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ePortfolios: Broadening career opportunities for rural, private college Students

ePortfolios: Broadening career opportunities for rural, private college Students. Virginia R. Jones, Ph.D . Ferrum College . Historical context. eLearning – supports self-directed reflective problem based learning Social constructivism Scaffolding

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ePortfolios: Broadening career opportunities for rural, private college Students

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  1. ePortfolios: Broadening career opportunities for rural, private college Students Virginia R. Jones, Ph.D. Ferrum College

  2. Historical context • eLearning – supports • self-directed • reflective • problem based learning • Social constructivism • Scaffolding • Cultural tools affect pattern and rate of development

  3. Today’s Context • Digital – information • Digital -access • Technology literacy and tools

  4. ADDIE Model

  5. The Language of ePortfolios • Artifacts • Repositories

  6. Categories of ePortfolios • Showcase - a snapshot of learning • Repository – a container or file of learning documents

  7. Student Learning Outcomes • Critical to support student learning • Achievement matrix as checklist - milestones • Provides assessment data for institution

  8. Achievement Matrices • Clearly define milestones • Provide consistency for outcomes • Core outcomes predictive of overall higher education success

  9. Tools for ePortfolio • Commercial • Free access • Weebly, • Google sites

  10. www.weebly.com

  11. Google sites in gmail

  12. “We still live in a society in which identity and recognition are not givens, so most students spend most of their time trying to figure out who they are, who they want to be, and what they want to do” Michael Wesch (Grush, 2011, para. 4) ePortfolios give students voice in their educational pursuits and identity as a learner on a trajectory for success.

  13. Conclusion • Necessary for 21st century learning • Necessary for student engagement • Students control artifacts to make course learning longitudinal (Batson, 2010) • Tool for implementation not important but data collection, self reflection, and overall development process are

  14. References Batson, T. (2010, July 28). A profoundly disruptive technology. Retrieved from Campus Technology: http://campustechnology.com/articles/2010/07/28/a-profoundly-disruptive-technology.aspx Grush, M. L. (2011, May 1). Changing the way we teach. Retrieved from Campus Technology: Retrieved from http://campustechnology.com/Articles/2011/05/01/ Changing-the-Way-We-Teach.aspx?p=1

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