In looking for eportfolio examples to collect, I tried to find a wide variety of styles and purposes. I selected a community college student portfolio site, a college professor's site and a high school student's site. My goal was to collect sites that were diverse in both purpose and style. i feel that these three sites fit that criteria. The community college site contained many eportfolios and expressed that all students created and maintained eportfolios through out their time there. The portfolios were very uniform with little personal variety. The college professor's portfolio was a vehicle for communicating her research and sharing links with a small amount of personal information. The high school student's portfolio was unique in her use of prezi which made it visually interesting and more personal. These three different approaches offer a broad picture of what an eportfolio can look like.
Adding to this range of possibilities through my classmates selections I have been able to expand this picture. The first portfolio that I would add is in Stephanie's collection. This one is relevant to me because it is an art teacher's portfolio. From her site, one can see her passion for her students and teaching. She adds a little bit of personal information. In addition she shares her practice openly with colleagues and parents. She also celebrates her students' work through the ArtSonia site, which makes it accessible to parents and the community.
http://mrsjacksonartbd.weebly.com/
The second site that I selected is from Sam's collection. This site is clearly a celebration site - celebrating art making and teaching. The style of the site is clean and easily navigated. It is also personal and playful, including a page dedicated to what she wore. The language is playful and casual. I am curious who she sees as her audience. It appears that perhaps she is targeting other teachers, as she includes lessons and demos of techniques.
https://cassiestephens.blogspot.com/search/label/diy
The last site that I selected was also from Stephanie's collection. This site is an example of a more professional teaching portfolio. It is clean, easily navigated and focused on sharing the author's teaching achievements and art work. I like how her portfolio is organized. I also appreciate that for some of her student work she included a description of the problem, I would like to see this throughout the work.
https://naea.digication.com/jhardy/Welcome/published
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GoAnimate is a web based animation tool that can be used to create animated videos by students and teachers. Teachers can use it to share information with students and students can use it to synthesize research, reflect on learning or share information. A subscription to the site is not inexpensive, $124 for a school subscription that only allows 49 students access, however they do offer a free 15 day trial that has fair functionality. Some issues that I found while working with this include limitations on usage per day or per session - I never figured out which, and the inability to export videos when finished. The site offers tutorials and help menus to assist in the learning curve.
I developed a short animation to share with my Art II class. They have just completed a series of figure drawings and I wanted them to asses their progress prior to moving forward with the final composition. They have experimented with a variety of drawing media as well as gesture drawing. These 90 minute exercises allow them to gain skills and confidence in drawing the human form. I had assumed that students would be able to complete this activity using their own device, as I had tested it successfully on my phone. In reality only one or two of them could, so we ended up crammed into the art computer lab using 10 computers for 25 students. As teachers, we are used to rolling with these types of issues, so I grouped them and instructed them to turn their animation into an interview or conversation about their work, using a different character for each group member. This was an excellent example of a happy accident - this format was much more effective because the students had to discuss the work and cooperate to design their animation rather than work individually with no feedback. There was lively conversation about both their work and the layout of their animation. One student did discover how to upload their own images, so I asked that they try to add at least one image to the animation. The groupings also offered students who were less technically adept to have a built in support system in their partners. I gave them 1 class period to work together, then gave them a few days outside of class to to work. The group shared a user name and password to facilitate access outside of class. Some groups discussed times that they could come to the lab or meet at the Miller Library to work and work together. |
AuthorArtist, Teacher, Gardener, Runner, Wonderer. Archives
March 2018
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