Andragoy e portfolio franz morales by Franz Morales

Introducción a la Pedagogía y Andragogía E-Portfolio

Introducción a la Pedagogía y Andragogía E-Portfolio Franz Erick Morales del Cid 6 de junio del 2015

Introducción a la Pedagogía y Andragogía E-Portfolio

Table of Contents Introduction

Documents

Videos

Power Point Presentations

Group Presentations

Conclusion

123

References

124

Introducción a la Pedagogía y Andragogía E-Portfolio

Introduction This portfolio has the objective of showing what we have accomplished this semester in the Andragogy class. I would like to say that registered to this class with a little knowledge of the topic, but throughout the course I realized the importance of being an effective teacher and the main differences and similarities between Pedagogy and Andragogy. The documents, videos, and presentations included in this portfolio serve as a valuable resource for anyone who analyzes and reads them.

Introducción a la Pedagogía y Andragogía E-Portfolio

Documents

Introducción a la Pedagogía y Andragogía E-Portfolio

Introducción a la Pedagogía y Andragogía E-Portfolio APA Paper Format There are many things that have to be formatted correctly for an APA paper. Here are some of the rules for the basic format of each page of your paper. To see how to do this formatting in Microsoft Word, click on the "MS Word Instructions" link at the end of each point.  se 8 ½” x 11” paper. Type your paper in Microsoft Word (MS Word) or a similar program, and print your paper one sided. [APA manual 5.01, p. 284]  se 12-point font. [APA manual 5.02, p. 285] MS Word Instructions  se a typeface like Times ew oman or ourier ew. [APA manual 5.02, p. 285] MS Word Instructions  ouble-space the entire paper. This means that the computer will skip every other line, which makes it easier for your teacher to read and write in comments. [APA manual 5.03, p. 286] MS Word Instructions  se 1” margins on all sides (top, bottom, left and right). [APA manual 5.04, p. 286] MS Word Instructions  umber all pages in your paper (including title page), beginning with 1, in the upper right-hand corner. [APA manual 5.06, p. 288] MS Word Instructions  Insert a header with the first two or three words of your paper title. Align it right. This will show up at the top right-hand side of every page. [APA manual 5.06, p. 288]MS Word Instructions  se the headings that your instructor asks for. Headings name the sections of your paper. You will probably use a heading for the title of your paper, the abstract if you have one, and the reference page. Headings should be centered, and the first letter of each major word (not prepositions or articles, such as the, a, by, for) and the first letter of the first word (including prepositions or articles) should be capitalized. If there is a colon (:), capitalize the first letter of the word following it, even if it is not a major word. [APA manual 3.29-3.32, p.111-115; and 5.10, p. 289-290] Examples: ursing for the Ages: aring for the Elderly and hildren Wisdom Teeth: The Safe Way If you have a second level of headings (for sub-sections in your paper), they should be italicized and aligned left with the same capitalization as regular headings. Examples: ursing for the Ages: aring for the Elderly and hildren The Elderly hildren  The order of the sections of your paper should be as follows: [APA manual 5.05, p. 287]  Title page (numbered page 1)

Introducción a la Pedagogía y Andragogía E-Portfolio  The body of your paper (starting with page 2)  eferences (starts on a new page after the end of the body of your paper  Here is an example of what your APA paper should look like.

Introducción a la Pedagogía y Andragogía E-Portfolio

IntroducciĂłn a la PedagogĂa y AndragogĂa E-Portfolio

In APA style, in-text citations are placed within sentences and paragraphs so that it is clear what information is being quoted or paraphrased and whose information is being cited. Examples: Works by a single author The last name of the author and the year of publication are inserted in the text at the appropriate point. from theory on bounded rationality (Simon, 1945) If the name of the author or the date appear as part of the narrative, cite only missing information in parentheses. Simon (1945) posited that Works by multiple authors When a work has two authors, always cite both names every time the reference occurs in the text. In parenthetical material join the names with an ampersand (&). as has been shown (Leiter & Maslach, 1998) In the narrative text, join the names with the word "and." as Leiter and Maslach (1998) demonstrated When a work has three, four, or five authors, cite all authors the first time the reference occurs. Kahneman, Knetsch, and Thaler (1991) found

Introducción a la Pedagogía y Andragogía E-Portfolio In all subsequent citations per paragraph, include only the surname of the first author followed by "et al." (Latin for "and others") and the year of publication. Kahneman et al. (1991) found Works by associations, corporations, government agencies, etc. The names of groups that serve as authors (corporate authors) are usually written out each time they appear in a text reference. (ational Institute of Mental Health [IMH], 2007) When appropriate, the names of some corporate authors are spelled out in the first reference and abbreviated in all subsequent citations. The general rule for abbreviating in this manner is to supply enough information in the text citation for a reader to locate its source in the eference List without difficulty. (IMH, 2007) Works with no author When a work has no author, use the first two or three words of the work's title (omitting any initial articles) as your text reference, capitalizing each word. Place the title in quotation marks if it refers to an article, chapter of a book, or Web page. Italicize the title if it refers to a book, periodical, brochure, or report. on climate change ("limate and Weather," 1997) Guide to Agricultural Meteorological Practices (1981) Anonymous authors should be listed as such followed by a comma and the date. on climate change (Anonymous, 2008) Specific parts of a source To cite a specific part of a source (always necessary for quotations), include the page, chapter, etc. (with appropriate abbreviations) in the in-text citation. (Stigter & as, 1981, p. 96) e Waal (1996) overstated the case when he asserted that "we seem to be reaching ... from the hands of philosophers" (p. 218). If page numbers are not included in electronic sources (such as Web-based journals), provide the paragraph number preceded by the abbreviation "para." or the heading and following paragraph. (Mönnich & Spiering, 2008, para. 9) eference List eferences cited in the text of a research paper must appear in a eference List or bibliography. This list provides the information necessary to identify and retrieve each source.  rder: Entries should be arranged in alphabetical order by authors' last names. Sources without authors are arranged alphabetically by title within the same list.  Authors: Write out the last name and initials for all authors of a particular work. se an ampersand (&) instead of the word "and" when listing multiple authors of a single work. e.g. Smith, J. ., & Jones, M.  Titles: apitalize only the first word of a title or subtitle, and any proper names that are part of a title.  Pagination: se the abbreviation p. or pp. to designate page numbers of articles from periodicals that do not use volume numbers, especially newspapers. These abbreviations are also used to designate pages in encyclopedia articles and chapters from edited books  Indentation: The first line of the entry is flush with the left margin, and all subsequent lines are indented (5 to 7 spaces) to form a "hanging indent".  nderlining vs. Italics: It is appropriate to use italics instead of underlining for titles of books and journals. Two additional pieces of information should be included for works accessed online.  Internet Address: A stable Internet address should be included and should direct the reader as close as possible to the actual work. If the work has a digital object identifier (I), use this. If there is no I or similar handle, use a stable L. If the L is not stable, as is often the case with online newspapers and some subscription-based databases, use the home page of the site you retrieved the work from.  ate: If the work is a finalized version published and dated, as in the case of a journal article, the date within the main body of the citation is enough. 16

