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Learning e-portfolio - Revision history
2024-03-28T16:08:41Z
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Pastora GGarcía: /* Bibliography */ Réorganisation par ordre alphabétique de la bibliographie
2018-12-30T15:43:51Z
<p><span dir="auto"><span class="autocomment">Bibliography: </span> Réorganisation par ordre alphabétique de la bibliographie</span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:43, 30 December 2018</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Attwell, Graham (2005): Recognising Learning: Educational and pedagogic issues in e-Portfolios. [http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/5565143946 blog-entry] and [http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/5565143946/7575578504/attach/graham_cambridge.pdf PDF preprint] (retrieved 14:57, 22 May 2006 (MEST)).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Attwell, Graham (2005): Recognising Learning: Educational and pedagogic issues in e-Portfolios. [http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/5565143946 blog-entry] and [http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/5565143946/7575578504/attach/graham_cambridge.pdf PDF preprint] (retrieved 14:57, 22 May 2006 (MEST)).</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Berlanga, A.; Sloep, P.; Brouns, F.; Bitter-Rijpkema, M.; Koper, R. (2008). Towards a TENCompetence ePortfolio. International Journal of Emerging Technologies in Learning (iJET) 3. [http://online-journals.org/i-jet/article/view/552 Abstract/PDF]</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butler, Philippa (2006). A Review Of The Literature On Portfolios And Electronic Portfolios, Massey University College of Education, New Zealand and eCDF ePortfolio Project Steering Committee. [https://eduforge.org/docman/view.php/176/1111/ePortfolio%20Project%20Research%20Report.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butler, Philippa (2006). A Review Of The Literature On Portfolios And Electronic Portfolios, Massey University College of Education, New Zealand and eCDF ePortfolio Project Steering Committee. [https://eduforge.org/docman/view.php/176/1111/ePortfolio%20Project%20Research%20Report.pdf PDF]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Carney, J. (2004) Setting an Agenda for Electronic Portfolio Research: A Framework for Evaluating Portfolio Literature. Presentation at the American Educational Research Association Conference, April 14, 2004.[http://it.wce.wwu.edu/carney/Presentations/AERA04/AERAresearchlit.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Carney, J. (2004) Setting an Agenda for Electronic Portfolio Research: A Framework for Evaluating Portfolio Literature. Presentation at the American Educational Research Association Conference, April 14, 2004.[http://it.wce.wwu.edu/carney/Presentations/AERA04/AERAresearchlit.pdf PDF]</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* Berlanga, A.; Sloep, P.; Brouns, F.; Bitter-Rijpkema, M.; Koper, R. (2008). Towards a TENCompetence ePortfolio. International Journal of Emerging Technologies in Learning (iJET) 3. [http://online-journals.org/i-jet/article/view/552 Abstract/PDF]</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Himpsl, K. and P. Baumgartner, Evaluation of E-Portfolio Software (2009). ''International Journal of Emerging Technologies in Learning (iJET)'', 4 (1) [http://dx.doi.org/10.3991/ijet.v4i1.831 doi:10.3991/ijet.v4i1.831]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Himpsl, K. and P. Baumgartner, Evaluation of E-Portfolio Software (2009). ''International Journal of Emerging Technologies in Learning (iJET)'', 4 (1) [http://dx.doi.org/10.3991/ijet.v4i1.831 doi:10.3991/ijet.v4i1.831]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Barrett, Helen C. (2000), Create Your Own Electronic Portfolio Using Off-the-Shelf Software to Showcase Your Own or Student Work, Published in Learning & Leading with Technology, April, 2000. [http://electronicportfolios.com/portfolios/iste2k.html HTML]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Barrett, Helen C. (2000), Create Your Own Electronic Portfolio Using Off-the-Shelf Software to Showcase Your Own or Student Work, Published in Learning & Leading with Technology, April, 2000. [http://electronicportfolios.com/portfolios/iste2k.html HTML]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Barrett, Helen C (2005). Researching Electronic Portfolios and Learner Engagement Whitepaper, The REFLECT Initiative, Researching Electronic portFolios: Learning, Engagement and Collaboration through Technology. [http://electronicportfolios.org/reflect/whitepaper.pdf PDF].</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Batson, T. Electronic Portfolio Boom : What's it all About? Syllabus (2002) [http://www.syllabus.com/article.asp?id=6984]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Batson, T. Electronic Portfolio Boom : What's it all About? Syllabus (2002) [http://www.syllabus.com/article.asp?id=6984]</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* Barrett, Helen C (2005). Researching Electronic Portfolios and Learner Engagement Whitepaper, The REFLECT Initiative, Researching Electronic portFolios: Learning, Engagement and Collaboration through Technology. [http://electronicportfolios.org/reflect/whitepaper.pdf PDF].</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ePortConsortium (2003), Electronic Portfolio White Paper, [http://www.eportconsortium.org/WhitePaper/whitepaperV1_0.