This link has been bookmarked by 92 people . It was first bookmarked on 07 Sep 2006, by Quentin D'Souza.
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Glenn Hoyle2004 article on eportfolios.
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The learner builds and maintains a digital repository of artifacts, which they
can use to demonstrate competence and reflect on their learning -
Portfolios are driven by the intended task: assessment, professional/personal
development, learning portfolio, or group portfolio - 15 more annotations...
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Susan StalewskiIn a knowledge economy, the most valuable resource is obviously knowledge. A
person’s ability to express his/her knowledge effectively (through artifacts,
examples of work, progression of growth, and instructor comments) improves
opportunities for employment and access to education. A portfolio permits the
learner to display competence, outside of a static transcript. The richness of
an individual’s learning can be portrayed through multiple media. For example,
using an actual website to communicate web development skills is far more
effective than simply listing a certificate on a resume. -
Manmeet Singhe-learning site
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Definitions of eportfolios vary, but generally include the notion of a digital
resource (personal artifacts, instructor comments) demonstrating growth,
allowing for flexible expression (i.e. customized folders and site areas to meet
the skill requirements of a particular job), and permitting access to varied
interested parties (parents, potential employers, fellow learners, and
instructors).
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Christy TuckerBenefits and uses of eportfolios in higher education. Describes some models of developing eportfolios.
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Mark PratsGoes over what eportfolios are and why you should use them
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Jane Mwhy eportfolios
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Mike Ratkajwhy eportfolios
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beth brunkgood ideas for the process of creating and evaluating e-portfolios
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manu deaPortfolios have long been the showcase tools of artists – expressions of competencies and work completed. Eportfolios and webfolios are digital enactments of portfolios.
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Eportfolios and webfolios are digital
enactments of portfolios. -
Portfolios
are driven by the intended task: assessment, professional/personal development,
learning portfolio, or group portfolio.
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Rick Bicheexcellent
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earners, instructors,
and academic organizations. -
showcase tools of artists – expressions
of competencies and work completed. - 21 more annotations...
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ted ingrahamElectronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the
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Fernando Sartículo de G Siemens sobre e-portfolios
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Bob GreenbergElectronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations.
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L@jost EU projectpt Peda 4
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expressions of competencies and work completed
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Some authors have drawn distinctions between terms, (Love et al, 2004)
defining eportfolios as information that resides on a CD ROM or other physical
media, and webfolios as web-based portfolio - 8 more annotations...
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ectronic portfolios (also referred to as eportfolios or
webfolios) are gaining recognition as a valuable tool for learners, instructors,
and academic organizations. Bold proclamations laud webfolios as “higher
education’s new “got to have it” tool – the show-and-tell
platform of the millennium” (Cohen
and Hibbitts, 2004), and as a tool that “may have the most significant
effect on education since the introduction of formal schooling”
(Love, McKean,
and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm,
eportfolios can best be viewed as a reactionary response to fundamental
shifts in learning, teaching, technology, and learner needs in a climate
where learning is no longer perceived as confined to formal education.
Definition
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Carole HunterFrom elearnspace. A general overview
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Definitions of eportfolios vary, but generally include the notion of
a digital resource (personal artifacts, instructor comments) demonstrating
growth, allowing for flexible expression (i.e. customized folders and
site areas to meet the skill requirements of a particular job), and permitting
access to varied interested parties (parents, potential employers, fellow
learners, and instructors). -
Portfolio implementations can best be viewed as a continuum. Portfolios
are driven by the intended task: assessment, professional/personal development,
learning portfolio, or group portfolio. The expressions of learning in
an eportfolio can range from simple blogs to enterprise-level implementations. - 10 more annotations...
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Fiona GrantElectronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” to
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Werner TrotterExcellent reading, as always from George Siemens
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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education.
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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education.
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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education.
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Amy Gahranper elearningpost
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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education.
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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations.
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