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E-Portfolios for Learning

E-Portfolios for Learning

Global Education Wiki National finalists for e-Skills Week Competition National finalists for e-Skills Week Competition National Contact Points (NCPs) register the finalists identified for any of the 5 award categories of the e-Skills Week Competition. By 5 February, NCPs should upload the information on maximum 5 finalists and preferably in minimum two award categories. * Required Never submit passwords through Google Forms. Powered by Google DocsReport Abuse - Terms of Service - Additional Terms

Google Sites as a Tool for Student Portfolios - Flipped Events Google Sites Resources Intermediate/Advanced For advanced users, try at least 2 of the following activities. Try using the embed gadget in the Featured category to embed a non-Google product such as a Slideshare or VoiceThread link. Go to More>Manage Site>Site Layout>Colors and Fonts. Advanced Resources Should Graduate Students Create E-Portfolios? - Manage Your Career By David Brooks A year ago, I noticed that more and more fellowship applications asked whether I had a Web site for my dissertation project. I doubt that my negative response to that question explained the regretful letters of rejection I received last spring. But the question and the thin envelopes did get me wondering about how we, as graduate students, craft our online presence. Too often, I think we do very little of the crafting. I Googled myself for the first time a few weeks ago. When I went looking to see how other graduate students created a virtual likeness, I found more of the same. We post about ourselves in the blogosphere more than anywhere else. By and large, in doling out useful or playful insights, graduate-student bloggers are speaking to a closed circle and using pseudonyms. Should we be? I recalled a workshop on career building for graduate students, offered by one of my professors, who evaluated a few online teaching portfolios created by graduate students.

Manual Diseño PLN Welcome to the Language Learning Centre | VUW The Language Learning Centre offers up-to-date multimedia resources in all languages taught at the university if English is not your first language, the centre also has a wide range of resources to help you with your English. Opening Hours The LLC is open on weekdays all year round, with late opening during all trimesters. Refer to the University's Dates and Deadlines for 2013-2014 key dates. Monday to Thursday: 8.45am to 7.00pm Friday: 8.45am to 5.15pm Closed on Saturday and Sunday and statutory holidays The LLC is free to use by Victoria students and staff including Community Continuing Education and the Confucius Institute. Give us your feedback We would like your feedback about our services, website or resources.

Portfolios for Student Growth What is 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? 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? PSG can be implemented in a variety of schools and program settings. PSG can serve a variety of functions: PSG is appropriate for use with ALL students. [ Top ]

Change Magazine - January-February 2011 by Terrel L. Rhodes We seem to be beginning a new wave of technology development in higher education. Freeing student work from paper and making it organized, searchable, and transportable opens enormous possibilities. … In short, ePortfolios might be the biggest thing in technology innovation on campus. We are inundated with technology on our campuses and in our lives. The following article focuses on one such use—student electronic portfolios, or e-portfolios—as a rapidly emerging, powerful, iterative mode for capturing student work and enabling faculty to assess student learning. This development has benefits that extend beyond the campus. Part of the current surge of interest in and use of e-portfolios flows from the decades-long requirement of regional and professional accrediting organizations for demonstrations that students are learning what faculty expect them to learn. Rubrics for Learning and Assessment E-portfolios as a Medium for Learning As Helen Chen has observed,

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