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ePortConsortium (2003), Electronic Portfolio White Paper, [http://www.eportconsortium.org/WhitePaper/whitepaperV1_0.pdf PDF]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Moon, Jenny (2005). "Guide for Busy Academics No. 4: Learning through reflection", Guide for Busy Academics No.4, The Higher Education Academy, 28/11/05. [http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc MS Doc file]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Moon, Jenny (2005). "Guide for Busy Academics No. 4: Learning through reflection", Guide for Busy Academics No.4, The Higher Education Academy, 28/11/05. [http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc MS Doc file]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* [http://wikieducator.org/MOSEP MOSEP - More self esteem with my ePortfolio] (A tutorial from wikieducator.org)</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Panettieri, Joseph C. (2004). Can ePortfolios Connect? These five smart steps can help you navigate perilous ePortfolio territory, University Business, [http://www.universitybusiness.com/page.cfm?p=532 HTML]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Panettieri, Joseph C. (2004). Can ePortfolios Connect? These five smart steps can help you navigate perilous ePortfolio territory, University Business, [http://www.universitybusiness.com/page.cfm?p=532 HTML]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tosh, David & Werdmuller, Ben (2005): Creation of a Learning Landscape: weblogging and social networking in the context of e-portfolios. [http://www.eradc.org/papers/Learning_landscape.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tosh, David & Werdmuller, Ben (2005): Creation of a Learning Landscape: weblogging and social networking in the context of e-portfolios. [http://www.eradc.org/papers/Learning_landscape.pdf PDF]</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* [http://wikieducator.org/MOSEP MOSEP - More self esteem with my ePortfolio] (A tutorial from wikieducator.org)</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Methods and assessment methods ===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Methods and assessment methods ===</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Dorninger, Christian; Christian Schrack (2007). ePortfolios in Education - Learning Tools or Means of Assessment?, ICL2007, [http://hal.inria.fr/docs/00/19/72/99/PDF/186_Final_Paper.pdf PDF Reprint]</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Educause Learning Initiative (2003): E-Portfolios.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Educause Learning Initiative (2003): E-Portfolios.</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l320">Line 320:</td>
<td colspan="2" class="diff-lineno">Line 322:</td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Foote, C.J., & Vermette, P.J. (2001). Teaching portfolio 101: Implementing the teaching portfolio in introductory courses. ''Journal of Instructional Psychology'', 28(1), 31-37.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Foote, C.J., & Vermette, P.J. (2001). Teaching portfolio 101: Implementing the teaching portfolio in introductory courses. ''Journal of Instructional Psychology'', 28(1), 31-37.</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* Dorninger, Christian; Christian Schrack (2007). ePortfolios in Education - Learning Tools or Means of Assessment?, ICL2007, [http://hal.inria.fr/docs/00/19/72/99/PDF/186_Final_Paper.pdf PDF Reprint]</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Guo, Zinan and Jim Greer, Connecting E-portfolios and Learner Models, ARIES Laboratory, Department of Computer Science, University of Saskatchewan [http://pigeon.usask.ca/elearn2005.pdf PDF], retrieved 16:51, 3 July 2006 (MEST).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Guo, Zinan and Jim Greer, Connecting E-portfolios and Learner Models, ARIES Laboratory, Department of Computer Science, University of Saskatchewan [http://pigeon.usask.ca/elearn2005.pdf PDF], retrieved 16:51, 3 July 2006 (MEST).</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* <del style="font-weight: bold; text-decoration: none;">Kalz</del>,<del style="font-weight: bold; text-decoration: none;">Marco </del>(<del style="font-weight: bold; text-decoration: none;">2005</del>). Building <del style="font-weight: bold; text-decoration: none;">Eclectic Personal Learning Landscapes with Open Source Tools, Open Source for Education in Europe, Research & Practise </del>- <del style="font-weight: bold; text-decoration: none;">Conference proceedings</del>. <del style="font-weight: bold; text-decoration: none;">http</del>:<del style="font-weight: bold; text-decoration: none;">//dspace</del>.<del style="font-weight: bold; text-decoration: none;">ou</del>.<del style="font-weight: bold; text-decoration: none;">nl/handle/1820/1523</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins style="font-weight: bold; text-decoration: none;">Haag</ins>, <ins style="font-weight: bold; text-decoration: none;">S., Cummings, M., McCubbrey, D., Pinsonneault, A., Donovan, R. </ins>(<ins style="font-weight: bold; text-decoration: none;">2006</ins>)<ins style="font-weight: bold; text-decoration: none;">. Management Information Systems for the Information Age</ins>. Building <ins style="font-weight: bold; text-decoration: none;">an E-portfolio(XLM</ins>-<ins style="font-weight: bold; text-decoration: none;">J)</ins>. <ins style="font-weight: bold; text-decoration: none;">Toronto</ins>: <ins style="font-weight: bold; text-decoration: none;">Mcgraw-Hill</ins>. <ins style="font-weight: bold; text-decoration: none;">ISBN 0-07-095569-7</ins>.