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Jeff Sturges

I am, overall, pleased with the results of this experiment. The finished portfolios, while far from perfect, do what I hoped they would do. They do a pretty good job of showing how my students have met most of the outcomes of the course. They offer my students a way to show others what they have learned and how they have progressed in the class. Most important to me, they reveal my students, in differing degrees, making meaning of their learning experiences in English 101.

I have learned, the hard way, many things that I will do differently next time. (And, yes, I do plan to implement e-portfolios again in English 101.) Most of the things I plan to do differently have to do with making the process easier for me and my students and with making it seem less intimidating to my students. The students who finished the process seem glad that they went through it and pleased with their products. I would have liked, however, more of them to have stuck with the project to the end.

I am providing links to four of my students’ portfolios. I am nominating Emilio Pacheco’s portfolio for the Title V prize. Using the Rubric for Electronic Portfolio Evaluation in the Electronic Portfolio Handbook, I’ve rated his portfolio “exceptional” in the categories of “integration” and “use of technology.” I’ve rated the portfolio “effective” in the categories of “content,” “reflection,” and “expression.”

Although the other three portfolios did not receive as high a rating as Emilo’s, I am nonetheless proud of their efforts. There are flaws in these portfolios’ layout, hyperlinks, expression, and so on, but the students made honest efforts to produce viable portfolios. Their portfolios, in my estimation, give the viewers a candid glimpse of these students’ achievements in English 101.

Links to portfolios:

http://r2d2.cochise.edu/pacheco/

http://r2d2.cochise.edu/gutierrez/

http://r2d2.cochise.edu/webb/

http://r2d2.cochise.edu/pace/

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CC Home Pilot Programs sample text sample text	Jeff Sturges I am, overall, pleased with the results of this experiment. The finished portfolios, while far from perfect, do what I hoped they would do. They do a pretty good job of showing how my students have met most of the outcomes of the course. They offer my students a way to show others what they have learned and how they have progressed in the class. Most important to me, they reveal my students, in differing degrees, making meaning of their learning experiences in English 101. I have learned, the hard way, many things that I will do differently next time. (And, yes, I do plan to implement e-portfolios again in English 101.) Most of the things I plan to do differently have to do with making the process easier for me and my students and with making it seem less intimidating to my students. The students who finished the process seem glad that they went through it and pleased with their products. I would have liked, however, more of them to have stuck with the project to the end. I am providing links to four of my students’ portfolios. I am nominating Emilio Pacheco’s portfolio for the Title V prize. Using the Rubric for Electronic Portfolio Evaluation in the Electronic Portfolio Handbook, I’ve rated his portfolio “exceptional” in the categories of “integration” and “use of technology.” I’ve rated the portfolio “effective” in the categories of “content,” “reflection,” and “expression.” Although the other three portfolios did not receive as high a rating as Emilo’s, I am nonetheless proud of their efforts. There are flaws in these portfolios’ layout, hyperlinks, expression, and so on, but the students made honest efforts to produce viable portfolios. Their portfolios, in my estimation, give the viewers a candid glimpse of these students’ achievements in English 101. Links to portfolios: http://r2d2.cochise.edu/pacheco/ http://r2d2.cochise.edu/gutierrez/ http://r2d2.cochise.edu/webb/ http://r2d2.cochise.edu/pace/
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