Difference between revisions of "EPORTFOLIO"
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a Greek school, a teacher used the [[EPORTFOLIO]]-approach in English Class. Students documented, discussed and reflected on Mahara, an open-source [[EPORTFOLIO]]-platform. Get a better idea of how the [[EPORTFOLIO]] helps to document individual learning pathways and [https://eufolio-resources.eu/teachers/exemplar-eportfolios/exemplar-eportfolio-12-cy/ watch this video]: A Greek student explains how she used her [[EPORTFOLIO]] to document her learnings about Safety on the internet in English Class.
Latest revision as of 15:38, 30 May 2017
You are teaching in class with a focus not only on the subject area, but also on SUPPORTING TRANSVERSAL SKILLS. You want to understand and assess students' performances in a holistic manner, considering the learning process as well as the learning product.
It is difficult to get an insight into a student's learning process. The learning process can be only analyzed retrospectively, provided enough documentation is given.
Therefore, use the EPORTFOLIO-approach in class, a specific form of a content-management-system (CMS), which allows students to collect and present their artifacts. Within the portfolio, the collected learning products can be linked to the learning process. This way, a basis for ASSESSMENT, SELF-ASSESSMENT, FEEDBACK, RECOGNIZING and APPRECIATING is established. The teacher, who is an "outsider" to the students' learning process, can gain a holistic understanding of the students learning pathway and is able to assess both, the process and the product of learning.
Students document their personal learning process, comparable to an online learning journal. They collect evidence of learning, reflect upon it, collect FEEDBACK by peers, improve their strategy and/or product, conduct SELF-ASSESSMENT and get recognition for fulfilled tasks (RECOGNIZING) and appreciation for outstanding performances (APPRECIATING). The whole collection of artifacts, reflections, feedback-comments, self-assessment can give a more holistic perspective on the learning process at the end of a learning period and the teacher is able to not only assess in a summative, but also in a formative way for the next learning period.
At a Greek school, a teacher used the EPORTFOLIO-approach in English Class. Students documented, discussed and reflected on Mahara, an open-source EPORTFOLIO-platform. Get a better idea of how the EPORTFOLIO helps to document individual learning pathways and watch this video: A Greek student explains how she used her EPORTFOLIO to document her learnings about Safety on the internet in English Class.
- Engel, A., & Wiedenhorn, T. (2010). Stärken fördern - Lernwege individualisieren. Der Portfolio-Leitfaden für die Praxis. Weinheim und Basel: Beltz Verlag.