E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.

1. BLOGS AS
PLATFORMS FOR
E-PORTFOLIO
& PBL
PRESENTER : Olga Morozan

2. What is an E-Portfolio?

3. A PORTFOLIO
is a collection of work developed across varied contexts over time, that can
advance learning by providing students and/or teachers with a way to organize,
archive and display pieces of work in an asynchronous online manner
(multi-types of content and formats).
Why Use An E-Portfolio?
• Storage/Access of online information, hyperlinked with one another –
so, users do not have to worry about losing or misplacing documents.
• Multimedia: Once the student work is organized, users can add easily add
sound, pictures, graphics and video to the electronic portfolio.
• Computer Skills: Students gain valuable computer skills while creating
and editing their portfolio.
• Assessment: Electronic portfolios directly relate student work as an
evidence of learning to the defined standards or criteria.

7. TYPES OF E-PORTFOLIOS
• Developmental/Growth Portfolios: demonstrate the advancement and
development of student skills over a period of time. Developmental
portfolios are considered works-in-progress and include both self-
assessment and reflection/feedback elements. The primary purpose is to
provide communication between students and teachers.
• Assessment Portfolios: demonstrate student competence and skill for
well-defined areas. These may be end-of-course or program assessments
primarily for evaluating student performance. The primary purpose is to
evaluate student competency as defined by program standards and
outcomes.

8. TYPES OF E-PORTFOLIOS
• Showcase Portfolios: demonstrate exemplary work and student skills. This type
of portfolio is created at the end of a program to highlight the quality of student
work. Students typically show this portfolio to potential employers to gain
employment at the end of a degree program.
• Hybrids: Most portfolios are hybrids of the three types of portfolios listed above.
Rarely will you find a portfolio that is strictly used for assessment, development or
showcase purposes.
!!!Self-reflection is an important component of electronic portfolio development.
If you do not require participants to self-reflect on the artifacts they add to the
portfolio,
they will not gain from the rich learning experience that e-portfolio development can
provide!

9. 1. Developmental/ Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances
2. Showcase Portfolios
a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important work
d. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately

10. Profile: About Me, Values & Beliefs, Future Career Plan, Interest & Hobbies
Summary: Purpose of the Portfolio, My Accomplishment (academic, extracurricular),
Future direction
Showcase: artifacts of projects, achievements
Qualifications: Award, Educational background, Working experience, Extracurricular
activity

11. Home, Course Artifacts, Classroom Application, Reflection, Self-Evaluation Rubric
Shante’s E-Portfolio

12. • Megan's E-Portfolio
• Laura's E-Portfolio;
• Donald E-Portfolio;
• Lauren's E-Portfolio;
• Danielle's E-Portfolio

13. How do the e-portfolios help students become
more independent learners?
(share your ideas)

14. HOW DO YOU CREATE AN ONLINE PORTFOLIO?
• Purpose,
• Audience;
• Content;
• Process of selecting contents,
• Reflection on sample of work.
Example of reflection on selection questions/prompts
•Why did you select this piece?
•Why should this sample be included in your portfolio?
•How does this sample meet the criteria for selection for
your portfolio?
•I chose this piece because ....

15. E-Portfolios could be designed using either well
known blog sites as Wordpress , Wikispaces and
Weebly
or the new ones, such as
Google sites, Portfoliopen, Edublog , Pathbrite
and FolioSpaces

16. WWW.SITES.GOOGLE.COM
Tutorial

17. E-PORTFOLIO ASSIGNMENT FOR STUDENTS:
•
1) Explain to your students the type of portfolio they should create.
• For example: a grammar e-portfolio,
• a vocabulary e-portfolio, a writing e-portfolio , a showcase e-portfolio , a British
culture related e-portfolio, a portfolio to display student best work , a portfolio to
demonstrate their progress in English , a portfolio about their extra-curricular
activities, a teacher portfolio.
•
2) Establish the structure of the e-portfolio:
• write about how many sections it should have,
• what information should be included,
• how much information should be placed online, etc.

18. PBI

19. PBI
a systematic teaching method
that engages students in learning knowledge and skills
through an extended inquiry process,
structured around complex, authentic questions
and
carefully designed products and tasks.
This process can last for varying time periods
and can extend over multiple content areas.

