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.
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.
...the term OER, according to The William and Flora Hewlett Foundation, represents the "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge."
In our 2014 book Digital Literacies (co-written with Nicky Hockly and Dr. Mark Pegrum) we explore these new literacies in detail, offering a range of practical ideas of how they can be developed in the English language classroom. We also attempt a taxonomy of the new literacies by breaking them down into four main areas: those with a focus on language, on connections, on information, and on (re)design
Exponential technologies have a tendency to move from a deceptively slow pace of development to a disruptively fast pace. We often disregard or don’t notice technologies in the deceptive growth phase, until they begin changing the way we live and do business. Driven by information technologies, products and services become digitized, dematerialized, demonetized and/or democratized and enter a phase of exponential growth.
Use of portfolios in education has waxed and wanted for decades. Yet, I see three persistent reasons why educators and schools keep coming back to them. While these three reasons are related in that they provide direct evidence of learning and accomplishments, they have three distinct ultimate ends.
A study of thousands of Australian schoolchildren shows their technology skills have fallen dramatically despite a big rise in their use of social media and digital apps.
The latest information and communications technology test in the National Assessment Program, released on Tuesday, found only 55 per cent of year-6 students were proficient in skills such as searching a website, formatting a document, cropping an image and creating a short slide show.
With the amount of content that is shared on the Internet every minute, it’s no surprise that many people feel overwhelmed by the quantity of information out there. This is why content curation is becoming an essential digital literacy skill for teachers and students. The act of curation requires critical and creative thinking, as decisions are made around what to keep, what to discard and how to connect and present ideas. Social bookmarking tools allow collaboration across the world to share and build collections.
You can’t have a conversation about the future of public education these days without some mention of digital learning. And when you talk about digital learning, the discussion often turns to badging.
The concept is simple: individuals earn badges for demonstrating the acquisition of key knowledge and skills. Think Girl Scouts. When you marry the concept of badging with technology, you get digital badges that allow a person’s portfolio of badges to be stored in one place and provide a record of subject or skill mastery. This could have a significant impact on awarding credentials or certificates to students, and perhaps even creating an implementation framework for competency-based learning.
Imagine a parent and student have access to and control of information about the student and could choose when and how to share that information with other stakeholders. Imagine that it is not only available 24 hours a day but stays with the family regardless of school transfer. An expanded learner profile could make this vision a reality by building on the current “official transcript” with an expanded electronic student record highlighting learner strengths, needs, interests, preferences and more. A learner profile could simultaneously drive personalization and safeguard privacy.
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