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* <del style="font-weight: bold; text-decoration: none;">Haag</del>, <del style="font-weight: bold; text-decoration: none;">S., Cummings, M., McCubbrey, D., Pinsonneault, A., Donovan, R</del>. (<del style="font-weight: bold; text-decoration: none;">2006). Management Information Systems for the Information Age. Building an E-portfolio(XLM-J</del>). <del style="font-weight: bold; text-decoration: none;">Toronto</del>: <del style="font-weight: bold; text-decoration: none;">Mcgraw-Hill. ISBN 0-07-095569</del>-<del style="font-weight: bold; text-decoration: none;">7</del>.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins style="font-weight: bold; text-decoration: none;">Hebert</ins>, <ins style="font-weight: bold; text-decoration: none;">E</ins>. (<ins style="font-weight: bold; text-decoration: none;">2001</ins>) <ins style="font-weight: bold; text-decoration: none;">The Power of Portfolios, What children can teach us about Learning and Assessment</ins>. <ins style="font-weight: bold; text-decoration: none;">San Francisco</ins>: <ins style="font-weight: bold; text-decoration: none;">Jossey</ins>-<ins style="font-weight: bold; text-decoration: none;">Bass</ins>.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hilzensauer, Wolf and Gerlinde Buchberger (2009). MOSEP – More Self-Esteem With My E-Portfolio Development of a Train-the-Trainer Course for E-Portfolio Tutors, International Journal of Emerging Technologies in Learning (iJET), Vol 4, No 1 (2009). [http://dx.doi.org/10.3991/ijet.v4i1.820 doi:10.3991/ijet.v4i1.820]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hilzensauer, Wolf and Gerlinde Buchberger (2009). MOSEP – More Self-Esteem With My E-Portfolio Development of a Train-the-Trainer Course for E-Portfolio Tutors, International Journal of Emerging Technologies in Learning (iJET), Vol 4, No 1 (2009). [http://dx.doi.org/10.3991/ijet.v4i1.820 doi:10.3991/ijet.v4i1.820]</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l334">Line 334:</td>
<td colspan="2" class="diff-lineno">Line 334:</td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Jafari, Ali and Catherine Kaufman (eds.) (2006). Handbook of Research on ePortfolios, ePortConsortium, [http://www.eportconsortium.org/Content/Root/ePortBook.aspx Preface] ISBN 1-59140-890-3 (also exists as electronic book).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Jafari, Ali and Catherine Kaufman (eds.) (2006). Handbook of Research on ePortfolios, ePortConsortium, [http://www.eportconsortium.org/Content/Root/ePortBook.aspx Preface] ISBN 1-59140-890-3 (also exists as electronic book).</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Kalz,Marco (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools, Open Source for Education in Europe, Research & Practise - Conference proceedings. http://dspace.ou.nl/handle/1820/1523</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Kariuki, M. T., Sandy (2001). "Creating electronic portfolios using laptops: a learning experience for preservice teachers, elementary school pupils, and elementary school teachers." Journal of Technology and Teacher Education 9(4): 567-84.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Kariuki, M. T., Sandy (2001). "Creating electronic portfolios using laptops: a learning experience for preservice teachers, elementary school pupils, and elementary school teachers." Journal of Technology and Teacher Education 9(4): 567-84.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Lacourse, France (2005). Le Cyberfolio : un nouveau portfolio num"rique à la Facult" d’"ducation de l’Universit" de Sherbrooke, Trait d’union express - Vol. 8 n° 4 - 10 novembre 2005 [http://www.usherbrooke.ca/ssf/tu/vol_8/no_4/cyberfolio.html HTML] et [http://www.profetic.org/spip.php?article7821 HTML]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Lacourse, France (2005). Le Cyberfolio : un nouveau portfolio num"rique à la Facult" d’"ducation de l’Universit" de Sherbrooke, Trait d’union express - Vol. 8 n° 4 - 10 novembre 2005 [http://www.usherbrooke.ca/ssf/tu/vol_8/no_4/cyberfolio.html HTML] et [http://www.profetic.org/spip.php?article7821 HTML]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Lorenzo, George and John Ittelson (2005), An Overview of E-Portfolios, EDUCAUSE Learning Initiative, ID: ELI3001, [http://www.educause.edu/ir/library/pdf/ELI3001.pdf PDF]</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Love Douglas, Gerry McKean, and Paul Gathercoal, (2004). Portfolios to Webfolios and Beyond: Levels of Maturation, '''Educause Quarterly''' 27 (2). [http://www.educause.edu/pub/eq/eqm04/eqm042.asp]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Love Douglas, Gerry McKean, and Paul Gathercoal, (2004). Portfolios to Webfolios and Beyond: Levels of Maturation, '''Educause Quarterly''' 27 (2). [http://www.educause.edu/pub/eq/eqm04/eqm042.asp]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* <del style="font-weight: bold; text-decoration: none;">Lorenzo</del>, <del style="font-weight: bold; text-decoration: none;">George and John Ittelson </del>(<del style="font-weight: bold; text-decoration: none;">2005</del>)<del style="font-weight: bold; text-decoration: none;">, An Overview of E-</del>Portfolios<del style="font-weight: bold; text-decoration: none;">, EDUCAUSE Learning Initiative, ID</del>: <del style="font-weight: bold; text-decoration: none;">ELI3001, </del>[http://www.educause.edu/<del style="font-weight: bold; text-decoration: none;">ir</del>/<del style="font-weight: bold; text-decoration: none;">library</del>/<del style="font-weight: bold; text-decoration: none;">pdf</del>/<del style="font-weight: bold; text-decoration: none;">ELI3001</del>.