Reflection – A Hindsight Revelation

April 22nd, 2010 by jbenson

Looking back at some of my previous posts, I realized that they seem somewhat negative in tone.  While I certainly had some struggles with e-portfolio this semester, I wouldn’t want to give the impression that they can’t be an immensely useful tool when implemented correctly.  The struggles we had in my FYW course I see [...]

Late change

April 8th, 2010 by mnoonan

My thinking about reflection (as it applies to TaskStream) came to a head in the final stages of the course. After offering a space for them to craft their own portfolio (something named the “google” project) I found myself stepping in toward the end to make a case for why reflection is in their best [...]

Encouraging Reflection

April 8th, 2010 by kfreeman

One of the most obvious strengths of using eportfolios to encourage reflection is the simple fact that most, perhaps all, depending upon how one sets up the class, of the students’ work is in one space. At first this seems a merely convenient fact—and it has been the most consistent advantage noted by my students [...]

Reflection as an assessment tool.

April 5th, 2010 by jsopchockchai

[...] TaskStream enables me to use reflection as an assessment tool by allowing me to insert directions for each and every requirement in the DRF. This structure trains students to see each individual requirement as its own mini-assignment, thus making the fact that there might be new assignments with new directions and expectations within perfectly natural and, for the most part, unsurprising. This solicitation of reflective writing at the end of an assignment sequence would be much more cumbersome, for example, if I were to take time in class to explain the new writing I wanted or posted it on Blackboard as a separate assignment guideline. [...]

Reflection ON Eportfolios in Advanced Writing in Education

April 3rd, 2010 by cgallagher

My students and I keep notebooks in the form of blogs throughout the semester.  Here, we reflect on our readings, discussions, connections between this class and other classes or experiences, etc.  Toward the end of the semester, I wrote an entry that explored my students’ evolving reflections on the eportfolio experiment we embarked on together.  [...]