ePortfolios int he language classroom

8/8/2019 ePortfolios int he language classroom

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Portfolio

1.1.1.1. ---- WhatWhatWhatWhats a portfolio?s a portfolio?s a portfolio?s a portfolio?According toartifacts (docuKolomeitseva eto students anassume that aover the collecti

2.2.2.2. ---- Types of Portfolios.Types of Portfolios.Types of Portfolios.Types of Portfolios.We can classify portfolios according toDepending on the owner, portfoliosportfolioportfolioportfolioportfolio allows the owner to reflectdetermine possible causes and come upits holder to reflect about their learnlearning and constructivism theory. (Depending on the purpose, it coulteachers progress toward certain goalsworksworksworksworks as a repository of knowledge or2001) Depending on the format yourecalled web portfolio or eportfolio). A ttttof its owner. (Rastrero, 2008); whila process of reflection as an evidences o

3.3.3.3. ---- Why should we use a portfolio inWhy should we use a portfolio inWhy should we use a portfolio inWhy should we use a portfolio inA portfolio can be a sourprovides a continuous rewith others. It gives infand the strategies they ap

4.4.4.4. ---- The European Experience.The European Experience.The European Experience.The European Experience.The European LanguaLanguages 2001, in othe European states,

(CEFR). Since thenEuropean Community c

5.5.5.5. ---- European Language Portfolio,European Language Portfolio,European Language Portfolio,European Language Portfolio,The ELP is a pedagogical strategy tlearning that promotes pluriculturismlearning....It has 3 official components: the langthe owner has, usually containing foraware of the real knowledge over the lvalue of the language. And the dossier

in the Language Clas

Presenter:Presenter:Presenter:Presenter: Osle Vera Sarmiento.Osle Vera Sarmiento.Osle Vera Sarmiento.Osle Vera Sarmiento. oooo

cGraw-Hill Higher Education webpage (2009), aents) that articulate experiences, achievements and le

t al. (2006), it is a purposeful collection of studentsothers their efforts, progress and achievements in giv

portfolio is a learning and teaching strategy that invon of artifacts.

certain criteria.in education could be a teachers portfolio or a studenbout the teaching process, helps them to identify prwith probable solutions. (Latorre, 2003). While a ssssing process through auto evaluation and self regulatastrero, 2008)d be either a processprocessprocessprocess portfolio,portfolio,portfolio,portfolio, whichwhichwhichwhich works as an evor competences. (Barrett, 2001). Or, it could be adomain of the students or teachers over certain goals o

using, it could be a paper-base traditional portfolio orraditional portfolioraditional portfolioraditional portfolioraditional portfolio is usually a file folder that containse a digital portfoliodigital portfoliodigital portfoliodigital portfolio is an aggregation of digitals artifaf the person learning or abilities. (Sutherland at al., 2

aaaa foreignforeignforeignforeign language classroom?language classroom?language classroom?language classroom?ce of authentic assessment of the students achievementord of the students language development that canrmation about students views of their own languageply while it develops students skills of reflective thinkin

ge Portfolio was launched on a European scale durinrder to articulate general criteria about teaching and lccording to the Common European Framework of

it has been the settled strategy for foreign and secoountries.

hat is it?hat is it?hat is it?hat is it?hat is build up upon the owner personal informationand plurilinguism and that verifies linguistic comp

age passport, which is based on the CERF, offering tmal and informal qualifications. The biography, whicanguage, including linguistic and cultural experiences i, that works as the part that gathers evidence of achiev

room

[email protected]@[email protected]@hotmail.com

ortfolio is a collection ofarning. Furthermore, towork that demonstrates

en areas. Thus, we canolves a reflection process

s portfolio. A teachersteachersteachersteachersblems in the classroom,udents portfoliosudents portfoliosudents portfoliosudents portfolios allowsion, promoting long life

idence of the students orshowcaseshowcaseshowcaseshowcase portfolioportfolioportfolioportfolio whichcompetences. (Barrett,

a digital portfolio (alsothe works and reflectionts carefully selected after007)

s. It alsoe sharedlearning

g.

