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<ul><li>How can teachers and students use e-Portfolios to share work, ideas and goals in the composition classroom? </li><...
 
<ul><li>e-Portfolios in the Classroom: </li></ul><ul><li>Individual Portfolios </li></ul><ul><li>Class connections </li></...
<ul><li>Learning Objectives </li></ul><ul><li>Writing as Process </li></ul><ul><li>Writing as Collaboration </li></ul><ul>...
 
 
<ul><li>From  invention  to  peer review  to  revision  and “ publishing, ” students are able to visualize the writing pro...
<ul><li>“ I love that it allowed us to keep everything in one place. I can’t imagine peer review without us all having our...
<ul><li>“ I like that it was easy to use and that I could build a portfolio. As a Writing, Literature and Publishing major...
<ul><li>“ It is nice that there are a lot of options for design and formatting for the actual portfolio and the postings.”...
 
<ul><li>Students look to peer assignments for varied approaches to writing </li></ul><ul><li>Online access promotes contin...
<ul><li>Students gain ownership of the e-Portfolio’s content, use and design </li></ul><ul><li>Students learn and communic...
 
 
<ul><li>“ I really like the  </li></ul><ul><li>collaborative nature of </li></ul><ul><li>Digication. It’s great seeing </l...
<ul><li>  “ In this course, I use Digication to    publish, share, and critique written    work.” </li></ul><ul><li>“ I wr...
<ul><li>“ I liked the ease with which you can post the work and  discuss  it even outside of the classroom.” </li></ul>
<ul><li>“ I prefer doing peer review face-to-face and being able to write comments on papers.” </li></ul><ul><li>“ I disli...
<ul><li>“ I think this has the potential to be a great avenue for sharing work and getting feedback. Classes can use it fo...
<ul><li>Emerson College’s Instructional Technology Group </li></ul><ul><li>http://www.emerson.edu/itg/ </li></ul><ul><li>D...
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E-portfolios for community building, technological literacy

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E-portfolios for community building, technological literacy

  1. 2. <ul><li>How can teachers and students use e-Portfolios to share work, ideas and goals in the composition classroom? </li></ul>
  2. 4. <ul><li>e-Portfolios in the Classroom: </li></ul><ul><li>Individual Portfolios </li></ul><ul><li>Class connections </li></ul><ul><li>Peer Reviews </li></ul><ul><li>Instructor Critique </li></ul><ul><li>24-hour access </li></ul>
  3. 5. <ul><li>Learning Objectives </li></ul><ul><li>Writing as Process </li></ul><ul><li>Writing as Collaboration </li></ul><ul><li>Writing as Conversation </li></ul>
  4. 8. <ul><li>From invention to peer review to revision and “ publishing, ” students are able to visualize the writing process and actively become a part of it. </li></ul>
  5. 9. <ul><li>“ I love that it allowed us to keep everything in one place. I can’t imagine peer review without us all having our essays online. It just wouldn’t have worked out as well.” </li></ul><ul><li>--Fall 2008 Student </li></ul>
  6. 10. <ul><li>“ I like that it was easy to use and that I could build a portfolio. As a Writing, Literature and Publishing major, I think it could be extremely useful.” </li></ul><ul><li>--Fall 2008 Student </li></ul>
  7. 11. <ul><li>“ It is nice that there are a lot of options for design and formatting for the actual portfolio and the postings.” </li></ul><ul><li>--Fall 2008 Student </li></ul>
  8. 13. <ul><li>Students look to peer assignments for varied approaches to writing </li></ul><ul><li>Online access promotes continued peer support system outside of the classroom </li></ul><ul><li>Online communication encourages an authentic tone and on-going conversation. </li></ul>
  9. 14. <ul><li>Students gain ownership of the e-Portfolio’s content, use and design </li></ul><ul><li>Students learn and communicate in an online forum that is familiar to them </li></ul><ul><li>Multimodal assignments encourage creativity and technological experimentation. </li></ul>
  10. 17. <ul><li>“ I really like the </li></ul><ul><li>collaborative nature of </li></ul><ul><li>Digication. It’s great seeing </li></ul><ul><li>an archive of our work as </li></ul><ul><li>well as everyone else’s.” </li></ul><ul><li>“ I loved how if you were ever stuck on writing something you could use Digication to see how others approach the topic.” </li></ul>
  11. 18. <ul><li> “ In this course, I use Digication to publish, share, and critique written work.” </li></ul><ul><li>“ I write my working drafts </li></ul><ul><li>and final essays on here </li></ul><ul><li>so that everyone can use </li></ul><ul><li>and view my work a lot </li></ul><ul><li>easier. I also post </li></ul><ul><li>reflection to this site in order to </li></ul><ul><li>give insight on my essay for </li></ul><ul><li>my teacher to see.” </li></ul>
  12. 19. <ul><li>“ I liked the ease with which you can post the work and discuss it even outside of the classroom.” </li></ul>
  13. 20. <ul><li>“ I prefer doing peer review face-to-face and being able to write comments on papers.” </li></ul><ul><li>“ I dislike how everyone can see it, my writing isn’t strong and posting it for everyone on the network to see is a little embarrassing.” </li></ul><ul><li>“ The only problem really was that when we peer reviewed we were not able to mark up the essays like we could on hardcopy.” </li></ul>
  14. 21. <ul><li>“ I think this has the potential to be a great avenue for sharing work and getting feedback. Classes can use it for peer review, professors can use it to give feedback, and students can use it for personal publication.” </li></ul><ul><li>--Anonymous Student, </li></ul><ul><li>Fall 2008 Intro to College Writing </li></ul>
  15. 22. <ul><li>Emerson College’s Instructional Technology Group </li></ul><ul><li>http://www.emerson.edu/itg/ </li></ul><ul><li>Digication </li></ul><ul><li>http://www.digication.com/ </li></ul>

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