Introducción a la Pedagogía y Andragogía E-Portfolio However, if the work is not dated and/or is subject to change, as in the case of an online encyclopedia article, include the date that you retrieved the information.  The APA has special formatting standards for the use of indentation and italics in manuscripts or papers that will be typeset or submitted for official publication. For more detailed information on these publication standards, refer to the Publication Manual of the American Psychological Association, or consult with your instructors or editors to determine their style preferences.  See the APA Style Guide to Electronic eferences for information on how to format Ls that take up more than one line. Examples: Articles in journals, magazines, and newspapers eferences to periodical articles must include the following elements: author(s), date of publication, article title, journal title, volume number, issue number (if applicable), and page numbers. Journal article, one author, accessed online Ku, G. (2008). Learning to de-escalate: The effects of regret in escalation of commitment. rganizational Behavior and Human ecision Processes, 105(2), 221-232. doi:10.1016/j.obhdp.2007.08.002 Journal article, two authors, accessed online Sanchez, ., & King-Toler, E. (2007). Addressing disparities consultation and outreach strategies for university settings.Consulting Psychology Journal: Practice and Research, 59(4), 286-295. doi:10.1037/1065- 9293.59.4.286 Journal article, more than two authors, accessed online Van Vugt, M., Hogan, ., & Kaiser, . B. (2008). Leadership, followership, and evolution: Some lessons from the past.American Psychologist, 63(3), 182-196. doi:10.1037/0003-066X.63.3.182 Article from an Internet-only journal Hirtle, P. B. (2008, July-August). opyright renewal, copyright restoration, and the difficulty of determining copyright status. D-Lib Magazine, 14(7/8). doi:10.1045/july2008-hirtle Journal article from a subscription database (no DOI) olvin, G. (2008, July 21). Information worth billions. Fortune,158(2), 73-79. etrieved from Business Source omplete, EBS. etrieved from http://search.ebscohost.com Magazine article, in print Kluger, J. (2008, January 28). Why we love. Time, 171(4), 54-60. Newspaper article, no author, in print As prices surge, Thailand pitches PE-style rice cartel. (2008, May 5). The Wall Street Journal, p. A9. Newspaper article, multiple authors, discontinuous pages, in print elaney, K. J., Karnitschnig, M., & Guth, . A. (2008, May 5). Microsoft ends pursuit of Yahoo, reassesses its online options.The Wall Street Journal, pp. A1, A12. Books eferences to an entire book must include the following elements: author(s) or editor(s), date of publication, title, place of publication, and the name of the publisher. No Author or editor, in print

Introducción a la Pedagogía y Andragogía E-Portfolio Merriam-Webster's collegiate dictionary (11th ed.). (2003). Springfield, MA: Merriam- Webster. One author, in print Kidder, T. (1981). The soul of a new machine. Boston, MA: Little, Brown & ompany. Two authors, in print Frank, . H., & Bernanke, B. (2007). Principles of macro-economics (3rd ed.). Boston, MA: McGrawHill/Irwin. Corporate author, author as publisher, accessed online Australian Bureau of Statistics. (2000). Tasmanian year book 2000(o. 1301.6). anberra, Australian apital Territory: Author. etrieved fromhttp://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/A2568710006989...$File/13016_2000.p df Edited book Gibbs, J. T., & Huang, L. . (Eds.). (2001). Children of color: Psychological interventions with culturally diverse youth. San Francisco, A: Jossey-Bass. Dissertations eferences for dissertations should include the following elements: author, date of publication, title, and institution (if you accessed the manuscript copy from the university collections). If there is a MI number or a database accession number, include it at the end of the citation. Dissertation, accessed online Young, . F. (2007). Crossing boundaries in urban ecology: Pathways to sustainable cities (octoral dissertation). Available from ProQuest issertations & Theses database. (MI o. 327681) Essays or chapters in edited books eferences to an essay or chapter in an edited book must include the following elements: essay or chapter authors, date of publication, essay or chapter title, book editor(s), book title, essay or chapter page numbers, place of publication, and the name of the publisher. One author Labajo, J. (2003). Body and voice: The construction of gender in flamenco. In T. Magrini (Ed.), Music and gender: perspectives from the Mediterranean (pp. 67-86). hicago, IL: niversity of hicago Press. Two editors Hammond, K. ., & Adelman, L. (1986). Science, values, and human judgment. In H. . Arkes & K. . Hammond (Eds.), Judgement and decision making: An interdisciplinary reader (pp. 127-143). ambridge, England: ambridge niversity Press. Encyclopedias or dictionaries and entries in an encyclopedia

Introducción a la Pedagogía y Andragogía E-Portfolio eferences for encyclopedias must include the following elements: author(s) or editor(s), date of publication, title, place of publication, and the name of the publisher. For sources accessed online, include the retrieval date as the entry may be edited over time. Encyclopedia set or dictionary Sadie, S., & Tyrrell, J. (Eds.). (2002). The new Grove dictionary of music and musicians (2nd ed., Vols. 129). ew York, Y: Grove. Article from an online encyclopedia ontainerization. (2008). In Encyclopædia Britannica. etrieved May 6, 2008, from http://search.eb.com Encyclopedia article Kinni, T. B. (2004). isney, Walt (1901-1966): Founder of the Walt isney ompany. In Encyclopedia of Leadership (Vol. 1, pp. 345-349). Thousand aks, A: Sage Publications. Research reports and papers eferences to a report must include the following elements: author(s), date of publication, title, place of publication, and name of publisher. If the issuing organization assigned a number (e.g., report number, contract number, or monograph number) to the report, give that number in parentheses immediately after the title. If it was accessed online, include the L. Government report, accessed online .S. epartment of Health and Human Services. (2005). Medicaid drug price comparisons: Average manufacturer price to published prices (IG publication o. EI-05-05- 00240). Washington, : Author. etrieved from http://www.oig.hhs.gov/oei/reports/oei-05-05-00240.pdf Government reports, GPO publisher, accessed online ongressional Budget ffice. (2008). Effects of gasoline prices on driving behavior and vehicle markets: A CBO study (B Publication o. 2883). Washington, : .S. Government Printing ffice. etrieved from http://www.cbo.gov/ftpdocs/88xx/doc8893/01-14-GasolinePrices.pdf Technical and/or research reports, accessed online eming, ., & ynarski, S. (2008). The lengthening of childhood(BE Working Paper 14124). ambridge, MA: ational Bureau of Economic esearch. etrieved July 21, 2008, from http://www.nber.org/papers/w14124 Document available on university program or department site Victor, . M. (2008). Gazprom: Gas giant under strain. etrieved from Stanford niversity, Program on Energy and Sustainable evelopment Web site: http://pesd.stanford.edu/publications/gazprom_gas_giant_under_strain/ Audio-visual media eferences to audio-visual media must include the following elements: name and function of the primary contributors (e.g., producer, director), date, title, the medium in brackets, location or place of 19

Introducción a la Pedagogía y Andragogía E-Portfolio production, and name of the distributor. If the medium is indicated as part of the retrieval I, brackets are not needed. Videocassette/DVD Achbar, M. (irector/Producer), Abbott, J. (irector), Bakan, J. (Writer), & Simpson, B. (Producer) (2004). The corporation[V]. anada: Big Picture Media orporation. Audio recording hat Hanh, T. (Speaker). (1998). Mindful living: a collection of teachings on love, mindfulness, and meditation [assette ecording]. Boulder, : Sounds True Audio. Motion picture Gilbert, B. (Producer), & Higgins, . (Screenwriter/irector). (1980). Nine to five [Motion Picture]. nited States: Twentieth entury Fox. Television broadcast Anderson, ., & Morgan, . (Producers). (2008, June 20). 60 Minutes [Television broadcast]. Washington, : BS ews. Television show from a series Whedon, J. (irector/Writer). (1999, ecember 14). Hush [Television series episode]. In Whedon, J., Berman, G., Gallin, S., Kuzui, F., & Kuzui, K. (Executive Producers), Buffy the Vampire Slayer. Burbank, A: Warner Bros.. Music recording Jackson, M. (1982). Beat it. n Thriller []. ew York, Y: Sony Music. Undated Web site content, blogs, and data For content that does not easily fit into categories such as journal papers, books, and reports, keep in mind the goal of a citation is to give the reader a clear path to the source material. For electronic and online materials, include stable L or database name. Include the author, title, and date published when available. For undated materials, include the date the resource was accessed. Blog entry Arrington, M. (2008, August 5). The viral video guy gets $1 million in funding. Message posted to http://www.techcrunch.com Professional Web site ational enewable Energy Laboratory. (2008). Biofuels. etrieved May 6, 2008, from http://www.nrel.gov/learning/re_biofuels.html