g the European Year ofarning languages withineference for Languages

d languages within the

f the language he/she isetence through long life

he languages knowledgeh helps the owner to befo through speaker selfements and experiences


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Portfolio

6.6.6.6. ---- Can the ELPCan the ELPCan the ELPCan the ELP be used in all langbe used in all langbe used in all langbe used in all langDespite the fact that the ELP is tportfolio can be adapted to the specificpedagogical goals to fulfill the educfollowing:Always include:A list of goals or objectives clearlyMust be based on the owners persMay contain formal (classroom) exthe classroom.The only criterion for artifacts selOwner must tell a story about eac7.7.7.7. ---- Traditional or digital? Which onTraditional or digital? Which onTraditional or digital? Which onTraditional or digital? Which onNo format is better than the other.classroom. In one hand, the traditionthe learning outcomes. The outcomesand they are normally used as containelearning has occurred.

In the other hand, digitalprocess. The outcomes arlearner constructs meaning

8.8.8.8. ---- Portfolios,Portfolios,Portfolios,Portfolios, WWWWhat for?hat for?hat for?hat for?After you decide to use a portfolio ascriteria: assessment OF learning and

TheTheTheThe assessmentassessmentassessmentassessment OFOFOFOF learnlearnlearnlearnChecks what has been learned to dIs designed for those not directly ilearning and teachingIs presented in a formal reportUsually gathers information intonumbers, scores and gradesUsually compares the student'seither other students or the 'standalevelDoes not need to involve the stude

9.9.9.9. ---- WhatWhatWhatWhat kind of artifacts can be inclukind of artifacts can be inclukind of artifacts can be inclukind of artifacts can be incluIF youre using a traditional format,images, pictures, photographs, CDs andIf youre using a digital format, youspreadsheets (excel) files, multimedia preNo matter what format youre using oreach artifact must be accompanied of a t

makes it so important in the owner lear

in the Language Clas

Presenter:Presenter:Presenter:Presenter: Osle Vera Sarmiento.Osle Vera Sarmiento.Osle Vera Sarmiento.Osle Vera Sarmiento. oooo

uagesuagesuagesuages classroomsclassroomsclassroomsclassrooms around the world?around the world?around the world?around the world?e ruled strategy for languages teaching and learninneeds within a classroom. As the teacher (or student)tional function. Every portfolio in the educational

specified.onal experiences about the language.periences and artifacts as well as artifacts about inform

ction is a reflection process.chosen artifact.

is better?is better?is better?is better?It only depends on the kind of technology availabl format is usually based on the Positivist paradigm,are defined externally, let say by the institution or schrs for examples of student work to determine what and

portfolios are based on the Constructivism paradigm,e defined by the group and are used as a learning e. (Pearl and Paulson, 1994)

a strategy, you must set the purpose of it. The purposssessment FOR learning.

ing:ing:ing:ing:tevolved in daily

easily digestible

learning with

d for a grade

t

TTTThehehehe assessmentassessmentassessmentassessment FORFORFORFOR learnilearnilearnilearniChecks learning to decideIs designed to assist teache Is used in conversation aUsually detailed, specificin words (instead of numbers,Usually focused on imprthe student's 'previous best'

standardNeeds to involve the studeto improve learning

ded?ded?ded?ded?ou can include pieces of writing such as poems, essDVDs containing class recordings of dialogues or rol

can include text files, pdf files, audio files, video filentations, link to blogs and social networks personal swhich purpose youve selected, the re ally important fahought or a story telling why that specific artifact has

ing process of the language, why the owner has decid

room

[email protected]@[email protected]@hotmail.com

g all over Europe, eachou just have to set somefield should include the

al experiences outside

le in yourfocused onool board,how much

focused on the learningvironment in which the

e can be decided under 2

g:g:g:g:hat to do next

rs and students.bout learningand descriptive feedbackscores and grades)vement, compared withand progress toward a

t - the person most able

ys, research and term papers,plays.

s, images, scanned documents;paces, among other artifacts.t when using a portfolio is thatbeen chosen by the owner, what

ed to include it in the portfolio.


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Portfoli

The real value of the portfolio in the lahas invested in its creation.

