- Apple iWeb and Ball State iWeb
Apple iWeb is the web creation tool in Apple iLife applications. Ball State iWeb is the web space hosting your digital portfolio or other sites you create. - Why Apple iWeb for digital portfolio?
A WYSIWYG web design application, Apple iWeb offers a variety of templates and powerful built-in features that allow users to easily create professional-look websites. - Get started with your portfolio construction
- Get VPN, Fetch, and your Ball State iWeb account ready
- Planning your website
- Open iWeb, create a site folder (File>New Site and then choose a template)
- Rename the site to "Home" (Ctrl click on "Site" and choose "Rename")
- Rename the page under "Home" to "Index"
- File>New Page if you need to add more web pages
- Create another site and call it "INTASC_Principles," create an Index page and 10 principle pages. Copy and paste the text of the principles to each page and change the title accordingly.
- Create a site called Artifacts, and add several pages for your artifacts.
- You may start adding your rationale/reflection to INTASC and artifacts pages, and connecting artifacts to the INTASC principles.
- Make navigation bars and/or hyperlinks that allow you to navigate from one page to another
- When it's done, File>Publish to a Folder, make sure you save it to a right folder (usually a "Sites" folder under the "little house" icon on the sidebar of the Finder window)
- Open VPN, Fetch, and publish your site to your Ball State iWeb server by drag and drop all the files in your "Sites" folder into Fetch window (before you do this, make sure you don't have anything important that has already in your Ball State iWeb space. You don't want to overwrite it.)
- Your BSU iweb URL will be:
http://yourusername.iweb.bsu.edu
The default page it opens on the Internet will be the Index page, or whichever page located on the top of the sidebar of your iWeb design window.
- Get VPN, Fetch, and your Ball State iWeb account ready
- Here are two screen casts created by Dr. Clausen
- FAQ
Click here for some frequently asked questions
Click here for some troubleshooting skills
Showing posts with label ePortfolios. Show all posts
Showing posts with label ePortfolios. Show all posts
Friday, February 22, 2008
iWeb-based portfolio
Monday, January 14, 2008
iWeb Q&A
Here were several frequently asked questions about Apple iWeb I encountered during iStudio clinic hours:
Q: I enabled the hyperlink but it won't work
A: Check if there is another layer (text box or place holder) on the top of the layer where the navigation (hyperlink text) is located. Always bring the navigation layer to the top (Arrange/Bring to Font or Send to Back allow you to rearrange the layer sequence)
Q: I want to use a different template for one of my current pages without changing my content on it
A: If you're using a version lower than iWeb 08, you can't. You'll have to insert a new page and copy and paste the original content from the old page into it. If you're using iWeb 08, you can simply choose Theme and change the template directly. Go to iCare Corner for a free upgrade to 08.
Q: I updated and republished my site but the brower window still shows me the old one.
A: Refresh the brower window or empty the cache.
Q: I enabled a hyperlink on a picture in one of pages. But now it won't allow me to resize or move the picture
A: Disable the hyperlink first, then adjust your picture. Reenable the hyperlink when you are done.
Q: I made a copy of my domain file. But it won't open on a different computer
A: Check the iWeb version you used to create your domain file see if it is different from the one you used later. Some iWeb 08 files are not compatible with iWeb 06.
Q: I enabled the hyperlink but it won't work
A: Check if there is another layer (text box or place holder) on the top of the layer where the navigation (hyperlink text) is located. Always bring the navigation layer to the top (Arrange/Bring to Font or Send to Back allow you to rearrange the layer sequence)
Q: I want to use a different template for one of my current pages without changing my content on it
A: If you're using a version lower than iWeb 08, you can't. You'll have to insert a new page and copy and paste the original content from the old page into it. If you're using iWeb 08, you can simply choose Theme and change the template directly. Go to iCare Corner for a free upgrade to 08.
Q: I updated and republished my site but the brower window still shows me the old one.