Introducción a la Pedagogía y Andragogía E-Portfolio Data set from a database Bloomberg L.P. (2008). Return on capital for Hewitt Packard 12/31/90 to 09/30/08. etrieved ec. 3, 2008, from Bloomberg database. entral Statistics ffice of the epublic of Botswana. (2008).Gross domestic product per capita 06/01/1994 to 06/01/2008[statistics]. Available from EI ata database Entire Web site When citing an entire Web site (and not a specific document on that site), no eference List entry is required if the address for the site is cited in the text of your paper. Witchcraft In Europe and America is a site that presents the full text of many essential works in the literature of witchcraft and demonology (http://www.witchcraft.psmedia.com/). ONLINE DOCUMENTS

Introducción a la Pedagogía y Andragogía E-Portfolio

CORE COMPETENCY PRESENTATION LINK and HOMEWORK Attached you will find presentation link please take note that you must make a conceptual map of the presentation taking into account Group 2 information included in Dropbox. https://drive.google.com/file/d/0BzVAkxLXSpJE90QlpnSS11VXM/view?usp=sharing

Work must be sent latest Friday 14th.

Digital Portfolios

Introducción a la Pedagogía y Andragogía E-Portfolio

ICT Education @ Timothy Hawkins 2013

INTRODUCTION What is a Digital Portfolio? A digital portfolio is similar to the paper portfolios you are familiar with except it is a multimedia representation of your learning achievements, projects and interests. You will be able to include: • Digital images • Videos • Music and sounds • Voice recordings • Word documents • Excel spreadsheets • Publisher and PowerPoint presentations • Kahootz expressions • Links to useful and interesting websites Why use Digital Portfolios? By creating your own digital portfolio, you will be: • Learning new ICT skills • Improving your current ICT knowledge • Showcasing all your work you have done using computers • Creating a multimedia presentation to share with your family • Managing and presenting all your ICT achievements 23

Introducción a la Pedagogía y Andragogía E-Portfolio

Why use PowerPoint? There are many ways to create digital portfolios. They can be done using Microsoft Word or for more experienced computer users, a website can be created as a digital portfolio. For your digital portfolio, you will be using Microsoft PowerPoint because: • It is easy to use • You can link to other programs, documents and PowerPoint presentations • Your presentation will look professional when presenting to other students and your parents PREPARING YOUR PORTFOLIO FILES Before you even begin creating your digital portfolio, there are some important steps you have to take. Firstly, you will need to create your main folder on the shared network for all your ICT work. Open the drive that your teacher has directed you to create your folder in.

Introducción a la Pedagogía y Andragogía E-Portfolio Choose a blank area on the screen and right click using your mouse. Choose the ‘New’ option and then ‘Folder’.

Name your folder using your surname and then your first name with what is called an underscore in between, i.e. Surname_Firstname (you will find the underscore button on the top right of your keyboard) You new folder should now be there:

Double click on your folder to open it. You should see an empty window without any folders. Now create a folder called ‘Digital Portfolio’. You may like to add other folders, such as ‘English’, ‘Maths’, ‘Integrated Topic’, etc

Introducción a la Pedagogía y Andragogía E-Portfolio

Now open your ‘Digital Portfolio’ folder. Now create four new folders, ‘Images’, ‘Sounds’, ‘Videos’ and ‘Documents’

FILE MANAGEMENT These four folders are where you are going to save all items that you wish to put into your digital portfolio. What goes into each folder? Images Digital camera images Images from the Internet Images from student share Scanned images

Sounds Music Voice recordings Sound effects

Introducción a la Pedagogía y Andragogía E-Portfolio Videos Movie Maker presentations Photo Story 3 presentations Converted Kahootz expressions Video from Internet Video straight from video camera

Documents Pieces of writing using Word Excel spreadsheets Kahootz expressions Publisher documents PowerPoint presentations

IMPORTANT

Everything that you want in your digital portfolio MUST be saved into these folders.

Copying files from other folders If you have files in your other folders or somewhere else in student share it is very easy to copy and paste them into your digital portfolio folders. Right click on the file you wish to copy. Choose the ‘copy’ option. Open the appropriate folder in your digital portfolio folders, e.g. ‘documents’. Right click and ‘paste’ into that folder.

PLANNING YOUR DIGITAL PORTFOLIO Now that you understand the importance of managing your files, you are ready to begin planning your digital portfolio. How do I structure my digital Portfolio? To begin with, let’s create a six slide portfolio: 1. Title 2. Contents 3. About me 4. English 5. Maths 27

Introducción a la Pedagogía y Andragogía E-Portfolio 6. Integrated Topic You will be able to add more slides later. Designing a slide Let’s begin with the title slide. On a piece of paper sketch a rectangle that represents a blank slide in PowerPoint. Roughly sketch how you want to set your slide out.

Tim Picture of me

Hawkins’ igital Portfolio

lick to hear me speak

To contents slide

I have included a title, a picture of myself, a button to link to the contents page and a smiley face that will link to a short voice recording. This tells me I will need a digital image of myself saved into my ‘images’ folder and a recording of my voice saved into my ‘sounds’ folder. You will learn how to record your voice and save it as a file later. Now have a go at designing the other slides. Portfolio Navigation Just like turning pages in a paper portfolio, people (and yourself) need to be able to look through your digital portfolio with ease. To start off let’s do a visual representation of our six slides

Title Slide

Introducción a la Pedagogía y Andragogía E-Portfolio

ontents Slide

About Me Slide

English Slide

Maths Slide

Integrated Topic Slide

As you can see, all pages link to the contents slide. So where ever you are in your portfolio, you can easily return to the contents slide. This diagram also shows that you can navigate backwards and forwards between slides.

You are now ready to begin creating your digital portfolio!

USING POWERPOINT Open PowerPoint and you should see something like this…

Introducción a la Pedagogía y Andragogía E-Portfolio

It is better to start with a blank slide, so right click somewhere on the borders of the text boxes and choose the ‘cut’ option. You can add your own text boxes later. Make sure you click on the line.

Now choose the ‘New Slide’ option from the toolbar above. Choose the blank slide from the options on the right hand side. Repeat this process until you have six slides.

ow click on ‘file’ and choose the ‘save as’ option. ame this file ‘igital Portfolio’ and save in your main igital Portfolio folder. Remember to save your work regularly in case the computer crashes or the power goes!

Introducción a la Pedagogía y Andragogía E-Portfolio Inserting a text box Using your plans for each slide, create titles (don’t worry too much about the type and colour of your font at the moment, you can change that later).

To create a text box you can choose from the ‘Insert’ option and choose ‘text box’ at the top of the screen or you can click on the text box icon at the bottom of the screen.

Choose where you are going to put your text box and click. Choose your font size and type in the text.

Do the same for the other five slides.

