Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios PROCEEDINGS
Spencer P. Greenhalgh, Joshua M. Rosenberg, Andrea Zellner, Matthew J. Koehler, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teacher education courses that use portfolios can impact the ways in which teachers develop as professionals. Although the affordances of portfolios impact the professional development process of both pre-service and in-service teachers, courses that limit technology use and portfolio scope restrict the effect of these affordances. In this paper, we identify and describe seven best practices for the design of portfolio courses: peer feedback, authentic audience and assessment, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. Examples of each of these best practices in action will also be provided.
Greenhalgh, S.P., Rosenberg, J.M., Zellner, A. & Koehler, M.J. (2014). Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1755-1761). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2017 from https://www.learntechlib.org/p/131027/.
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