A: Refresh the brower window or empty the cache.
Q: I enabled a hyperlink on a picture in one of pages. But now it won't allow me to resize or move the picture
A: Disable the hyperlink first, then adjust your picture. Reenable the hyperlink when you are done.
Q: I made a copy of my domain file. But it won't open on a different computer
A: Check the iWeb version you used to create your domain file see if it is different from the one you used later. Some iWeb 08 files are not compatible with iWeb 06.
Thursday, January 10, 2008
How to develop a professional portfolio: A manual for teachers
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2001). How to develop a professional portfolio: A manual for teachers (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Work portfolio: ongoing systemic collection of selected work in courses and evidence of community activities
Presentation portfolio: a selective and steamlined portfolio compiled for the expressed purpose of giving others an effective and easy-to-read portrait of your professional competence.
Model standards for beginning teachers' licensing and development
The INTASC Principles
Evidence to include (more than 50 possibilities for artifacts) (p. 75):
1. anecdotal records, 2. article summaries or critiques, 3. assessments, 4. awards and certificates, 5. bulletin board ideas, 6. case studies, 7. classroom management philosophy, 8. community resources documents, 9. computer programs, 10. cooperative learning strategies, 11. curriculum plans, 12. essays, 13. evaluations, 14. field trip plans, 15. floor plans, 16. goal statements, 17. individualized plans, 18. interviews with students, teachers, and parents, 19. journals, 20. lesson plans, 21. letters to parents, 22. management and organization strategies, 23. media competencies, 24. meetings and workshops log, 25. observation reports, 26. peer critiques, 27. philosophy statement, 28. pictures and photographs, 29. student portfolio, 30. position papers, 31. problem-solving logs, 32. professional development plans, 33. professional organizations and committees list, 34. professional reading list, 35. projects, 36. references, 37. research papers, 38. rules and procedure descriptions, 39. schedules, 40. seating arrangement diagrams, 41. self-assessment instruments, 42. simulated experiences, 43. student contracts, 44. subscriptions, 45. teacher-made materials, 46. theme studies, 47. transcripts, 48. unit plans, 49. video scenario critiques, 50. volunteer experience descriptions, 51. work experience descriptions.
Audiences: advisors, interviewers, mentors, colleagues, professional organizations, yourself
Work portfolio: ongoing systemic collection of selected work in courses and evidence of community activities
Presentation portfolio: a selective and steamlined portfolio compiled for the expressed purpose of giving others an effective and easy-to-read portrait of your professional competence.
Model standards for beginning teachers' licensing and development
The INTASC Principles
INTASC stands for Interstate New Teacher Assessment and Support Consortium. The INTASC website can be found here. There are ten core INTASC principles that a potential teacher should master and reflect on throughout their undergraduate coursework. The digital portfolio reflects the growth of the potential teacher's understanding of these principles. In order to demonstrate mastery of the principles, each INTASC principle should include reflections, artifacts, and artifact rationales.
Listed below are the basic core INTASC principles. The knowledge, dispositions, and performances associated with these principles are listed here.
•Principle 1
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
•Principle 2
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
•Principle 3
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
•Principle 4
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
•Principle 5
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
•Principle 6
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
•Principle 7
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
•Principle 8
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
•Principle 9
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
•Principle 10
Evidence to include (more than 50 possibilities for artifacts) (p. 75):
1. anecdotal records, 2. article summaries or critiques, 3. assessments, 4. awards and certificates, 5. bulletin board ideas, 6. case studies, 7. classroom management philosophy, 8. community resources documents, 9. computer programs, 10. cooperative learning strategies, 11. curriculum plans, 12. essays, 13. evaluations, 14. field trip plans, 15. floor plans, 16. goal statements, 17. individualized plans, 18. interviews with students, teachers, and parents, 19. journals, 20. lesson plans, 21. letters to parents, 22. management and organization strategies, 23. media competencies, 24. meetings and workshops log, 25. observation reports, 26. peer critiques, 27. philosophy statement, 28. pictures and photographs, 29. student portfolio, 30. position papers, 31. problem-solving logs, 32. professional development plans, 33. professional organizations and committees list, 34. professional reading list, 35. projects, 36. references, 37. research papers, 38. rules and procedure descriptions, 39. schedules, 40. seating arrangement diagrams, 41. self-assessment instruments, 42. simulated experiences, 43. student contracts, 44. subscriptions, 45. teacher-made materials, 46. theme studies, 47. transcripts, 48. unit plans, 49. video scenario critiques, 50. volunteer experience descriptions, 51. work experience descriptions.
