I’d like to share something about our group blog and my personal blog, which are used as e-portfolios. Even though e-portfolios are not a new concept, I am still interested in the potential of it to support more learner centered and personalized forms of learning and develop 21st century models of learning, teaching and assessment.
Any comments, summaries, or presentations I’ve posted on the blogs lie rich and complex processes of planning, synthesizing, sharing, discussing, reflecting, giving, receiving and responding to feedback. All the contents are shared with my peers and teachers. E-portfolios play an important role in the formative processes of learning by supporting dialogue with peers and teachers, evaluating and celebrating personal achievements and skill development, and, in the process, engaging us as learners in more profound reflection on our undergoing continuous personal development, not just a store of evidence.
E-portfolio development can:
• improve understanding of the self and the curriculum
• engage and motivate learners, both individually and as part of a community of practice
• personalise learning
• support models of learning appropriate to a digital age
• promote reflective practice
Others gain self-knowledge through exploring aspects of their learning and their wider life experiences. Such narratives about the self are updated easily online, developing over time to provide a record of the learning journey that each learner is engaged in. In addition, e-portfolio use can generate many of the skills that learners need to effectively navigate their way through the complex demands of an information age. Through e-portfolio development, skills of collaboration and selection, even a sense of audience, can be acquired. But perhaps the most important skills fostered by e-portfolio use are those of reflecting and forward planning in response to an experience or episode of learning. These are skills that have relevance across the sectors and in all subject disciplines.
Based on six innovation dimensions, including the role of the teacher, the role of the student, the kinds of learning outcome observed, the curriculum goals, the ICT used, and the connectedness of the classrooms with the outside world, we can easily find that our blogs, as e-portfolios, are quite innovative in at least three aspects. E-portfolios make teachers as facilitators, students co-constructors of knowledge, and contribute to various learning outcomes such as noticeable 21st century skills mastered by students.
References:
http://www.jisc.org.uk/whatwedo/programmes/elearning/eportfolios.aspx
Any comments, summaries, or presentations I’ve posted on the blogs lie rich and complex processes of planning, synthesizing, sharing, discussing, reflecting, giving, receiving and responding to feedback. All the contents are shared with my peers and teachers. E-portfolios play an important role in the formative processes of learning by supporting dialogue with peers and teachers, evaluating and celebrating personal achievements and skill development, and, in the process, engaging us as learners in more profound reflection on our undergoing continuous personal development, not just a store of evidence.
E-portfolio development can:
• improve understanding of the self and the curriculum
• engage and motivate learners, both individually and as part of a community of practice
• personalise learning
• support models of learning appropriate to a digital age
• promote reflective practice
Others gain self-knowledge through exploring aspects of their learning and their wider life experiences. Such narratives about the self are updated easily online, developing over time to provide a record of the learning journey that each learner is engaged in. In addition, e-portfolio use can generate many of the skills that learners need to effectively navigate their way through the complex demands of an information age. Through e-portfolio development, skills of collaboration and selection, even a sense of audience, can be acquired. But perhaps the most important skills fostered by e-portfolio use are those of reflecting and forward planning in response to an experience or episode of learning. These are skills that have relevance across the sectors and in all subject disciplines.
Based on six innovation dimensions, including the role of the teacher, the role of the student, the kinds of learning outcome observed, the curriculum goals, the ICT used, and the connectedness of the classrooms with the outside world, we can easily find that our blogs, as e-portfolios, are quite innovative in at least three aspects. E-portfolios make teachers as facilitators, students co-constructors of knowledge, and contribute to various learning outcomes such as noticeable 21st century skills mastered by students.
References:
http://www.jisc.org.uk/whatwedo/programmes/elearning/eportfolios.aspx