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of their learning and the choice of where to demonstrate their proficiency. People are also forced to reflect on what they have learned and how they plan to build and improve in the future. This helps people to become better critical thinkers and helps them to develop their writing and multimedia skills. Today, many students are using multimedia such as
Facebook, Twitter, and texting—all informal settings. The electronic portfolio, on the other hand, is a more formal setting where students must apply both their knowledge of how the web works and the message they want to convey. In this sense, students' use and comfort with the web at times can be a hindrance if they are not taught to use electronic portfolios in the correct fashion, suggests Lane. Many universities and schools are currently working to make sure that students are gaining practice and experience with electronic portfolios so that they are able to use them to the best of their ability. For example, in places like Michigan students can earn the MCOATT (Michigan Certificate of Outstanding Achievement in Teaching Technology) for submitting an electronic portfolio which demonstrates evidence of technology being used in the classroom. This consortium is an organization aimed to make Michigan one of the leaders in integrating technology into the training of young professionals.
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129:. The main purpose is to provide an avenue for communication between student and instructor. An assessment portfolio will demonstrate skill and competence in a particular domain or area. A showcase portfolio highlights stellar work in a specific area, it is typically shown to potential employers to gain employment. When it is used for job application it is sometimes called
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provide the opportunity to review, communicate, and give feedback in an asynchronous manner. In addition, students are able to reflect on their work, which makes the experience of creating the e-portfolio meaningful. A student e-portfolio may be shared with a prospective employer or used to record the achievement of program or course specific learning outcomes.
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E-portfolios also help to foster an independent and autonomous way of thinking, according to
Strivens. This is in large part because people must focus on their collective work, think about how it will be portrayed, and what the work says about them as an individual. The individual is then in charge
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The uses of e-portfolios are most common in the courses with departments of education. Most preservice teachers are asked to compile an e-portfolio to demonstrate competencies needed to gain teaching certification or licensure. Student e-portfolios are increasingly being used in other disciplines
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In education, the electronic portfolio is a collection of a students' work that can advance learning by providing a way for them to organize, archive, and display work. The electronic format allows a professor to evaluate student portfolios as an alternative to paper-based portfolios because they
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In general e-portfolios promote critical thinking and support the development of technology literacy skills. Faculty now use e-portfolios to record course or discipline designs that may be shared with colleagues to promote teaching and learning. A teaching e-portfolio is used to showcase career
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81:. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time.
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One can regard an e-portfolio as a type of learning record that provides actual evidence of achievement. Learning records are closely related to the
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Hebert, Elizabeth A., (2001) The Power of
Portfolios - What children can teach us about Learning and Assessment. San Francisco: Jossey-Bass.
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accomplishments. Different sorts of files can be added here which the marking and other work is easier for the student as well as tutor.
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Haag, S., Cummings, M., McCubbrey, D., Pinsonneault, A., Donovan, R. (2006). Management
Information Systems for the Information Age.
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such as communications, math, business, nursing, engineering and architecture. In education e-portfolios have six major functions:
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103:, can facilitate students' reflection on their own learning, leading to more awareness of learning strategies and needs.
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Mendoza-CalderĂłn, Marco A.; Ramirez-Buentello, Joaquin. (2006). Handbook of
Research on ePortfolios.
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There are three main types of e-portfolios, although they may be referred to using different terms:
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Lane, C. (2007). "The Power of 'e': Using e- Portfolios to Build Online
Presentation Skills".
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captures and displays a learning record, it may also operate as an electronic portfolio.
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133:. Most e-portfolios are a mix of the three main types to create a hybrid portfolio.
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A developmental e-portfolio can show the advancement of skill over a period of time
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Consortium for
Outstanding Achievement in Teaching with Technology (2009).
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Such electronic evidence may include input text, electronic files, images,
310:"Effective Practice with e-Portfolios. Supporting 21st century learning"
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Facilitating
Reflection Through ePortfolio at TecnolĂłgico de Monterrey
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423:"A survey of e-pdp and e-portfolio practice in UK Higher Education"
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Inter/National
Coalition for Electronic Portfolio Research (INCEPR)
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92:, and organizations use to manage learning. To the extent that a
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Collection of electronic evidence assembled and managed by a user
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364:"Guide for Busy Academics No. 4: Learning through reflection"
336:"Career couch: Showcasing Your Work, in an Online Portfolio"
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assembled and managed by a user, usually but not only on
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465:"COATT: Preparing Teachers for the Evolving Classroom"
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Pages displaying wikidata descriptions as a fallback
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Pages displaying wikidata descriptions as a fallback
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206:Record and track development within a program;
297:. Hershey, USA. Ali Jafari (Ed). pp: 484-493
88:, an emerging tool which individuals, teams,
168:Job applications/professional advertisements
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141:Electronic portfolios have been used in:
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388:Lorenzo, George; Ittelson, John (2005).
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30:Electronic portfolio (PDF portfolio)
164:Continuing professional development
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334:Zimmerman, Eilene (30 June 2012).
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421:Strivens, Janet (February 2007).
212:Evaluate and monitor performance;
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58:) is a collection of electronic
271:(XLM-J). Toronto: Mcgraw-Hill.
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99:E-portfolios, like traditional
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366:. The Higher Education Academy
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390:"An Overview of E-Portfolios"
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203:Document skills and learning;
183:Recognition of prior learning
115:developmental (e.g., working)
94:personal learning environment
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425:. Higher Education Academy
395:. Educause. Archived from
209:Plan educational programs;
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269:Building an E-portfolio
90:communities of interest
495:Educational technology
153:Technology integration
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485:Educational materials
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490:Educational software
66:(online portfolio).
36:electronic portfolio
16:For other uses, see
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341:The New York Times
246:Artist's portfolio
215:Evaluate a course;
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429:2 September
48:e-portfolio
479:Categories
321:References
218:Find a job
176:Assessment
118:assessment
101:portfolios
79:hyperlinks
71:multimedia
18:Portfolio
446:Innovate
231:See also
150:see also
121:showcase
60:evidence
452:(3): 5.
146:Schools
127:rubrics
64:the Web
52:e-folio
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56:eFolio
400:(PDF)
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137:Usage
107:Types
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299:ISBN
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75:blog
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