The initial phase of portfolio development is the collection of artifacts, or pieces of work that are created in the course of ordinary school work or professional experience. These artifacts in electronic portfolios often take the form of text or images; a digital video clip adds another dimension to this collection. Much of the work in both schools and the workplace is the result of collaboration. To document the results of team efforts, a digital story could explain each person's role in the process.
A digital video can take the place of a research paper or PowerPoint presentation. These stories take on the characteristics of a documentary, often fact-based without emotional content.
The example shown here was created at a Digital Storytelling workshop at Kean University. This student teachercame to the workshop without a story, sent by her principal to learn the skills so that she could come back and teach them to the rest of the staff! She finished this story in a day with images from the Internet. What is Digital Storytelling? In many learning activities, such as a field experience in teacher education, there may not be a concrete product that can be represented in a discrete artifact.
A digital story could be used to reflect on and document an experience in a format much richer than just text and images. A digital story could provide the final evidence of a project-based learning activity, especially if digital pictures are captured as part of the experience.
The example here was created by a student teacher in Alaska in Our students spent two weeks in a rural village, and were told to keep a journal and take a camera. The script for this story was drawn directly from her journal. Whether for students learning to speak in a second language, or early childhood students learning to read in their native language, recordings of speaking and reading aloud have often been been documented through either tape recording or live presentation before an assessor.
A digital story could provide another approach that allows learners to record their voice, speaking or reading out loud at different stages of development, demonstrating growth over time. A "podcast" could be an audio-only digital story without the visual components.
While not created as a comparison with prior language skill, this poem won an award in the PTA's "My Favorite Place" Reflections contest. The poem was later read by the author with images added for illustration. This is Victoria's fourth story in this collection; this one was recorded in 6th Grade. Perhaps ePortfolios can become the Trojan Horse for integrating digital storytelling into the curriculum.
The following products and services will be freely available for use by schools and teacher training organisations:. The project is managed by the Salzburg Research Forschungsgesellschaft , if you have any questions or contributions, please contact the project co-ordinator Wolf Hilzensauer.
The project has installed the Mahara open source software on their server, and provides video tutorials on the use of that tool. The stats helper monkeys at WordPress. The average container ship can carry about 4, containers.
This blog was viewed about 14, times in If each view were a shipping container, your blog would have filled about 3 fully loaded ships.
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How can you verify that the input [in an online portfolio] is honest and true? How important are grades and transcripts in eportfolio systems? For further information on the background of these questions, read a case study based on a listserv posting to the ePortfolios listserv. I believe that if we integrate the concept of reflective record keeping through portfolios in the early years, there won't be a need to create buy-in at the elementary or secondary level.
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