Post on 16-May-2015
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- 1. Implementing StudentE-Portfolios
Moreau Catholic HS Library
2. Moreau Catholic High School
3. 1:1 Laptop school since 2007
4. Google Apps for Education
5. Hybrid Instructional Model
6. Technology = Change
7. Whats driving this change?
8. Web 2.0 Digital Creations like Glogs
10. Not Learning to Use Technology, but Using Technology to Learn.
11. In Service of a Student Centered Classroom
12. A Modest Proposal
from our Principal
2 Departments (Theology and English)
2 artifacts posted each quarter
13. Why the Library ?
14. What a long strange trip
15. 16. Reimagine
Full Service Library
17. YouDream It
We will build it for you.
We will help you use it.
We will learn something new together.
This is our job.
18. Tech Camp Curriculum
19. Plagiarism Course on Moodle
20. Parent Club Meeting
February 2, 2010
TECH SAVVY PARENTS
A Presentation by the Moreau Catholic High School Library
21. Making WASC transparent and digital
22. Moving to eLearning Resources
23. will travel>
25. E-portfolio Guru
Dr Helen Barretteportfolios.org
26. e-Portfolio Essentials
Connection to learning outcomes
27. Student Driven
Students choose work
Students design portfolio
Students own the contents
28. A cautionary tale
29. Authentic Audience
30. 31. Social Media Components
33. Learning Outcomes
The works (artifacts) should provide proof of schoolwide objectives.
In our case ESLRs
35. eCurriculum, Project based Learning,Cumulative senior project
36. Teacher Buy-in
mandated by Principal
37. Brainstorming Meeting with all teachers in English & Theology departments
38. ePortfolios: A Pilot ProgramEnglish and Theology 9th Grade Teachers
Susan Geiger and Anne Arriaga
40. Students learn how to best represent themselves online.
by reflecting on
what they know
42. ePortfoliosare accessible, can store multiple media, and are easy to update.
43. Space - paperless!!
Digital ePortfolios will replace resumes.
44. Students are using technology to build and create, so why not have them save/keep it here?
Allows for cross curricular student work.
Students take ownership of their learning
46. Students choose the work that demonstrates their capabilities.
(self selection is part of the learning process and ensures a more authentic reflection)
Being able to share with others (it's public!) is a motivator. Students like to display their work.
47. Teachers' Role
48. Provide department standards (file names, headings, etc.). However, look and feel should be up to the student!
Guide reflection process.
Determine rubric for assessment.
49. Pilot Program
Students upload 1 piece of work
(which was likely previously graded)
per semester and provide a reflection.
Students provide summary of assignment or attach assignment instructions/rubric.
51. Moving on, this program will be expanded to all departments helping to show a rounded picture of students' abilities and special areas of interest.
2012-2013: Frosh, Sophomores
2013-2014: Frosh, Sophomores, Juniors
2014-2015: Frosh, Sophomores, Juniors, Seniors
Remember this is a pilot program.
We will learn together!
Google Sites Explained
and managing your students' Google Sites
55. Students created aGoogle Site during Tech Camp
56. Why Google Sites ?
Interacts with other Google Apps
57. 58. Google Sites Negatives
A bit clunky
Any non-Google related software (e.g. word documents) must be attached
Size limits on uploadso
59. Teacher Concerns
Number of artifacts per quarter
61. 62. 63. 64. Theology EDLRs
67. 68. 69. 70. 71. 72. 73. The Marketplace
74. 75. 76. 77. Open Source from New Zealand
78. 79. Problems with Google Sites
TheJury is still out
A bit clunky.
Any non-Google related software (e.g., PowerPoint, Word) cannot be embedded within a page. Must be attached.
80. Image credits
Reference Stacks http://farm5.static.flickr.com/4078/4863231743_4b1b2b6c80_b.jpg
Baby Steps http://www.flickr.com/photos/64958688@N00/6080384349/
81. Image Credits Continued
82. Image Credits Continued
Market Hall and Market Place, Kingston-upon-Thames Image: http://www.geograph.org.uk/photo/112847