Level 1 – ePortfolio as StorageCollection — Creating the Digital Archive (regularly – weekly/monthly)A Focus on Contents & Digital ConversionDigital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts)The most basic level of creating an electronic portfolio is the collection of work in a digital archive, stored on a server, whether locally or on the Internet. At this basic level, the teacher or the student stores the artifacts in folders on a server. The basic organization of the digital archive is based on files in folders on a server. At this level, teachers choose one curriculum area to store student work samples (for example, writing samples in Language Arts).The basic activity at this level is converting student work into digital formats and saving these documents in the designated storage space (not on individual laptops). The role of the teacher at this level is to provide students with guidance on the types of artifacts to save.Level 2 – ePortfolio as WorkspaceCollection + Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly) A Focus on Process & Documentation of LearningOrganized chronologically (in a blog) — “Academic MySpace”Captions focus on individual assignments (Background Information on assignment, Response)Artifacts represent integration of technology in more than one curriculum area (i.e., Language Arts, Social Studies, Science, Math)Reflections on Service Learning ActivitiesfeedbackLevel 3 – ePortfolio as ShowcaseSelection/Reflection/DirectionA Focus on Product & Documentation of Achievement Organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What does this work show about my learning?What more can I learn (Direction: Goals for the Future)?PresentationThis level of portfolio development requires the student to organize one or more presentation portfolios around a set of learning outcomes, goals or standards (depending on purpose and audience). The presentation portfolio can be developed with a variety of tools. but usually consists of a set of hyperlinked web pages. Some schools may choose to have the students use a web page authoring tool, such as Dreamweaver or iWeb, giving students different options for publishing their websites: locally on the school server, on a CD-Recordable disc, or on a publicly-accessible website (with parent permission). Other schools may choose to use server-based wiki software. The student reflects on the achievement of specific outcomes, goals or standards, based on guidance provided by the school, hyperlinking to the supporting documents. This level of reflection is more retrospective (thinking back over the learning represented in the specific artifacts selected as evidence of learning). In many ways, this reflection is the students’ “closing argument” or their rationale for why they believe these artifacts are clear evidence or their achievement of learning. In addition to answering the “What?” and “So What?” questions, students should also address the “Now What?” question, or include future learning goals in their presentation portfolios. At the end of the year, a school may organize an opportunity for a formal presentation of the portfolio before a committee or a larger audience. The teacher’s role at this level is not only to provide feedback on the students’ work, but also to validate the students’ self-assessment of their work.Summarize level 1, level 2, and level 3 in separate paragraphs.
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