<del style="font-weight: bold; text-decoration: none;">pdf PDF</del>]</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins style="font-weight: bold; text-decoration: none;">Love</ins>, <ins style="font-weight: bold; text-decoration: none;">D., McKean, G., Gathercoal, P. </ins>(<ins style="font-weight: bold; text-decoration: none;">2004</ins>) <ins style="font-weight: bold; text-decoration: none;">"</ins>Portfolios <ins style="font-weight: bold; text-decoration: none;">to Webfolios and Beyond</ins>: <ins style="font-weight: bold; text-decoration: none;">Levels of Maturation" Educause Quarterly. Volume 27 Number 2. </ins>[http://www.educause.edu/<ins style="font-weight: bold; text-decoration: none;">pub</ins>/<ins style="font-weight: bold; text-decoration: none;">eq</ins>/<ins style="font-weight: bold; text-decoration: none;">eqm04</ins>/<ins style="font-weight: bold; text-decoration: none;">eqm0423</ins>.<ins style="font-weight: bold; text-decoration: none;">asp?print=yes HTML</ins>]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* MacDonald, L., Liu, P., Lowell, K., Tsai, H., & Lohr, L. (2004). Graduate student perspectives on the development of electronic portfolios. TechTrends, 48(3), 52-55.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* MacDonald, L., Liu, P., Lowell, K., Tsai, H., & Lohr, L. (2004). Graduate student perspectives on the development of electronic portfolios. TechTrends, 48(3), 52-55.</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tolsby, H. & Sorensen, E.K. Designing Virtual Portfolios for Communities of Practice, [http://www.kommunikation.aau.dk/ansatte/es/publikationer/designing.pdf]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tolsby, H. & Sorensen, E.K. Designing Virtual Portfolios for Communities of Practice, [http://www.kommunikation.aau.dk/ansatte/es/publikationer/designing.pdf]</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* Hebert, E. (2001) The Power of Portfolios, What children can teach us about Learning and Assessment. San Francisco: Jossey-Bass.</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">* Love, D., McKean, G., Gathercoal, P. (2004) "Portfolios to Webfolios and Beyond: Levels of Maturation" Educause Quarterly. Volume 27 Number 2. [http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes HTML]</del></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tosh D., Werdmuller, B., (2004) Portfolios and weblogs: one vision for ePortfolio development [http://www.eradc.org/papers/ePortfolio_Weblog.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Tosh D., Werdmuller, B., (2004) Portfolios and weblogs: one vision for ePortfolio development [http://www.eradc.org/papers/ePortfolio_Weblog.pdf PDF]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Weigel, Van B. (2002) Deep learning for a digital age: Technology's untapped potential to enrich higher education San Francisco: Jossey-Bass</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Weigel, Van B. (2002) Deep learning for a digital age: Technology's untapped potential to enrich higher education San Francisco: Jossey-Bass</div></td></tr>
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</table>
Pastora GGarcía
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=70138&oldid=prev
Pastora GGarcía: /* Why e-Portfolios ? */ redirection de lien qui n'existait plus; corrigé (et complété) aussi dans 8. Bibliography - 8.4. other
2018-12-30T15:12:11Z
<p><span dir="auto"><span class="autocomment">Why e-Portfolios ?: </span> redirection de lien qui n'existait plus; corrigé (et complété) aussi dans 8. Bibliography - 8.4. other</span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:12, 30 December 2018</td>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[<del style="font-weight: bold; text-decoration: none;">http</del>://www.cjlt.ca/<del style="font-weight: bold; text-decoration: none;">content</del>/<del style="font-weight: bold; text-decoration: none;">vol31.3</del>/<del style="font-weight: bold; text-decoration: none;">wade.html </del>Wade et al. (2005)] cite the Quebec Education Programme (QEP):</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[<ins style="font-weight: bold; text-decoration: none;">https</ins>://www.cjlt.ca/<ins style="font-weight: bold; text-decoration: none;">index.php/cjlt</ins>/<ins style="font-weight: bold; text-decoration: none;">article/view/26489</ins>/<ins style="font-weight: bold; text-decoration: none;">19671 </ins>Wade et al. (2005)] cite the Quebec Education Programme (QEP):</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>{{quotation|The QEP" lists the following as possible advantages of portfolios, they: involve students in their learning (as a tool for reflection); allow students to increase their ability to self-evaluate; teach students to make choices; encourage students to better understand themselves and focus on their strengths; allow students to reflect on their procedures, strategies, and accomplishments so that they can improve and correct them and ultimately succeed; promote feedback during the learning process, particularly during individual conferences; encourage students to reflect on their strengths, needs, errors, interests, challenges, and objectives; encourage interactive processes among students, teachers, and parents; shows student progress because it tracks performance over time; and they are used to assess competencies developed by students.