Audiences: advisors, interviewers, mentors, colleagues, professional organizations, yourself
Wednesday, January 9, 2008
ePortfolios as knowledge builders
Cambridge, B. L. (2001). Electronic portfolios as knowledge builders. In B. L. Cambridge, S. Kahn, D. P. Tompkins, & K. B. Yancey (Eds.) Electronic portfolios: Emerging practices in student, faculty, and institutional learning, pp. 1-11. Washington, DC: American Association for Higher Education.
Growth is the only evidence of life. --John Henry Newman
Pfs can be used for learning and assessment. They have 4 features (Hamp-Lyons & Condon, 1998). Pfs can
1. feature multiple examples of work
2. be context rich
3. offer opportunities for selection and self-assessment
4. offer a look at development over time
According to Cambridge (2001, p. 3), Pfs can help
1. turn information into knowledge
-distinctions between knowledge and information (Brown & Duguid, 2000)
a. K usually entails a knower (e.g. location of I: "where can we find that info?" vs an agent of K: "who knows that?")
b. K appears harder to detach than I
c. K seems to require more by way of assimilation. It entails the knower's understanding and some degree of commitment
-ePs practices to make meaning of information:
a. reflection (what turns the data into evidence is reflection about the meaning of the materials)
b. social construction
This pedagogical strategy models for students that learning is a part of all aspects of life (Dede, 2000, p. 187). A network of networks - electronically networked environments expand the possibilities for what such productive, mutually supportive communities can produce (Scardamalia & Bereiter, 2000, p. 312).
2. Incorporate assessment as an integral part of learning
- School tends to condition students to focus on products and ignore the process that leads to those product (Hansen & Stephens, 2000, p. 45)
- Alverno College's diagnostic digital portfolio
- the integration of student, faculty, and ePs as a "socially distributed assessment system" that becomes "a self-improving process for enriching" ed system (Sheingold & Frederiska, 2000). Syverson's model of an integrated portfolio system (www. cwrl.utexas.edu/~syverson/olr)
3. Turn failure into occasion for learning
- "moments of difficulty" are prime opportunities for growth (Salvatori, 2000)
- ePs open possiblities for putting failure in context (p. 9)
Five key factors to address in making a digital portfolio system work (p. 10)
1. Vision - what should a student know and be able to do?
2. Assessment -how can students demonstrate the school vision? why do we collect student work? what audiences are most important to us? how do we know what's good?
3. Technology - what hardware, software, and networking will we need? who are the primary users of the equipment? who will support the system?
4. Logistics - where will information be digitalized? who will do it? who will select the work? who will reflect on the work?
5. Culture (most crucial) - is the school used to discussing student work? is the school open to sharing standards? with whom?
References
Brown, J. S., & Duguid, P. (2000). The social life of information. Boston, MA: Harvard Business School Press.
Dede, C. (2000). Rethinking how to invest in technology. In The Jossey-Bass Reader on Technology and Learning (pp. 184-191). San Franscisco, CA: Jossey-Bass.
Hansen, E. J., & Stephens, J. A. (2000, Septermber/October). The ethics of learner-centered education: Dynamics that impede the process. Change, 32 (5), 40-47.