Introducción a la Pedagogía y Andragogía E-Portfolio

Adding Buttons Buttons are used in your portfolio to link slides together and also to link to other documents that you wish to include. Don’t forget to save any work included in your portfolio into the correct folders.

Linking to other slides nce you have placed and sized your button, this menu will appear.

hoose the ‘Hyperlink to’ option and then click on the blue arrow and choose the ‘Slide…’ option.

A menu will appear that lets you choose which slide you wish to link to. In the bottom right corner an image of which slide

Introducción a la Pedagogía y Andragogía E-Portfolio

Adding Text and Editing a Button You will need to add some text your button. In this case we will call it the ‘contents’ button that links to the next slide. Right click on your button and this menu should appear:

Introducción a la Pedagogía y Andragogía E-Portfolio

hoose the ‘Add Text’ option to type in ‘ontents’.

se the ‘Format AutoShape…’ option to change the colour of your button and add any effects. You can even have a picture on your button by choose ‘olor’, then ‘Fill Effects…’ and then choose ‘Picture’.

Linking to Documents reate another button on the slide you wish your document to be linked to.

hoose the ‘un program’ option.

Adding and Copying Backward and Forward Buttons 34

Introducción a la Pedagogía y Andragogía E-Portfolio You may wish to include buttons that navigate backwards and forwards through your portfolio. hoose the forward button from the button menu. Place button where you think best. The ‘Hyperlink’ option will automatically choose the ‘ext Slide’ option. epeat process for ‘Previous Slide’

To copy the buttons to the rest of the slides, just ‘right-click’ on the button and choose the ‘copy’ option. Now paste the button onto each of your slides in the sorter to the left of your screen. It will place it in exactly the same place on each slide.

Play your Slideshow and check that the buttons work! Hyper linking Text and Images 35

Introducción a la Pedagogía y Andragogía E-Portfolio

You may wish to have the title of a website, movie or piece of writing that you want to link instead of a button. This is very easy to do. Type some text and then click and drag to select. Right click on the highlighted text and choose the ‘Hyperlink’ option. This menu should appear… hoose the ‘Existing File or Web Page’ option.

Find your file or search the web for the website.

If you want to link to another slide in your

To create a hyper linked image, just right click on it and follow the same process!

You now have the basics to start putting your portfolio together! 36

Introducción a la Pedagogía y Andragogía E-Portfolio The next section will show you more features to enhance your Digital Portfolio, such as adding a voice recording, inserting movies and special effects.

ADDING VOICE RECORDINGS You may wish to add a short message about a certain part of your portfolio. Some students record their friends’ voices! Using the Windows Sound Recorder Click on the ‘Start’

‘All Programs’

‘Accessories’

‘Entertainment’

‘Sound Recorder’

You should see something like this: Make sure your microphone is plugged in. Press the red record button and record your voice. The green line should move if it is working correctly.

Once you have created your sound, click on ‘File’ and choose the ‘Save as’ option. Save your sound into your ‘Sounds’ folder for your digital portfolio. Inserting a sound file into your portfolio When you are in PowerPoint, choose the ‘Insert’ option from the top menu. Now choose the ‘Movies and Sounds’ option and then the ‘Sound from file…’ option. Find your sound file and select. The computer will ask whether you want the sound to start automatically or when clicked – your choice!

Now you can have a small voice or music recording in your portfolio. If you play a musical instrument you may wish to record a small sample for your portfolio! 37

Introducción a la Pedagogía y Andragogía E-Portfolio

Recording a voice narration on PowerPoint Another way to add a voice recording is to use the ‘Record Narration’ option from the top menu, found in the ‘Slide Show’ option.

This screen should appear, click OK. Make sure you are on the slide on which you want the sound to be heard! You should see this appear:

Choose the ‘Current Slide’ option You slide will appear and you should start recording straight away. As soon as you are done, press the Escape button. This should appear:

Introducción a la Pedagogía y Andragogía E-Portfolio

Choose the ‘Don’t Save’ option. A small picture like this anywhere.

will appear in the bottom right hand corner. You can move this

Documenting Learning with

Digital Portfolios Portfolios must be part of a purposeful assessment program with clear learning goals. David Niguidula

Introducción a la Pedagogía y Andragogía E-Portfolio

livia, a sophomore at Ponaganset High School

in North Sdtuate, Rhode Island, sat down last June with two of her teachers in front of her digital portfolio—a multimedia, Weh-based collection of her best schoolwork. A menu listing the school's nine graduation expectations, including Effective Expression, Research Skills, and Critical and Creative Thinking, appeared on her portfolio's home page. The school's faculty had worked for a year developing these expectations and aligning them with the state's standards. Clicking on the link to Effective Expression, Olivia and her teachers reviewed the list of leaming outcomes associated with this expectation, including the ahility to express ideas for various purposes and audiences and the ability to use communication skills in each subject area. The screen also contained links to about 20 entries, each showing a sample of Olivia's work that reflected this graduation expectation. During the last two years, Olivia had entered diverse work samples into her portfolio, including a sonnet, a solution to an open-ended algebra problem, and an audio file of her flute performance at the school's winter concert. Eor each entry, Olivia had written a summary of how her work met one or more of the school's graduation expectations. Her teachers had assessed each entry using an online 44 EDUCATIONAL LEADERSHIP/NOVEMBER 2005

rubric and given her feedback, so that Olivia could review her work and the comments from her teachers at any time. This end-of-year review was a chance to look at the portfolio as a whole. By this time, Olivia's portfolio contained two to four artifacts for every course. The review focused on a few artifacts that she had selected, each linked to one of three reflective prompts: Where have you done your best work? Where have you grown as a learner? What is your academic plan for next year? Because Olivia's teachers had been able to look at and comment on her selected work online before meeting with her in person, they used this meeting to discuss with her what she had done well and what she needed to accomplish during her next two years to meet Ponagansets graduation expectations. Making Digital Portfolios Meaningful Olivia's portfolio review is a snapshot of one moment in a well-coordinated digital portfolio assessment program. Digital portfolios are multimedia collections of student work stored and reviewed in digital format. Beginning in 1993,1 led a team from the Annenberg Institute for School Reform and the Coalition of Essential Schools, which researched digital portfolios as an assessment tool and identified a set of essential

Introducción a la Pedagogía y Andragogía E-Portfolio

As students look through the portfolio and read over their reflections, they recognize how their skills have grown over time. questions that schools need to address: • Vision: What skills and content should students master and demonstrate in their portfolios? • Purpose: Why do we collect student work? • Audience: Who are the audiences for portfolios? • Assessment: How do the entries in portfolios reflect the school's assessment vision, and how can we assess the quality of those entries? • Technology: What hardware, software, networking, and technical support will our school need to implement a digital portfolio assessment system? • Logislics: How will students enter their work into digital portfolios? • Culture: Is discussing student work already part of our school culture? Although the technology of digital portfolios has changed significantly since the initial research, these questions still provide a guide for designing a digital portfolio program. As the leader of a team at Ideas Consulting, when 1 advise schools on using digital portfolios to enrich assessment of student work, I find that technology is the least important consideration. The essential element is integrating digital portfolios into a larger assessment system with clear leaming goals. To do so, schools need to identify the purpose of their portfolios, the kinds of work students should enter into portfolios, and strategies for assessing portfolios. What Is the Portfolio's Purpose? The purpose of the portfolio drives the content. Digital portfolios can serve many purposes: showcasing students' best products; proving that students have mastered expectations required for graduation; and communicating with parents and other audiences about what students are leaming. Ponaganset High School is at the forefront of implementing Rhode Island's "graduation by proficiency" initiative, under which students use their portfolios to show that they are meeting state standards. Starting with the class of 2008, all Ponaganset students will need to demonstrate their mastery of standards through a set of rigorous performance assessments—such as portfolios and senior projects—before they can graduate. The idea is for students to demonstrate that they can meet standards while also showing who they are as individual learners. Teachers in the elementary schools of Barrington and Bristol-Warren, Rhode Island, use portfolios to communicate better with parents. At a parent conference, the teacher calls up the student's portfolio, which displays samples of the student's work in reading, writing, and math from kindergarten through 5th grade. Because the goal is to show growth over time, the portfolio contains only two or three samples in

