Canadian Journal of Learning and Technology Amount 31(3) Fall season / Automne 2005 an electric Portfolio to aid Learning1

 Canadian Journal of Learning and Technology Volume 313 Fall as well as Automne 2006 an Electronic Portfolio to Support Learning1 Essay

Canadian Record of Learning and Technology

Volume 31(3) Fall as well as automne june 2006

An Electronic Stock portfolio to Support Learning1

Anne Sort

Philip C. Abrami

Jennifer Sclater



Anne Wade, can be Manager and Information Specialist at the Hub for the Study of Learning and Performance/Education, Unione University, Montreal, Quebec. Communication concerning this information can be delivered to Anne Wade, Concordia School, LB 581. 1455 sobre Maisonneuve Blvd. West, Montreal, Quebec, Canada H3G 1M8. Email:  [email protected] concordia. ca�

Philip C. Abrami, PhD is a Professor, Director and Research Seat at the Hub for study regarding Learning and gratification, Concordia University, Montreal, Quebec. �

Jennifer Sclater, is an ICT Cosultant with the Centre for the Study of Learning and Performance, Consenso University, Montreal, Quebec. Subjective

Abstract:  In this newspaper, we provide a description of a CSLP research project that looked at profile use within a middle college, the web-based e-portfolio computer software we have designed within the context of the Quebec, canada , educational program, our programs for further progress the instrument, and our research strategies related to the utilization of portfolios to support learning. Our aim is to combine analysis evidence in portfolio work with with sensible feedback in the field so that they can develop easy-to-use, powerful application designed to support active self-regulated student learning in schools. Résumé:  L'article contient une description d'un projet de recherche du CEAP qui examine l'utilisation de portfolios au sein d'une école secondaire, le logiciel de portfolios électroniques axé sur votre Web la cual nous avons développé au sein ni système d'éducation du Québec, nos ideas visant le perfectionnement sobre l'outil et nos plans en matière de recherche visant l'utilisation sobre portfolios pour appuyer l'apprentissage. Notre objectif est de conjuguer les résultats entre ma recherche en se promenant sur l'utilisation de portfolios avec la rétroaction pratique kklk utilisateurs vers de tenter de développer des logiciels puissants et faciles � utiliser dump appuyer l'apprentissage auto-réglementé ainsi que actif kklk étudiants dans le marche de les écoles. Educational Goals of Portfolios

A portfolio may be understood to be a purposeful collection of pupil work that tells the storyline of a student's effort, progress and/or achievement in one or maybe more areas (Arter & Spandel, 1992; MacIsaac & Jackson, 1994). The Quebec Education Programme (QEP) (Ministère para l'Education i Québec, 2001) is based on the guidelines of socio-constructivism including a belief in the benefit of portfolios and requires professors and college students to develop a proficiency with them. Consequently, the use of portfolios has been required within the general Language Arts curriculum and is also encouraged in other core subject areas. The QEP lists the following as possible benefits of portfolios, they will: involve pupils in their learning (as a device for reflection); allow students to increase their ability to self-evaluate; teach pupils to make options; encourage college students to better figure out themselves and focus on all their strengths; let students reflect on all their procedures, tactics, and accomplishments so that they can improve and correct these people and ultimately succeed; showcase feedback during the learning method, particularly during individual meetings; encourage college students to think about their advantages, needs, errors, interests, difficulties, and targets; encourage fun processes amongst students, teachers, and parents; shows student improvement because it monitors performance with time; and they are used to assess competencies developed by pupils. Portfolios can be linked to the subsequent cross-curricular expertise within the QEP (2001): Intellectual Competencies.  Encourages students to " employ information, to resolve a problem, to exercise crucial judgment and also to use creativity. ” (p. 13) Methodological Competencies.  Encourages students to...

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