…using that three-paned Web log approach. What if each student had one of those pages where he/she keeps a learning log in the left hand column, the teacher keeps a response log for that student in the middle, and the student’s parent/guidance counselor/significant educational others add observations to the right hand column? Students get a page like this Day 1 and keep it through their four years in school, and it’s open only to the members. It’s a reflective portfolio log that the student uses to build his public portfolio.
Of course, time is the big issue here. Teachers being asked to monitor and respond to the logs would require a great deal of time. Time for reviewing and responding would have to somehow be built into the process. Still, if I ever do get back to my idea of the four-year Web log/portfolio…
Randy Brown says
Will: I agree about the time constraints. This would be a great idea for a small or special purpose class.
Clément Laberge says
We’ll try to make it with Mario’s Cyberporfolio next year (about 45 to 50 students: three of four teachers). We think we have a cool solution to make the monitoring easy and not too time consuming. We will keep you in touch.
And for those who read french:
Mario Asselin says
I will just repeat what I have already said Will… I know that server problem is always boring (for you, first, I mean). I have appreciated your mention about our work here in Quebec City in a post you have written two times, if I am right. So here’s a part of what I have sent to you few times ago:
“Right now Will, we mandated a young and dynamic firm in learning multimedia (iXmedia) to develop a cyberportfolio used with MT (see the details here). Also, I hold a specific blogabout the project.
See the main caracteristics of the cyberportfolio:
– A set of three spaces of publication (blog); a private one for the student and the people near of him (or her), parents and teatcher). Another one accessible for his community and a last one for the WORLD…
– Each zone (space) have specifics functions for specifics audiences and a lot of specifics learning goals.
– The students discover himself to take conscience of what kind of learner he is; he also make lot of “insight about who he is and where he is going…
– He will become to be able to fixe himself vs the people who surround him
– It’s a reflexive approach about his work and how he proceed to do it. The teacher will used sorts of form to help him (with a lot of differenciation) in this reflexive analysis… Thoses forms will be develop by the teachers and will be accessible in the cyberportfolio but they will be independant… (sorry, maybe it’s not pretty clear because it’s the first time I named it in english…)
– The students blogs are following the students each year and all the “stuff” will be archive in a data based for other used after…
– The “dashboard” of the teacher will be made with a settle of rss feed; those feed are managed in private by each professor with a private access code, etc… (I stop here, I think you see what we intend to do…)
I read all the posts you made about the subject on your blog and on the EBN’s one. Some time, it would be funny thing to try to organise a meeting to share both of our experimentation (maybe at ICEM 2004).”
I received the first pitch of the Clément’s team who present where they are with our cyberportfolio… I am pretty anxious to see the development because I have a lot in mind; me and Clément have made a lot of brainstorm to figure it and we have a good feeling seeing the rest of the work of the iXmedia team… I realised that both of our work converge in the same mood. Keep on hold the on-line mode…