IntroducciĂłn a la PedagogĂa y AndragogĂa E-Portfolio each subject area for each year. For the reading component of the portfolios, for example, twice a year teachers videotape each student reading a brief passage and answering comprehension questions posed by another teacher. A 1st grade teacher can use the portfolio to show parents how their child has progressed from struggling with a level 5 text in October to confidently reading a level 1L text in April. Teachers report that the video component enables them to powerfully convey a students reading skills; just 60 seconds of video footage can provide the starting A S S O C I A T I O N FOR S U P E R V I S I O N AND C U R R I C U L U M D E V E L O P M E N T 45

point for a rich discussion of the student's progress over time. What Kinds of Worh Should Portfolios Include? Once a school determines the primary purpose of its portfolios, it can then decide what kinds of artifacts students should include. If the portfolio is meant to document how students are meeting graduation standards, then teachers need to provide opportunities for students to demonstrate their master>' of standards through work that can be digitally displayed. If the school wants

Schools need to identify the kinds of work students should enter into portfolios and strategies for assessing portfolios. to show each student's growth over time, students must arrange portfolio samples in a sequence that shows such progress. For example, Mr. Sangiuliano, a 4th grade mathematics teacher in Barrington, Rhode Island, wanted to show student progress in an area his students found difficult: solving openended word problems. He taught students a strategy for dealing with word problems: Students restated the problem in their own words and wrote an "I need to- . ." statement pinpointing the objective (1 need to figure out how many fish were caught), followed by a strategy for approaching the problem (/ can make a table showing how many fish each

person caught).

Introducción a la Pedagogía y Andragogía E-Portfolio To document students' progress at various points during the year, Mr. Sangiuliano recorded each student on video explaining how he or she applied the strategy to a word problem. Videos shot at the beginning of the year showed students needing prompting, with the teacher asking, "What was your 'I need to. . .' statement?" and helping students realize that there may be more than one workable strategy. Videos from later in the year sbowed that these 4th graders had internalized the method. Assembling these video clips into student portfolios enhanced assessment in a few ways. As they watched their child successfully use the same approach to solve problems invoking different mathematical operations, parents better understood the strategy used in class. Second, hecause Mr. Sangiuliano can easily pass these digital clips on to the 5th grade math teacher, work on a common problem-soKing strategy can continue beyond his class. Finally, watching themselves on video helped students re\iew and reflect on their own growth. At the secondary level, portfolioworthy assignments must be clearly linked to the portfolios purpose. If the portfolio is a vehicle for demonstrating student progress toward specific standards, then teachers must give plenty of assignments that tap into the skills and knowledge represented by each standard. Teachers should plan together how to align their assignments with the school's overall expectations. For example, several middle schools and high schools in Rhode Island assign a geometry scavenger hunt. Teachers give students a list of geometric shapes and concepts— such as parallel lines with transversals, similar triangles, or complementary adjacent angles—and direct them to photograph buildings or objects around town that reflect these

Introducción a la Pedagogía y Andragogía E-Portfolio concepts. When introducing this assignment, teachers explain that the project meets the schools expectations of understanding geometric concepts and being able to communicate mathematically. The assignment could also demonstrate successful lime management, skill in using technology to convey an idea, and aesthetic talent in photography 46 HDUCATiONAL LEADERSH I P/N O VEMBE H

How Should Schools Assess Portfolios? Successful schools assess each student's digital portfolio by evaluating both individual entries and the portfolio as a whole. The entire faculty needs to develop common strategies so that students receive consistent feedback. Develop schoolwide rubrics. As Ponaganset High School developed its leamer outcomes, faculty members found that they needed to agree on how to communicate about those expectations. For example, teachers agreed that a graduate should be able to write a good lab report; but what made a lab report "good"? The school's science department created a rubric defining a good lab report as one that includes a clear statement of purpose and hypothesis; data in an easy-to-read format, appropriate to the kind of information collected; and a conclusion that is clear and concise and answers the intent of the purpose. Whether a student takes hiology, physics, or chemistry, he or she has guidelines for creating a lab report that meets the school's standard. Ponaganset's teachers created similar rubrics for each of the learner outcomes. Outcomes such as demonstrating "initiative, responsibility, self-discipline, and perseverance" cut across all subject areas. Include students' selfreflectionsStudents' reflections on their own work are a crucial part of assessment. Students should include such a reflection for each entry in their digital portfo-

Introducción a la Pedagogía y Andragogía E-Portfolio I lios and for the portfolio as a I whole. Reflections can be s inspired by a prompt, such as "How does this entry fulfill the school's expectations?" or "What skills did you use in this project?" The youngest students can reflect on their performances viithout writmg. During a •videotaped reading session, for example, the teacher might ask a student what words he or she found hard, or what strategies were helpful in figuring out new words. When a student has to defend why an entry in his or her portfolio fulfills a particular learning expectation, the student will more thoroughly understand that expectation. When students make a conceptual link between their work and school standards, those standards become more than an abstract document to hang on the wall. As students look through the portfolio and read over their reflections, they recognize how their skills have grown over time and begin to see where they can go next. Generate reports. Teachers and

students should regularly create reports summarizing the contents and implications of students' portfolios. Digital portfolios offer teachers and students the advantage of creating reports in any number of ways. For example, a Ponaganset High School junior clicks on the link for each graduation expectation in his portfolio and instantly reviews how many entries he has for each expectation, and which expectations he still needs to provide evidence for. An advisor then helps this student plan how to fill in the gaps. Reports of the class as a whole tell teachers a great deal. When a teacher can click on a button and see how all her students did on a particular rubric, she can determine how to adjust instruction. For example, an elementary teacher might use a repon generated by compiling digital portfolio data to examine a class's performance on a writing rubric. She might see that certain students eam consistently low scores on word choice, a finding that would allow her to focus attention on these students.

Introducción a la Pedagogía y Andragogía E-Portfolio In the end, the success of a digital portfolio relies on the clarity of a school's learning goals. Although the technology makes it convenient to organize student work and send that work to broader audiences, the effectiveness of the portfolio relies on a far more traditional practice: the ability of students, parents, and teachers to create a common \ision. 10 Author's note: For samples of digital portfolios, visit www.richerpicture.com and www .efoiiominnesota.com (click on Gallery). David Niguidula is Founder of Ideas Consulting, 15 Houghton St., Barrington, Rl 02806; 401-785-0401; david@ideasconsulting.com. ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT 47

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rvices

A Helpful Guide to Essay Writing! By Vivien Perutz 2

ESSAY WRITING Contents Page Introduction 3 Part 1 – structure and organisation 4 A good essay structure 4 A model essay structure 4 Essay writing – the main stages 5 Stage 1 – analysing the question 6 Key words in essay titles 6 Stage 2 – planning 8 Stage 3 – use your plan to guide your research 9 Stage 4 – refine your plan 9 Stage 5 – drafting 10 Stage 6 – editing your draft 10 Useful linking words and phrases 11 Part 2 – style and clarity 14 Academic writing style 14 Descriptive writing 14 Argumentative writing 15 Evaluative writing 15 Using personal experience 16 A critical, analytical approach 17 Using your reading to support your writing 18 Citing references in text – some useful expressions 19 Conventions of style in academic writing 20 Expressing your ideas clearly 21 Spot the gaffe! 22 Sources of further guidance 23 Useful websites 23 3