10101010.... ---- What tools can I use to create a pWhat tools can I use to create a pWhat tools can I use to create a pWhat tools can I use to create a pIf youre creating a traMicrosoft Office andoffline, but require webthese tools can also beinteractivity.

If youre creating a digital portfolio, youGoogle Sites, Blogs, Podcasting, StorThese are dynamic web services that anallows interactivity.

11111111.... ---- How can I start?How can I start?How can I start?How can I start?Just follow up some handy tips:Define the purposepurposepurposepurpose of the portfolio (CollectCollectCollectCollect (digital) artifacts (or convertSelectSelectSelectSelect specific documents to meet thethe goals emerge!)Create a first page as an introductioSet up a structure around the goals/One page for each goal/theme (withUpload artifacts to page or create hy

Write reflections about how the artifWrite future learning goals.If traditional, plan a portfolio presen

REFERENCES.

Barret, H. C. E-Portfolios for Learning. h tp:/

Barret, H. C. Helen Barretts Blog. h tp://ele Barret, H. C. Using Technology to Support Alt

Barret, H. C. (2004). Electronic Portfolios ashttp://electronicportfolios.com/digistory/epsto Becta. (2007). Impact of e-portfolios on learhttp://partners.becta.org.uk/upload-dir/downlo Consejo de Europa. (2001b). A common europof Europe. E.M. Kolomeitseva, M.N. Makeyeva. The Use of. 2006. 12. 3. Transactions TS

Latorre, A. (2003): La investigacin-accin, B McGraw-Hill Higher Education webpage (200 Paulson, F.L. & Paulson, P. (1994) AssessingSkylight Training & Publishing Rastrero, M. (2007). El portafolio reflexivo de Sutherland, S. and Powell, A. (2007), Cetis SI

s in the Language Cla

Presenter:Presenter:Presenter:Presenter: Osle Vera SarmOsle Vera Sarmi Osle Vera SarmOsle Vera Sarmi

nguage classroom (or any classroom) is determined by

ortfolio?ortfolio?ortfolio?ortfolio?ditional portfolio, you can use authoring tools, such aspen Office. Those tools can be used to author portfol

server space to publish online. Portfolios created withublished on CD-R or DVD-R and have no

can use web 2.0 tools, such as Google Docs,ge audio and Video Sites, Social Networks.individual or institution may use to create and publish

earning? Showcase? Assessment?) What is this portdocuments into digital format )

goals identified in step 1 above. (Sometimes in selecting

and table of contents.hemes identified in purpose statement.links to first page, if digital)perlinks to documents online, if digital.

cts demonstrate achievement of goals.

ation / If digital, publish portfolio online (or on CD/

/electronicportfolios.org/blog/

tronicportfolios.info/blog/index.phpernative Assessment and Electronic Portfolios. http://electronicport

Digital Stories of Deep Learning. Digital Stories of Deep Learning.y.htmling.

ads/page_documents/research/impact_eportfolios_learning.pdfean framework of reference: learning, teaching, assessment a gen

Portfolios in Language Assessment. Department of Foreign Languag

U.

arcelona: Gra)

Portfolios Using the Constructivist Paradigm in Fogarty, R. (ed.) (19

l profesor como herramienta para la prctica reflexiva: un estudio d

mailing list discussions www.jiscmail.ac.uk/archives/cetis-portfoli

sroom

iento.ento.iento.ento. [email protected]@[email protected]@hotmail.com

the level of reflection the owner

ios

presentation portfolio and

folio supposed to demonstrate?

the documents and artifacts,

VD)

folios.org/portfolios.html

eral guide for users. Strasbourg. Council

s, TSTU. ISSN 0136-5835.

6) Student Portfolios. Palatine: IRI

e casos. Universitat de Barcelona. Espaa.

o.html


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Portfoli s in the Language Cla

Presenter:Presenter:Presenter:Presenter: Osle Vera SarmOsle Vera SarmiOsle Vera SarmOsle Vera Sarmi

sroom

iento.ento.iento.ento. [email protected]@[email protected]@hotmail.com

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ePortfolios int he language classroom