronic Portfolios.