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E-portfolios for Learning with Google Sites EDU
- 1. E-Portfolios for Learning Google Sites EDU Joe Fahs Elmira College SUNY Conference on Instructional Technologies May 2010
- 6. Fragmentated Learning (Chen) Curricula Co-curricular Experiences Deluged with Data and Media IMAGE http://futureperfectpublishing.com/2008/01/25/fragments-of-our- imagination CHEN http://campustechnology.com/Articles/2007/10/ePortfolios-Meet-Social-Software.aspx
- 9. Goals for Students http://www.facslearning.net.au/moodle http://catherineaseo.blogspot.com
- 10. What Students Acquire http://nickrate.com/2009/12/02/portfolio-visualisation/
- 11. Student Ownership Growth, development over time Control over content, design Feedback from faculty, peers Lifelong learning Authentic Purpose-driven http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/groups.htm
- 15. Many Faces of E-portfolios http://maode.wordpress.com/2009/09/20/what-is-an-eportfolio/ + +
- 16. Google Sites Essentials After graduation
- 19. View Sites Within EDU domain
- 20. File Management System Attach files to any page Site wide management of all attachments Add & manage many files to File Cabinet page
- 21. Cloud Storage of Artifacts E-portfolio
- 22. Managing Pages View structure of pages and revert to previous revisions Change Page URL, Showing Title, and Allowing attachments and comments
- 23. Reflection We do not learn from experience…we learn from reflecting on experience . – John Dewey. http://kbarnstable.wordpress.com/2009/07/27/edst499k/ Back Outword Forward Inward Four dimensions of reflective learning: Thinking …
- 24. Reflection Tools Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. – Helen Barrett. Artifact
- 25. Collaboration Viewers do not have rights to add comments or attachments!
- 26. Feedback Collaborators can upload attachments and add comments by page but not by post.
- 28. Integrating Web 2.0 Content Google Gadgets Insert & Embed
- 29. Time with Students No shortcuts! Engage students in learning by having them teach you to learn
- 31. Limitations
- 32. E-portfolio Advantages Comments Easy-to-use, Web browser is the client Yes, but initial training advisable Accessible anywhere Logon required, integration with GAE File management - upload and manage files 500MB per user for all sites Free, no ads When students graduate ads may appear Protected .edu domain, invite all domain or selected users to view site Option to make e-portfolio public on the Internet Write reflections using Announcements page as journal Announcements lack rich blog formatting and reader commenting Different e-portfolios possible depending on goal Use Copy Site to quickly build new e-portfolio & then add-remove-edit Layout tools – navigation, templates, and themes Cannot switch templates, themes Tools to mash up Web 2.0 & social media within GS e-portfolio Google Apps, insert media, gadgets
- 33. Rubrics Rubrics for Bloom’s Taxonomy http://www.uwstout.edu/soe/profdev/eportfoliorubric.html
- 34. Back-up Google Sites Liberation Page
Notas do Editor
- Point out key trends. Can we put this into a one or two sentences! Here is one possible sentence. “Authentic student-centered multimedia content that crosses curricular learning resulting in engagement, reflection, and change over time.”
- This Campus Computing Project chart shows a steady but marked increase in e-portfolios from 2003 to 2008. Certainly percentages are even higher through 2010, most likely approaching 2/3 for larger universities.
- Lack of curricular coherence: transfers, double majors, online courses, study abroad, and lack of connections among courses. Increasing demands of information rich environment and challenge of transforming knowledge through reflective thinking. Growing importance of out-of-class experiences (clubs and organizations, internship, community service, summer jobs, etc.). Students’ lives are highly scheduled, leaving little time to reflect on their own.
- It is increasingly important for students to enrich their academic experience by learning second languages, studying abroad, engage in international studies and activities, and experience different cultures.
- Collect, showcase, connect experiences, document progress, reflect, and comment/feedback.
- Students acquire meaningful technical skills including Web page design and publishing, hypertext, working with digital media, and file and folder organization. Furthermore these skills are enhanced, interacting with each other during the e-portfolio building process. In general, the longer the process the more these skills are reinforced and retained.
