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The Personal Learning Planner: Collaboration through Online Learning and Publication
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, RMC Research Corporation, United States ; , MC Squared, United States ; , RMC Research corporation, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper discusses the online Personal Learning Planner (PLP) project underway at the National Institute of Community Innovations (NICI), one of the partners in the Teacher Education Network (TEN), a 2000 PT3 Catalyst grantee. The Web-based PLP provides a standards-linked "portfolio space" for both works in progress and demonstration collections of completed work, combined with structures to support mentorship and advising centered around the improvement of work. In this paper, we describe the PLP's history and rationale, design, and some initial results of its use in pilot programs, discussing the implications of lessons learned through these pilot experiences that can inform the PLP's effective use in teacher education. Early lessons from the field show the cultural, pedagogical, and technological challenges and potentials of basing performance reviews on collaboratively generated, standards-linked, Web-based portfolio processes and products.

Citation

Havelock, B., Gibson, D. & Sherry, L. (2003). The Personal Learning Planner: Collaboration through Online Learning and Publication. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3590-3597). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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  • E-Portfolio Decisions and Dilemmas

    David Gibson, National Institute for Community Innovations, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 92–99

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