}}</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>{{quotation|The QEP" lists the following as possible advantages of portfolios, they: involve students in their learning (as a tool for reflection); allow students to increase their ability to self-evaluate; teach students to make choices; encourage students to better understand themselves and focus on their strengths; allow students to reflect on their procedures, strategies, and accomplishments so that they can improve and correct them and ultimately succeed; promote feedback during the learning process, particularly during individual conferences; encourage students to reflect on their strengths, needs, errors, interests, challenges, and objectives; encourage interactive processes among students, teachers, and parents; shows student progress because it tracks performance over time; and they are used to assess competencies developed by students.}}</div></td></tr>
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</table>
Pastora GGarcía
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=70137&oldid=prev
Pastora GGarcía: /* Other */ redirection de lien qui n'existait plus. Deux options ont été ajoutées, en prévention d'une éventuelle future indisponibilité de l'une d'elles.
2018-12-30T15:07:34Z
<p><span dir="auto"><span class="autocomment">Other: </span> redirection de lien qui n'existait plus. Deux options ont été ajoutées, en prévention d'une éventuelle future indisponibilité de l'une d'elles.</span></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Vuorikari, Riina (2005), Innovation Brief: Can personal digital knowledge artefact's managment and social networks enhance learning ? [http://www.eun.org/insight-pdf/special_reports/social_networks_learning_vuorikari_9_2005_insight.pdf PDF]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Vuorikari, Riina (2005), Innovation Brief: Can personal digital knowledge artefact's managment and social networks enhance learning ? [http://www.eun.org/insight-pdf/special_reports/social_networks_learning_vuorikari_9_2005_insight.pdf PDF]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Wade, Anne, Abrami Philip C., Sclater, Jennifer (2005): An Electronic Portfolio to Support Learning, Canadian Journal of Learning and Technology, Volume 31(3). [<del style="font-weight: bold; text-decoration: none;">http</del>://www.cjlt.ca/<del style="font-weight: bold; text-decoration: none;">content</del>/<del style="font-weight: bold; text-decoration: none;">vol31.3</del>/<del style="font-weight: bold; text-decoration: none;">wade.html HTML</del>]</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Wade, Anne, Abrami Philip C., Sclater, Jennifer (2005): An Electronic Portfolio to Support Learning, Canadian Journal of Learning and Technology, Volume 31(3). [<ins style="font-weight: bold; text-decoration: none;">https://files.eric.ed.gov/fulltext/EJ1073692.pdf PDF] et [https</ins>://www.cjlt.ca/<ins style="font-weight: bold; text-decoration: none;">index.php/cjlt/article/view</ins>/<ins style="font-weight: bold; text-decoration: none;">26489</ins>/<ins style="font-weight: bold; text-decoration: none;">19671 Canadian Journal of Learning and Technology</ins>]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Wade, R.C., & Yarbrough, D.B. (1996). Portfolios: A tool for reflective thinking in teacher education.Teaching and Teacher Education: An International Journal of Research and Studies, 12(1), 63.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Wade, R.C., & Yarbrough, D.B. (1996). Portfolios: A tool for reflective thinking in teacher education.Teaching and Teacher Education: An International Journal of Research and Studies, 12(1), 63.</div></td></tr>
</table>
Pastora GGarcía
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=52032&oldid=prev
Daniel K. Schneider: /* Other */
2014-03-04T18:12:49Z
<p><span dir="auto"><span class="autocomment">Other</span></span></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Barrett, H. (2004) Electronic Portfolios as Digital Stories of Deep Learning - Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios [http://electronicportfolios.org/digistory/epstory.html HTML]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Barrett, H. (2004) Electronic Portfolios as Digital Stories of Deep Learning - Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios [http://electronicportfolios.org/digistory/epstory.html HTML]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Baumgartner, Peter, and Reinhard Bauer. 2013. “Auf Dem Weg Zu Einer Mustersprache Für E-Portfolios.” In E-Portfolio an Der Schnittstelle von Studium Und Arbeitswelt, edited by Damian Miller and Benno Volk, 91–104. Medien in Der Wissenschaft. Münster: Waxmann. http://peter.baumgartner.name/wp-content/uploads/2013/04/Baumgartner_Bauer_2013_Auf-dem-Weg-zu-einer-Mustersprache-fuer-E-Portfolios.pdf.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates. 361-392.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates. 361-392.</div></td></tr>
</table>
Daniel K. Schneider
