RSS: Real(ly) Simple Syndication or Rich Site Summary = a webfeed delivered as an XML file to an aggregator or feed collector / reader.
General Benefits (for education):
+ Organizing and streamlining the abundance of content on the web.
+ Allowing for an approach to reading the combines both scanning (picking out interesting and relevant materials) and synthesizing (making connections between the relevant and interesting materials).
+ Developing reading skills important for both our students and ourselves as we all become more inundated with information.
+ Gives students the opportunity to evaluate and weed out content on the web.
An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. (Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006), page 2.)
An ePortfolio is not a specific software package, but more a combination of process (a series of activities) and product (the end result of the ePortfolio process). Presentation portfolios can be created using a variety of tools, both computer desktop tools and online (Barrett, 2000; Barrett, 2004-2008). Most commercial ePortfolio tools are focused on the product (right-hand) side of the diagram above, although some open source tools contain some of the Web 2.0-type tools that enhance the process (left-hand) side of the diagram, such as blogs, social networking, and RSS feeds.
ePortfolios today are being used for enhancing teaching and learning, for counseling and advising students, for building individual learning plans, for career development purposes, for Faculty RTP reviews and for institutions to collect certain data about student learning that can often be utilized for accreditation, management and promotional purposes.
Badges can slot into a variety of environments and be used in a myriad of ways, and so are the chameleon of the credentialing world. Or maybe they’re the cuttlefish of the credentialing world: able to assume various conceptual shapes and sizes according to their context. Either way, chameleon or cuttlefish, they are unique. For some people this wide ranging flexibility—to grow to the size of a degree and shrink to the size of an essential component—is a feature and for others, it’s a bug. Again, because nothing else has the capacity to be as flexible as this in the current credentialing world.
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