E portfolios | Capturing, and reflecting on, learning
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Short slideset used to introduce eportfolios. Some emphasis on reflection, integration with Moodle.
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E portfolios | Capturing, and reflecting on, learning
- 1. e-Portfolios: CAPTURING, AND REFLECTING ON, LEARNING
- 2. During the webinar you will:
- 7. Questions
- 9. Transforming learning The alchemy of reflection
- 10. AN OPEN SOURCE E- Mahara PORTFOLIO
- 11. Why Mahara?
- 13. Personal learning repository Capturing ,documenting and presenting learning artifacts
- 14. Gathering material from across the web And the world, too. Any learning can be represented in Mahara.
- 15. Pages and groups in Mahara
- 16. Questions and demo Live demo
- 17. Contact
Notas do Editor
- Tracking learning for performance review
- John Dewey Democracy and Education , 1916; MW 9:157 The general features of a reflective experience ... are (i) perplexity, confusion, doubt, due to the fact that one is implicated in an incomplete situation whose full character is not yet determined; (ii) a conjectural anticipation -- a tentative interpretation of the given elements, attributing to them a tendency to effect certain consequences; (iii) a careful survey (examination, inspection, exploration, analysis) of all attainable consideration which will define and clarify the problem in hand; (iv) a consequent elaboration of the tentative hypothesis to make it more precise and more consistent, because squaring with a wider range of facts; (v) taking one stand upon the projected hypothesis as a plan of action which is applied to the existing state of affairs: doing something overtly to bring about the anticipated result, and thereby testing the hypothesis. It is the extent and accuracy of steps three and four which mark off a distinctive reflective experience from one on the trial and error plane. They make thinking itself into an experience.
- John Dewey Democracy and Education , 1916; MW 9:157 The general features of a reflective experience ... are (i) perplexity, confusion, doubt, due to the fact that one is implicated in an incomplete situation whose full character is not yet determined; (ii) a conjectural anticipation -- a tentative interpretation of the given elements, attributing to them a tendency to effect certain consequences; (iii) a careful survey (examination, inspection, exploration, analysis) of all attainable consideration which will define and clarify the problem in hand; (iv) a consequent elaboration of the tentative hypothesis to make it more precise and more consistent, because squaring with a wider range of facts; (v) taking one stand upon the projected hypothesis as a plan of action which is applied to the existing state of affairs: doing something overtly to bring about the anticipated result, and thereby testing the hypothesis. It is the extent and accuracy of steps three and four which mark off a distinctive reflective experience from one on the trial and error plane. They make thinking itself into an experience.
- Why Mahara?