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=43390&oldid=prev
Laraschmitt: /* e-Portfolios */
2013-05-01T10:34:47Z
<p><span dir="auto"><span class="autocomment">e-Portfolios</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 11:34, 1 May 2013</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Two main purposes of the ePortfolio include: promotion of student centred learning and reflection; career planning and CV building (Tosh).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Two main purposes of the ePortfolio include: promotion of student centred learning and reflection; career planning and CV building (Tosh).</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* From Sorensen et al.: "This course uses virtual portfolios as a means of meeting needs for online structure for both learners and tutors. Our experience suggests that the virtual portfolio enhances "awareness", at both the level of learning and instruction (Gutwin et al. 1995) by managing overview of individual/collaborative learning expectation and progress, interactions with peers and instructors, reflection and self-awareness, and feedback and evaluation throughout the learning process. We also suggest that the implementation of portfolios into virtual collaborative learning environments may promote genuine collaboration (Salomon 1995). More specifically, from the instructional perspective, the virtual portfolio also provides structure for the more specific instructional tasks as overview of tutoring, overview of grading, access to past comments, suggestions and recommendations given in the tutoring process, and access to past student submissions with related recommendations.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* From Sorensen et al.: "This course uses virtual portfolios as a means of meeting needs for online structure for both learners and tutors. Our experience suggests that the virtual portfolio enhances "<ins style="font-weight: bold; text-decoration: none;">[[</ins>awareness<ins style="font-weight: bold; text-decoration: none;">]]</ins>", at both the level of learning and instruction (Gutwin et al. 1995) by managing overview of individual/collaborative learning expectation and progress, interactions with peers and instructors, reflection and self-awareness, and feedback and evaluation throughout the learning process. We also suggest that the implementation of portfolios into virtual collaborative learning environments may promote genuine collaboration (Salomon 1995). More specifically, from the instructional perspective, the virtual portfolio also provides structure for the more specific instructional tasks as overview of tutoring, overview of grading, access to past comments, suggestions and recommendations given in the tutoring process, and access to past student submissions with related recommendations.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Learning in a virtual or digital context demands new tools and new methods. I have discussed the potentials of using digital portfolios. I have argued that digital portfolios have several employments: They are a tool for assessing a student's work and progression; for structuring learning and teaching; for enhancing communication and collaboration; for sharing experiences and resources, and finally for supporting the construction of a community of practice. (Tolsby, 2001)</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Learning in a virtual or digital context demands new tools and new methods. I have discussed the potentials of using digital portfolios. I have argued that digital portfolios have several employments: They are a tool for assessing a student's work and progression; for structuring learning and teaching; for enhancing communication and collaboration; for sharing experiences and resources, and finally for supporting the construction of a community of practice. (Tolsby, 2001)</div></td></tr>
</table>
Laraschmitt
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=41377&oldid=prev
Sugarch0: /* According to function */
2012-12-17T15:04:10Z
<p><span dir="auto"><span class="autocomment">According to function</span></span></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Assessment portfolios: are usually organized around items such as the candidates's products, evaluations, photographs and video-recordings</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Assessment portfolios: are usually organized around items such as the candidates's products, evaluations, photographs and video-recordings</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Showcase portfolios: they most often tend to display examples of their best work or evaluations of that work</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Showcase portfolios: they most often tend to display examples of their best work or evaluations of that work</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Development portfolios: an instrument to keep track of and plan the owner<del style="font-weight: bold; text-decoration: none;">\</del>'s development.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Development portfolios: an instrument to keep track of and plan the owner's development.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Reflective portfolios: reflections are usually organized around the competences the owner should master</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Reflective portfolios: reflections are usually organized around the competences the owner should master</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Combinations.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Combinations.</div></td></tr>