- To encourage students to take responsibility for their own learning their portfolio must be purpose-driven, provide opportunities for growth and development over time, relate to their learning, and include meaningful goals. Scaffolding is an essential part of an e-portfolio and parallels the student – teacher ownership curve.
- Dreamweaver was the e-portfolio tool of choice at Elmira College from 2005 to 2009. Alternatives were explored during that time.
- Sample Dreamweaver ePortolio – Elmira College
- E-portfolio software solutions. Mahara is an open source e-portfolio system that can be integrated with the Moodle LMS system.
- This cartoon illustrates the need to develop different portfolios to meet student, faculty, and institutional needs. The combination of Google Sites, Blogger, and Social Media apps provides one possible solution for showcase and learning e-portfolios.
- The essentials: Design with Web browser & easy-to-use, file storage & management, journaling, after graduation (“lifetime”), free to students, protected domain, access anywhere.
- Themes, List Manager (replace tables), Gadgets (media playback, RSS feeds, dynamic content), Announcements page, File Cabinet for organizing files and folders, Navigation menu, and HTML editor.
- A protected domain provides tools to design student, group, and college web sites that are only viewable by the members of that domain.
- Settings for making Google Sites available only within the domain of an educational institution.
- Google Sites has a robust File Management system that allows uploading of attachments to separate pages or a special File Cabinet page that provides tools for renaming, organizing folders, and subscribing to changes. In addition the site management tool allows moving of documents into different locations (URL’s).
- Although Google Docs provides storage of artifacts, files are limited to 1024KB. Tip: create shared public folder in your Gdocs space and create artifacts directly on the server and save them this folder. Link to these documents from Google Sites provides dynamic updates (e.g. Google Spreadsheet survey, resume). Dropbox (free version 2GB) provides syncing and backup to your personal computer(s) with sharing, although careful setup required. Upload shared published documents to Drop.io for convenient access. Media and document handling and display on the Web is excellent.
- With Google Sites you can rename pages, change the URL, create sublink structure, show or hide in nav bar, and allow attachments and comments (owners or collaborators).
- Reflecting 4 ways with examples: http://kbarnstable.wordpress.com/2009/07/27/edst499k/
- Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. – Helen Barrett. Students can use the Announcements page to write a reflective journal of their learning activities (see example https://sites.google.com/a/brvgs.k12.va.us/minnickinternship/journal) and Google Sites pages to write reflections on their artifacts (http://sites.helenbarrett.net/portfolio/how-to). Blogs provide tools for commenting by all readers, expanding opportunities for interactive dialog.
- Students can invite a select group of viewers and-or collaborators to review and provide feedback when first starting their e-portfolios.
- When reviewing e-portfolios collaborators can upload comments by page but not by entry (post) in an Announcement page, which is useful for journaling and reflection. Limitation of Google Sites that must be considered when planning for e-portfolios. Blogs such as Blogger provide opportunities to write open reflections that invite convenient & continual feedback. Although a separate logon and tool would be required, there are workarounds such as using Gadgets to embed Blogger blogs. (NOTE! In September 2010 Admins will have the option to enable Blogger and other Google Apps as part of the GAE suite, which will facilitate integration).
- Add Blogger account and create blog for your reflections over time, Allow commenting for feedback, communication, and connection with others. Embed the blog into your Google Sites page using the Embed gadget.
- Sites provides the tools to upload and organize artifacts, reflections, and other related information that reside within your Google e-portfolio space. However, an interactive portfolio should take advantage of the Web 2.0 content that extend beyond Google’s domain. Integrating student social media content in the Web 2.0 cloud is quite simple using a combination of Gadgets, HTML embed code, and even a hyperlink.
- Review limitations with audience.
- A table that summarizes the advantages of Google Sites as an e-portfolio tool. The Comments column includes limitations.
- Rubrics - provide expectations for students and create a structure for joint assessment of student work with their teachers.
- Download Java tool to export and import your site. Using HTML Microformats it generates an XHTML version of Sites content suitable for offline browsing and simple HTTP hosting, which is also able to be losslessly imported back into sites.