Introduction Please note the following is general guidance; different courses have different demands. You should check with individual tutors regarding specific requirements. The guide is partly based on material gathered and adapted from a range of publications listed in the further reading section at the end. Part 1 concentrates on structural and organisational aspects. Part 2 48

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offers guidance on style and clarity in essay writing. The guidelines should be taken as just that. There is no rule, for example, that says you must plan an essay before writing it. Some people find that they work best by getting the ideas flowing first and imposing some sort of structure later; it is only once they start writing that they start to have an idea of what their direction will be. Even so, they must be clear at the outset as to what the essay title requires of them to make sure that they stay within its constraints. If, however, you are fairly new to essay writing and not very confident about it, you might find it helpful to follow the suggested stages on pages 6 – 13. 4

PART 1 – STRUCTURE AND ORGANISATION A good essay structure Is made easier by prior planning. Makes it clear how you are going to address the question, where you are going and why. Sets out your main ideas clearly. Makes it clear how the main ideas relate to each other. Takes the reader through your answer in a logical, progressive way. Helps the reader to remember what you have said. Organises groups of related information in paragraphs. Uses connecting words and phrases to relate each point/idea to earlier and later points (see page 12). A model essay structure Introduction Arouse the reader’s interest Set the scene Explain how you interpret the question set Define or explain key terms if necessary Give a brief outline of which issues you will explore, and in which order Argument/Main Body Contains the points outlined in your introduction, divided into paragraphs: Paragraph 1 Covers the first thing you said you would address. The first sentence (the topic sentence) introduces the main idea of the paragraph. 5

Other sentences develop the topic. Include relevant examples, details, evidence, quotations, references. Paragraph 2 and other paragraphs 49

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The first sentence links the paragraph to the previous paragraph then introduces the main idea of the paragraph. The Conclusion Draw everything together Summarise the main themes State your general conclusions Make it clear why those conclusions are important or significant Do not introduce new material In the last sentence, sum up your argument very briefly, linking it to the title Set the issues in a broader perspective/wider context Discuss what you have failed to do – answers not clear, space limited Suggest further questions of your own Essay writing – the main stages 1. Analyse the question 2. Make a rough outline plan 3. Use plan to guide research 4. Review, revise and refine the plan 5. Write first draft 6. Edit draft for structure and content 7. Edit draft for style 8. Check referencing 9. Proof read for spelling/punctuation 10. Produce final copy 6

Stage 1 - Analysing the essay question Read the question (aloud if it helps!) several times. Underline the words that tell you what approach to take (e.g. discuss, assess, compare – see key words below). Highlight key words relating to the subject matter. Circle any other significant words that identify the scope of what you have to write about (e.g. simply, fundamentally, only, merely, currently, respectively). Note any terms that you need to define. Write the question out in your own words. In your introduction say how you interpret the question (e.g. by rephrasing in your own words) In your conclusion, refer back to the question; show the reader that you are still answering the set question. Write the question out in full on plans, notes and drafts to make sure you do not lose sight of it. 50

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Key words in essay titles NB. You might find that the title you have been given does not contain any of these key words. You will have to look carefully at the way the question is phrased, along with any accompanying guidance as to what is expected (e.g. learning outcomes in module guide) to establish what sort of approach is required. Account for Give reasons for; explain why something happens. Analyse Break up into parts; investigate. Comment on Identify and write about the main issues; give your reactions based on what you have read/heard in lectures. Avoid just personal opinion. 7

Compare Look for the similarities/differences between two things. Show the relevance or consequences of these similarities. Perhaps conclude which is preferable. Contrast Bring out the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. Critically evaluate Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. Define Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. Describe Give the main characteristics or features of something, or outline the main events. Discuss Investigate or examine by argument; sift and debate; give reasons for and against; examine the implications. Distinguish between Bring out the differences between. Evaluate Assess and give your judgement about the merit, importance or usefulness of something. Back your judgement with evidence. Examine Look closely into something. Explain 51

Introducción a la Pedagogía y Andragogía E-Portfolio

Make clear why something happens, or is the way it is; interpret and account for; give reasons for. Explore Examine thoroughly; consider from a variety of viewpoints. Illustrate Make something clear and explicit, giving examples of evidence. 8

Interpret Show the meaning and relevance of data or other material presented Justify Give evidence which supports an argument or idea; show why a decision or conclusions were made; answer the main objections which might be made. Narrate Outline what happened. Outline Give the main points/features/general principles; show the main structure and interrelations; omit details and examples. Relate (a) Narrate (b) Show similarities and connections between State Give the main features briefly and clearly. Summarise Draw out the main points only; omit details and examples. To what extent Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true. Trace Follow the development or history of an event or process. Stage 2 – Planning Make an outline plan Keep the question in sight Try using a “spider” or “pattern plan” to brainstorm relevant points – both what you know and what you need to find out. This type of plan reflects the way your brain works and helps to give you an overview of the essay (See Anglia Ruskin’s on-line guide on mind mapping at http://www.anglia.ac.uk/ruskin/en/home/central/studentsupport/servic es/learning/on_line_study_skills.html) 9

Give star ratings to the points you have noted: *** for key points 52

Introducción a la Pedagogía y Andragogía E-Portfolio

** for important points * for background points Use different colours, letters or lines to show links Number the key points in the order you think you will introduce them. Try out “Mind Genius”, a mind mapping programme on the open access computers in the University Library. Try ways of planning where you can physically arrange the points: Different points on separate index cards – colour code “Post-its” on a sheet of wallpaper. Stage 3 – Use your plan to guide your research Armed with your outline plan, use skimming and scanning strategies to identify material relevant to your key points (see on-line guide on reading for academic purposes) Use an active, critical, questioning approach to read the material you have identified (see Anglia Ruskin’s on-line guides at http://www.anglia.ac.uk/ruskin/en/home/central/studentsupport/ services/learning/on_line_study_skills.html) Stage 4 - Refine your plan If your research has drawn out key points you would have missed out, include them. Delete anything that now seems irrelevant or unimportant. Work out the order for introducing key points. Convert your outline plan into a linear plan – list the main topics/arguments as headings in order. Code (colour, letters, numbers) the headings. For each main topic/argument note the main information you will include and the examples/other supporting details. 10

Divide up your word allowance between the headings – allow one tenth each for the introduction and conclusion. Work out how many words per page you write in your handwriting. Select the total number of pages you will need. Draw out pages showing what topics you’ll include on each page. Sort your research notes – use the code colour, number or letter to relate them to your plan. Start drafting! Stage 5 - Drafting If you have a mental block with the introduction, start with the “middle”, with a topic/idea you feel most comfortable with. Take each main topic/idea and write a paragraph about it. Do not worry about style/spelling at this stage – let the ideas flow. For each paragraph include a “topic sentence” that makes it clear 53

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what that paragraph is about. The rest of the paragraph will include information and evidence related to that “topic”. Leave space for editing. Write the conclusion – it should sum up the content of the “middle” and relate back to the title. Write the introduction – it is easier to say what your essay sets out to do once you have done it. If you have word-processed your draft, print off a hard copy for editing purposes. Put the draft aside for a day or so – come back to it with a fresh pair of eyes. Stage 6 – Editing your draft First re-read your draft, checking for structure and content: Does the main body do what the introduction says it will do? 11