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Sugarch0
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=41376&oldid=prev
Sugarch0: /* Why e-Portfolios ? */
2012-12-17T15:02:07Z
<p><span dir="auto"><span class="autocomment">Why e-Portfolios ?</span></span></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Recording Learning: E-portfolios can be containers for recording formal assessment through scanned certificates for example. Additionally they can be used to record informal learning activities.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Recording Learning: E-portfolios can be containers for recording formal assessment through scanned certificates for example. Additionally they can be used to record informal learning activities.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Reflecting on Learning: Reflection is an important part of a learning process. The e-portfolio can be used for private, semi-public or public reflection of this process.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Reflecting on Learning: Reflection is an important part of a learning process. The e-portfolio can be used for private, semi-public or public reflection of this process.</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Validating Learning: Validation in e-portfolios can be a self-validation or a validation from other persons. <del style="font-weight: bold; text-decoration: none;">Vali189dation </del>means to "proof" that learning has happened. This validation can have different forms and can appear in different media.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Validating Learning: Validation in e-portfolios can be a self-validation or a validation from other persons. <ins style="font-weight: bold; text-decoration: none;">Validation </ins>means to "proof" that learning has happened. This validation can have different forms and can appear in different media.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Presenting Learning: The presentation of learning is important in e-portfolios. This presentation can be used for job application or for academic application. Due to the importance of lifelong learning this presentation can change over time.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Presenting Learning: The presentation of learning is important in e-portfolios. This presentation can be used for job application or for academic application. Due to the importance of lifelong learning this presentation can change over time.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Planning Learning: The learning process can be planned with the help of the e-portfolio. The learner can view his personal learning history through his e-portfolio and can view his next steps in personal competency development.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Planning Learning: The learning process can be planned with the help of the e-portfolio. The learner can view his personal learning history through his e-portfolio and can view his next steps in personal competency development.</div></td></tr>
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Sugarch0
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=31882&oldid=prev
Daniel K. Schneider: /* Other */
2011-04-07T17:44:40Z
<p><span dir="auto"><span class="autocomment">Other</span></span></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Guo, Zinan and Jim Greer, Connecting E-portfolios and Learner Models, ARIES Laboratory, Department of Computer Science, University of Saskatchewan [http://pigeon.usask.ca/elearn2005.pdf PDF], retrieved 16:51, 3 July 2006 (MEST).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Guo, Zinan and Jim Greer, Connecting E-portfolios and Learner Models, ARIES Laboratory, Department of Computer Science, University of Saskatchewan [http://pigeon.usask.ca/elearn2005.pdf PDF], retrieved 16:51, 3 July 2006 (MEST).</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Kalz,Marco (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools, Open Source for Education in Europe, Research & Practise - Conference proceedings. <del style="font-weight: bold; text-decoration: none;">[</del>http://<del style="font-weight: bold; text-decoration: none;">www</del>.<del style="font-weight: bold; text-decoration: none;">openconference</del>.<del style="font-weight: bold; text-decoration: none;">net</del>/<del style="font-weight: bold; text-decoration: none;">viewpaper.php?id=16&cf=3 PDF]</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Kalz,Marco (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools, Open Source for Education in Europe, Research & Practise - Conference proceedings. http://<ins style="font-weight: bold; text-decoration: none;">dspace</ins>.<ins style="font-weight: bold; text-decoration: none;">ou</ins>.<ins style="font-weight: bold; text-decoration: none;">nl</ins>/<ins style="font-weight: bold; text-decoration: none;">handle/1820/1523</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Haag, S., Cummings, M., McCubbrey, D., Pinsonneault, A., Donovan, R. (2006). Management Information Systems for the Information Age. Building an E-portfolio(XLM-J). Toronto: Mcgraw-Hill. ISBN 0-07-095569-7.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Haag, S., Cummings, M., McCubbrey, D., Pinsonneault, A., Donovan, R. (2006). Management Information Systems for the Information Age. Building an E-portfolio(XLM-J). Toronto: Mcgraw-Hill. ISBN 0-07-095569-7.</div></td></tr>