20. PBI
requires complex tasks, based on challenging questions or
problems, that:
• involve students in design, problem-solving, decision
making, or investigative activities;
• give students the opportunity to work relatively
autonomously over extended periods of time; and
• culminate in realistic products or presentations.

21. WHAT ARE THE PBI BENEFITS?

23. free English language
courses, developing
linguistic, intercultural and
social skills.
14-18 year-old teenagers from
economically disadvantaged
environment from the country.

24. Applied instructive approaches
E-
Learning
Content-
based
Project-
based

25. iEARN (International Education and Resource
Network)
a non-profit organization made up of over 30,000 schools
and youth organizations
in more than 140 countries.
iEARN empowers teachers and young people
to work together online
using the
Internet and other new communications technologies.

26. FROM 2010- UP-TO-DATE:
11 IEARN LEARNING CIRCLES;
DEVELOPED AND IMPLEMENTED 66 ONLINE PROJECTS
iEARN projects
on
“Money Matters”:
The History of Money; Plan You Future!; From Rags to
Riches; The Value of Money; Money Matters; Connect
People!, etc.

27. TASK:
Identify comprising elements of 1 project presented below
presented below:
· Target problems the project addresses;
· Project goals from civic and EFL teaching
perspectives;
· Project beneficiaries;
· Project partners;
· Project finalities from civic and EFL teaching
perspectives;
· Students’ English level
(beginner, elementary, pre-intermediate, intermediate,
upper-intermediate, advanced).

28. ALL PROJECTS HAVE BEEN PUBLISHED ON:
• iEARN web site,
• iEARN Moldova web site
(https://iearnmoldova.wordpress.com)

29. „Global Youth Service Day” Campaign
200 young and active teenagers
Civic-Engagement Projects & Activities

30. “Give Your Toy a New Life” Campaign:
200 Access students collected 780 toys
and donated to orphanages from 10
regions

31. “Making Changes through Social Theater” Project,
within the American Councils’ International Outreach Fund
Beneficiaries:
60 Access students
fom 3 orpahanges
( Orhei, Straseni and Ialoveni),
100 kids
from other orphanages,
Children’s Social Rehabilitation Centers
and kindergartens
MAIN GOAL: TO ENHANCE STUDENTS' CIVIC RESPONSIBILITIES AND POSITIVE
ATTITUDE TOWARDS THEIR CHALLENGING SOCIETY, BY TRYING TO FIND OPTIMAL
SOLUTIONS FOR THE MOST ACTUAL PROBLEMS THE COMMUNITY FACES, AND TO
TEACH OTHER PEOPLE HOW TO ACT PROPERLY IN THE ACT OF DISCRIMINATION,
SOCIAL INJUSTICE OR INTOLERANCE..

32. PROJECT PREPARATION
Start with your
Content & Skills
Standards
Envision your
Project Idea
Develop a
Driving
Question
Decide on
Collaborative
Final Products
Driving Question Checklist:
• Is the question open-ended and has
more than one answer?
• Is the question simple enough for
students to understand but has
complex answers?
• Do the students need to learn the
content and skills from set education
standards in order to answer the
question?
• Are the other classes answering the
same or a similar question for joint
project work?
Final Product Ideas:
• Design, market, and sell products to fundraise for a cause or
contribute to a community effort;
• Produce a joint student newsletter, magazine, or literary
anthology;
• Produce video documentaries to show in a global film festival;
• Create histories of local communities worldwide and publish in
a book;
Create a photo essay to share on a website, calendar, etc.
• Plan and conduct workshops (conflict resolution, recycling) for
younger students in the community;
• Create a global art gallery;
• Conduct joint fundraising efforts or public awareness
campaigns to address a common issue (pollution, hunger).

33. 2015-2016
iEARN Project Book

35. GLOBAL ISSUES AS SOURCES FOR PROJECT TOPICS
Cultural diversity; Disasters;
Education; Environment; Food security; Globalization;
Governance; Health; Human rights; Peace building;
Poverty reduction; Refugees;
Water and sanitation.

38. PROJECT EXAMPLES: