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Module 3

The document discusses creating an ePortfolio using an online platform like Google Sites. It provides instructions on setting up the ePortfolio by adding pages, reflections using Gibb's reflective cycle model, multimedia elements, and sharing the portfolio. It also discusses assessing ePortfolios using a rubric to evaluate student progress in a clear, consistent manner. The ePortfolio allows students to document their learning journey and academic progress in a digital format.

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Rachel Tannagan Baylosis
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24 views17 pages

Module 3

The document discusses creating an ePortfolio using an online platform like Google Sites. It provides instructions on setting up the ePortfolio by adding pages, reflections using Gibb's reflective cycle model, multimedia elements, and sharing the portfolio. It also discusses assessing ePortfolios using a rubric to evaluate student progress in a clear, consistent manner. The ePortfolio allows students to document their learning journey and academic progress in a digital format.

Uploaded by

Rachel Tannagan Baylosis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 3:

Janice L. Alingod
Creating ePortfolio as a Sheila Marie C. Bacunot

Technology Tool Rachel T. Baylosis


LEARNING OUTCOMES

At the end of the lesson the students should have:

 Explored the use of a platform such as a google site.

 Constructed an e-portfolio to document learning


 The 21st century instruction where independent
learning (Distance Learning) is encouraged, the
documentation of a personal learning journey is
a must.
PORTFOLIO
 Portfolios are means of keeping things in
order.

 It is a collection of student work that


exhibits students’ efforts, progress,
achievements and competencies gained
during the course
ePortfolio or digital portfolio.

 used as a digital archive that can contain the same materials as a


physical portfolio but can have as multimedia productions,
relevant online links or references, digital stories or video blogs,
ppt, photographs and other ICT materials.
Roles of ePortfolios:

1. Student ePortfolio can evaluate students’ academic progress.

2. Monitoring students’ progress can be highlighted in a portfolio.

3. Portfolios document students’ learning growth.


Creating an Online Portfolio Using
a Site
3.) When you click it, it will lead you to another
section. This will let you create a site that you can
use as an ePortfolio.
 4.) Consider a good label or a title for
your ePortfolio and prepare the texts,
links, Multimedia outputs, images or
jpeg files that you want to upload in the
pages of the ePortfolio
Parts of an ePortfolio Like

• Home Page
-This first section is the Home or your cover
page.

-This is the first thing that your readers will


see
• Pages
-The pages that you can add depend on how
you would like to organize your ePortfolio.
-it is that you need to construct your
ePortfolio at the start of the class.
-When adding pages, click the icon and
decide whether it will be parallel to your
Home Page or it will be under it.
 Reflections
-A major element in a portfolio whether it is online or not, is the writing
of the reflections.
-It is thinking-aloud, a way of documenting what they are thinking.
-Portfolio can be show the process of student’s work.
Gibb’s Reflective Cycle Model
(1988)
Gibb’s reflective cycle have six stages
1. Description 4. Analysis
- This initial phase in writing a reflection is very This part of the write up includes your analysis of what
simple since you just need to describe the worked well and what have facilitated it or what may have
activity or the experience to the reader. hindered it.

2. Feelings 5. Conclusion

- Learners are involved in learning in an activity -Now, you can write what you have learned from the
or perhaps a lesson can trigger certain feelings. experience or what you could have done.

6. Action Plan
3. Evaluation
-At the end of your reflection, you write what action you
- discuss how well you think the activity went.
need to take so that you will improve the next time such as
Recall how you reacted to the task or situation
consult an expert for some advice or read a book that will
and how others reacted
provide answers to your queries.
Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who can
see your work

The icon for sharing the site can be managed by entering the email address of the person
with whom you want to share it.
Assessing an ePortfolio using a Rubric
Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations,
learning outcomes or standards.

It should tell the students the link between learning or what will be taught and the Assessment
or what will be evaluated.

Rubrics are simple and easy to understand. The items in the rubric should be mutually Exclusive

Students can see connections between learning (what will be taught) and assessment (what will
be evaluated) by making the feedback they receive from teachers clearer, more detailed, and
more useful in terms of identifying and communicating what students have learned or what
they may still need to learn.

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