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Daniel K. Schneider
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=30531&oldid=prev
Daniel K. Schneider: /* Other software */
2011-01-21T14:32:29Z
<p><span dir="auto"><span class="autocomment">Other software</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 15:32, 21 January 2011</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>**[http://elgg.org Elgg.org]: open-source [[social software|social network software]] used by Elgg.net (integrated standards: RSS, FOAF, XML-RPC, LDAP pour authentification), can be used for e-portfolios </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>**[http://elgg.org Elgg.org]: open-source [[social software|social network software]] used by Elgg.net (integrated standards: RSS, FOAF, XML-RPC, LDAP pour authentification), can be used for e-portfolios </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[personal learning environment]]s implemented with [[webtop]]s or other mashup software.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[personal learning environment]]s implemented with [[webtop]]s or other mashup software.</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Any sort of web-technology where students and teachers can write can do to some extent, e.g. a webserver, a [[blog]] or a [[wiki]], a [[C3MS]].</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Any sort of web-technology where students and teachers can write can do to some extent, e.g. a webserver, a [[blog]] or a [[wiki]], a [[C3MS]<ins style="font-weight: bold; text-decoration: none;">]. Blogs and wikis are very popular. For a wiki-based project, see for example [http://www.openschulportfolio.de/ OpenSchulportfolio</ins>].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* You also may consider that work produced within an [[LMS]] that engages students in on-line production can play the role of an e-Portfolio.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* You also may consider that work produced within an [[LMS]] that engages students in on-line production can play the role of an e-Portfolio.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* See also: The [[#Links | links]] section. These sites do contain pointers to software, specialized eportfolio portals, etc.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* See also: The [[#Links | links]] section. These sites do contain pointers to software, specialized eportfolio portals, etc.</div></td></tr>
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Daniel K. Schneider
https://edutechwiki.unige.ch/mediawiki/index.php?title=Learning_e-portfolio&diff=29908&oldid=prev
Daniel K. Schneider: using an external editor
2010-11-23T11:53:28Z
<p>using <a href="/en/Help:External_editors" title="Help:External editors">an external editor</a></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 12:53, 23 November 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.osportfolio.org/ Open Source Portfolio (OSP)]: a web-based electronic portfolio. The Open Source Portfolio Initiative (OSPI) is a community of individuals and organizations collaborating on the development of the leading non-proprietary, open source electronic portfolio software available. OSP is a part of the Sakai project.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.osportfolio.org/ Open Source Portfolio (OSP)]: a web-based electronic portfolio. The Open Source Portfolio Initiative (OSPI) is a community of individuals and organizations collaborating on the development of the leading non-proprietary, open source electronic portfolio software available. OSP is a part of the Sakai project.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.cfkeep.org/ The KEEP Toolkit] (Carnegie Foundation). It <del style="font-weight: bold; text-decoration: none;">has </del>the following functions: (1) select and organize teaching and learning materials. (2) prompt analysis and reflection by using templates. (3) transform materials and reflections into visually appealing and intellectually engaging representations. (4) share ideas for peer-review, assessment, and collective knowledge building. (5) simplify the technical tasks and facilitate knowledge exchange and dissemination.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.cfkeep.org/ The KEEP Toolkit] (Carnegie Foundation). It <ins style="font-weight: bold; text-decoration: none;">had </ins>the following functions: (1) select and organize teaching and learning materials. (2) prompt analysis and reflection by using templates. (3) transform materials and reflections into visually appealing and intellectually engaging representations. (4) share ideas for peer-review, assessment, and collective knowledge building. (5) simplify the technical tasks and facilitate knowledge exchange and dissemination<ins style="font-weight: bold; text-decoration: none;">. This service is now integrated with [http://taste.merlot.org/KEEP.html Merlot], the well known ''Multimedia Educational Resource for Learning and Online Teaching'' service</ins>.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==== Open and free Services ====</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==== Open and free Services ====</div></td></tr>
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Daniel K. Schneider