Is it clear what each paragraph is about? (Highlight the topic sentence; sum up the topic in the margin and colour code it.) Is every paragraph relevant to the question? Is everything in the paragraph relevant to the main “topic”? Is there enough in each paragraph to support the “topic”? Is anything repeated/superfluous? Is everything in the right place? Are the sentences in each paragraph in the right order? Does every paragraph relate clearly to the others? (See useful linking words and phrases). Check again for style and presentation: Are the ideas clearly expressed, in an academic style? Have you cited references correctly and listed them at the end? Does the spelling/punctuation help the reader? Useful linking words and phrases To indicate a contrast: however on the other hand in contrast alternatively on the contrary conversely in comparison rather in fact another possibility better/worse still but despite this notwithstanding in spite of nevertheless for all that yet all the same instead although 12

To provide an illustration: for example as follows that is that is to say for instance say 54

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in other words namely such as chiefly mainly most importantly typical of this/such notably one such including especially not least a typical/particular/ key example in particular To extend a point: similarly equally indeed in addition in the same way in addition likewise too besides also above all as well furthermore To show cause and effect/conclusion: so therefore accordingly thus hence then it follows that for this reason this implies in this/that case consequently because of this/that this suggests that in conclusion in short to conclude In brief in all it might be concluded from this accepting/assuming this resulting from/ in consequence of this as a result/ consequence owing to/due to the fact that accepting/assuming this 13

To show the next step: first(ly) second(ly) to begin/start with lastly last but not least ultimately first and foremost finally another then after next afterwards third(ly) first and most importantly in the first/second place

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How to Analyze an Article to Write an Essay by Julia Klaus, Demand Media Student writing an essay

Related Articles •

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How to Write an Analyzing Essay

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How to Write a Poetry Analysis Essay Comparing & Contrasting Two Poems

•

How to Write a Response to Literature Essay Strong essay writing and research skills are important for success in high school and college. One common type of essay is an article analysis essay. Its purpose is to evaluate the ideas or arguments presented in the article. Usually these essays are comprised of an introduction, at least three supporting paragraphs and a conclusion. Every essay should have a well-stated thesis that tells the reader what to expect from the rest of the paper as well as solid research to support the thesis.

Items you will need • Assigned article

Research and Notes Step 1 Read the article and take notes with your essay in mind. Even if you have read the article once already, read through it again to take notes. Highlight meaningful passages while looking for connections and think critically about what you are reading. Document your responses in the margins or on a blank sheet of paper. Step 2 Investigate other sources to support your essay's main points and to gather ideas. Formal responses have been written about many academic articles. They may have ideas that you can use to get a deeper understanding of the article you are writing about. Visit your library or use an online academic database to find references. Step 3 Analyze the arguments that you have gathered. Think through each perspective logically, looking for strengths and weaknesses. Form your own opinions about the topic.

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Pre-Write Step 1 Write one concise sentence, or thesis statement, that summarizes your thinking. This sentence should state the point of the essay. Keep in mind that, although the thesis statement is written first, it should be revisited at the end of the writing process to make any necessary changes. Step 2 Compose at least three main points that back up your thesis. These points will eventually become topic sentences and will begin each supporting paragraph in your essay. Step 3 Find at least one quote that backs up each point that you have. The quote might be one you found in your research or it could be from the article itself. Be sure to write down the source of each quote so that you can reference it in the essay.

Write and Edit Step 1 Write an introduction to the essay. Include relevant information about the article that came up in your research. Lead into the thesis statement, which is usually the last sentence of the paragraph. Step 2 Use the topic sentences you created to form three supporting paragraphs. Each topic sentence should act as a foundation for the rest of the paragraph and should summarize each paragraph's content. Step 3 Construct a final concluding paragraph that restates your main points in a new way. This paragraph does not have to be long and is sometimes only a few sentences in length. Step 4 Edit your essay and ask someone else to review it as well. Read through your essay, checking for errors and flaws in logic. It is best if a friend reads it over also to give advice and to catch any mistakes that were missed

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How to Write a Film Analysis Essay by Timothy Sexton, Demand Media Strengthen the authority of your essay through familiarity with movie-making jargon. Writing a film analysis essay is an assignment that is less likely to terrorize those who fear the idea of writing an essay, because it allows them to write about something most people enjoy. Film analysis is not the same thing as writing a movie review, which involves passively watching a movie. An analysis means you must engage on a level beyond that of storytelling.

Step 1 Watch the movie. Then watch it again. Take notes during the first viewing and, if you are analyzing a movie that is available on DVD, be ready with your remote control to pause and rewind. Step 2 Critically engage the movie so that you can effectively produce a strong essay. Focus on a single thematic concept related to the film. Ideas for essays taking this route could include an analysis of how the film is photographed, how the movie relates a historical event in a dramatic way without compromising the facts or how a single sequence within the film relates to larger cinematic concepts, like overlapping dialogue or the utilization of dramatic irony. Step 3 Introduce the film and its major participants, such as the actors and director. Include the name of another technician on the film if your analysis will be focusing on that aspect. For instance, cite the name of the cinematographer if you are going to be writing about the importance of shadows to film noir, or include the name of the composer of the movie’s score if you are writing about the importance of background music to the emotional tone of the film. Step 4 Provide a brief overview of the story, but avoid the temptation to pad your word count by writing what amounts to a synopsis of the story rather than analysis. Reveal plots twists or the ending of the film only if they relate directly to your analysis. Step 5 Write your film analysis with the movie at hand if this is possible. Write next to a television and DVD player if applicable. Stay inside the theater for the second or third showing with your notepad ready if this is possible. Writing an effective film analysis is best accomplished if you don’t have to rely on your memory of events, dialogue or cinematic techniques. Step 6 Familiarize yourself with technical jargon related to the art of filmmaking. Learn the difference between a cut and a dissolve. Write about subjective camera work if the analysis is dealing with a part of the movie shot from the point of view of one of the characters. Properly utilizing filmmaking terms will strengthen the authority of your essay

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How to Write a Summary in 8 Easy Steps Writing a good summary demonstrates that you clearly understand a text...and that you can communicate that understanding to your readers. A summary can be tricky to write at first because it’s tempting to include too much or too little information. But by following our easy 8-step method, you will be able to summarize texts quickly and successfully for any class or subject. 1) Divide…and conquer. First off, skim the text you are going to summarize and divide it into sections. Focus on any headings and subheadings. Also look at any bold-faced terms and make sure you understand them before you read. 2) Read. Now that you’ve prepared, go ahead and read the selection. Read straight through. At this point, you don’t need to stop to look up anything that gives you trouble—just get a feel for the author’s tone, style, and main idea. 3) Reread. Rereading should be active reading. Underline topic sentences and key facts. Label areas that you want to refer to as you write your summary. Also label areas that should be avoided because the details—though they may be interesting—are too specific. Identify areas that you do not understand and try to clarify those points. 4) One sentence at a time. You should now have a firm grasp on the text you will be summarizing. In steps 1–3, you divided the piece into sections and located the author’s main ideas and points. Now write down the main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are key points, not minor details. 5) Write a thesis statement. This is the key to any well-written summary. Review the sentences you wrote in step 4. From them, you should be able to create a thesis statement that clearly communicates what the entire text was trying to achieve. If you find that you are not able to do this step, then you should go back and make sure your sentences actually addressed key points. 6) Ready to write. At this point, your first draft is virtually done. You can use the thesis statement as the introductory sentence of your summary, and your other sentences can make up the body. Make sure that they are in order. Add some transition words (then, however, also, moreover) that help with the overall structure and flow of the summary. And once you are actually putting pen to paper (or fingers to keys!), remember these tips: • • •