Salvatori, M. R. (2000). Difficulty: The great educational divide. in P. Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning (pp. 81-93). Palo Alto, CA: Carnegie Foundation for the Advancement of Teaching.
Scardamalia, M., & Bereiter, C. (2000). Engaging students in a knowledge society. In The Jossey-Bass Reader on Technology and Learning (pp. 312-319). San Franscisco, CA: Jossey-Bass.
Sheingold, K., & Frederiksa, J. (2000). Using technology to support innovative assessment. In The Jossey-Bass Reader on Technology and Learning (pp. 320-337). San Franscisco, CA: Jossey-Bass.
Growth is the only evidence of life. --John Henry Newman
Pfs can be used for learning and assessment. They have 4 features (Hamp-Lyons & Condon, 1998). Pfs can
1. feature multiple examples of work
2. be context rich
3. offer opportunities for selection and self-assessment
4. offer a look at development over time
According to Cambridge (2001, p. 3), Pfs can help
1. turn information into knowledge
-distinctions between knowledge and information (Brown & Duguid, 2000)
a. K usually entails a knower (e.g. location of I: "where can we find that info?" vs an agent of K: "who knows that?")
b. K appears harder to detach than I
c. K seems to require more by way of assimilation. It entails the knower's understanding and some degree of commitment
-ePs practices to make meaning of information:
a. reflection (what turns the data into evidence is reflection about the meaning of the materials)
b. social construction
This pedagogical strategy models for students that learning is a part of all aspects of life (Dede, 2000, p. 187). A network of networks - electronically networked environments expand the possibilities for what such productive, mutually supportive communities can produce (Scardamalia & Bereiter, 2000, p. 312).
2. Incorporate assessment as an integral part of learning
- School tends to condition students to focus on products and ignore the process that leads to those product (Hansen & Stephens, 2000, p. 45)
- Alverno College's diagnostic digital portfolio
- the integration of student, faculty, and ePs as a "socially distributed assessment system" that becomes "a self-improving process for enriching" ed system (Sheingold & Frederiska, 2000). Syverson's model of an integrated portfolio system (www. cwrl.utexas.edu/~syverson/olr)
3. Turn failure into occasion for learning
- "moments of difficulty" are prime opportunities for growth (Salvatori, 2000)
- ePs open possiblities for putting failure in context (p. 9)
Five key factors to address in making a digital portfolio system work (p. 10)
1. Vision - what should a student know and be able to do?
2. Assessment -how can students demonstrate the school vision? why do we collect student work? what audiences are most important to us? how do we know what's good?
3. Technology - what hardware, software, and networking will we need? who are the primary users of the equipment? who will support the system?
4. Logistics - where will information be digitalized? who will do it? who will select the work? who will reflect on the work?
5. Culture (most crucial) - is the school used to discussing student work? is the school open to sharing standards? with whom?
References
Brown, J. S., & Duguid, P. (2000). The social life of information. Boston, MA: Harvard Business School Press.
Dede, C. (2000). Rethinking how to invest in technology. In The Jossey-Bass Reader on Technology and Learning (pp. 184-191). San Franscisco, CA: Jossey-Bass.
Hansen, E. J., & Stephens, J. A. (2000, Septermber/October). The ethics of learner-centered education: Dynamics that impede the process. Change, 32 (5), 40-47.
Salvatori, M. R. (2000). Difficulty: The great educational divide. in P. Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning (pp. 81-93). Palo Alto, CA: Carnegie Foundation for the Advancement of Teaching.
Scardamalia, M., & Bereiter, C. (2000). Engaging students in a knowledge society. In The Jossey-Bass Reader on Technology and Learning (pp. 312-319). San Franscisco, CA: Jossey-Bass.
Sheingold, K., & Frederiksa, J. (2000). Using technology to support innovative assessment. In The Jossey-Bass Reader on Technology and Learning (pp. 320-337). San Franscisco, CA: Jossey-Bass.
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