Write in the present tense. Make sure to include the author and title of the work. Be concise: a summary should not be equal in length to the original text. 59

Introducción a la Pedagogía y Andragogía E-Portfolio • •

If you must use the words of the author, cite them. Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique. 7) Check for accuracy. Reread your summary and make certain that you have accurately represented the author’s ideas and key points. Make sure that you have correctly cited anything directly quoted from the text. Also check to make sure that your text does not contain your own commentary on the piece. 8) Revise. Once you are certain that your summary is accurate, you should (as with any piece of writing) revise it for style, grammar, and punctuation. If you have time, give your summary to someone else to read. This person should be able to understand the main text based on your summary alone. If he or she does not, you may have focused too much on one area of the piece and not enough on the author’s main idea. Bonus Info! What are book summaries? A summary by definition is something that is comprehensive yet brief. A book summary, therefore, consists of the most important elements of a work. It retells (in condensed wording) a book’s beginning, rising action, climax, falling action, and ending. Good book summaries also capture essential elements about the central characters and the setting or settings in which the action unfolds. When you have read a well-written summary, you ought to be able to say in your own words what the book is generally about, who the main characters are, and where it takes place. Imagine going to a bookstore or a library. You might have forgotten the name of the book, but you can recall enough of the pertinent information to help the clerk or librarian find the book for you. What are chapter summaries? A chapter summary is a condensed version of the major action in a book. A chapter summary will provide key points of action in the narrative, identify primary (and sometimes secondary) characters, and convey where the action takes place. Later chapter summaries may also briefly revisit events that transpired in earlier chapters. Chapter summaries are useful because they can help you recall a key event or character that you need to include in an essay or a book report.

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analyze video on The Psychology of SelfMotivation (Scott Geller TEDx Virginia Tech) and create a mind-map (Motivating Adult Learners) on video posted in Dropbox. Deadline to be sent by mail: April 8 - midnight

Introducción a la Pedagogía y Andragogía E-Portfolio

-Portfolio Guidelines for Teaching Degree Candidates DEADLINE: June 13

All Portfolio documents are stored in your file e-portfolio according to guidelines. They may be used for educational purposes by future teaching students preparing for their defenses next year. They will not be released for viewing to future teaching students without express permission from you.

Portfolio Goal

The goal of the program portfolio is to synthesize and integrate knowledge acquired in coursework and other learning experiences. It is a means by which faculty judge whether you have mastered the body of knowledge and can demonstrate proficiency in the required competencies.

I. Portfolio Overview Integral to the curriculum is a required culminating experience. Assure that each student demonstrates skills and integration of knowledge through a culminating experience.” All students complete a course sequence to fulfill the requirement of a culminating experience Professional Paper. As the last part of the culminating experience, the primary purpose of the Portfolio is to demonstrate the student’s understanding and professional readiness to execute the competencies of teaching program. Additionally, the cumulative nature of the portfolio creates a tangible means to reflect on the overall Teaching academic experience, to clarify students’ future goals in the teaching profession, and to prepare students for job searching and interviewing.

II. Written Report Guidelines The portfolio should be approximately 20 pages in length, excluding appendices, the majority of which is the MPH Program Experience. The report should include the information and follow the outline listed in the Elements of the Portfolio section and be printed double-spaced using 12-point type. All text is required to adhere to APA format. ite your resources in your text (Author, year), support you statements with current literature, and include a reference page.

“Artifacts” is a term you hear commonly associate with portfolios. An artifact is a piece of evidence or illustration of the point you are making. Artifacts are the “highlights,” or the best examples. Artifacts may be papers, emails, class discussions, presentations, reports, articles, maps, etc. Sometimes they are 62

Introducción a la Pedagogía y Andragogía E-Portfolio examples of work you are proud of. Sometimes they are examples of work you are not proud of, but through the experience you learned something. Artifacts are always explained in the text of your summary—what is your artifact, and how does it illustrate your point? They are never just “stuck in” to the portfolio without being mentioned. You use artifacts to support your reflections and written text. Artifacts are never expected to convey your meaning without the text explanation. Artifacts become your appendices and are referenced in the text.

A. Elements of the Portfolio • • • •

Title Page Table of Contents Pre-program Statement of Purpose The reason you enrolled in the program. The Program Experience o eflection on experiences and growth toward program competencies (See Program ompetency & Learning bjectives). The student must integrate and demonstrate proficiency in the program competencies and is expected to draw upon and make explicit knowledge gained in the specific and Interdisciplinary/ross-cutting ompetencies. You should specifically reference relevant coursework, course projects, the professional paper, practicum, and professional experience in the narrative. o

Program Competencies

Include all learning program documentation with a reflection of each.

•

Post-Program Statement eflect on your original pre‐program statement of purpose. This reflection should include consideration of how the program met your original personal and professional objectives, as well as a description of any changes to your interest and professional goals in your career that evolved as a result of your professional growth.

• •

List of appendices Appendices

III. Assessment Written Portfolio: Your portfolio TEAHE will use the Program ompetency & Learning bjective ubric to evaluate your portfolio. (Attached) You will be graded on thorough understanding and skill in each of

Introducción a la Pedagogía y Andragogía E-Portfolio the core competencies; depth of reflection; and the degree that you support statements through literature and artifacts.

IV. Additional Information The purpose of the Portfolio Checklist is to guide the student in arranging the logistical details of the oral presentation. This checklist does not supersede the Portfolio Guidelines.

A. Forms Required Upon Completion • The purpose of the Faculty Grading Rubric is to ensure that the required elements of the Portfolio report and oral defense are clear to the committee members and that a formal system for evaluating the student’s Portfolio is followed. B. Faculty Role Descriptions 1. Portfolio (core faculty member): The Portfolio Faculty may be but does not need to be the students’ program advisor. The Faculty ensures that the e-portfolio project meets the academic requirements of the program, evaluates the e-Portfolio experience, reviews the written document and audiovisual materials for use at the presentation, and approves/disapproves the student’s successful completion of the Portfolio. 2.

The second stage is to ensure that the products of the e-portfolio project meet the academic requirements of the program, review the student’s final written report (not including appendices), attend the oral presentation, and approves/disapproves the student’s successful completion of the Portfolio.

3. Third Stage - the alumna/us must have completed all. The Portfolio Faculty ensures that the products of the portfolio project meet the academic requirements of the program, review the student’s final written report (not including appendices), attend the oral presentation, and approve/disapprove the student’s successful completion of the Portfolio.

Introducción a la Pedagogía y Andragogía E-Portfolio

TIME LINE ON ANDRAGOGY.

1833 ALEXANDER KAPP

Appears when the German Basic Education Teacher uses it to refer to the didactic interaction established between the students and adults.

1921 EUGEN ROSENSTOCKHUESSY

Was a leading force in the first theoretical reflections on teaching academic issues. He became an inspiration for adult educators in the inter-war and its aftermath.

1926 EDUARD C. LINDEMAN

It was the first American to enter this term in two of his books. Another of the great figures in generating concepts of adult education and training of thinking of informal education

1980 MALCOLM KNOWLES

Introduced the theory of Andragogy as the art and science of helping adults learn. He believed that adults need to be active participants in their own learning

Introducción a la Pedagogía y Andragogía E-Portfolio

MIND MAP

He is considered the father of adult education. Introduced the theory of Andragogy as the art and science of helping adults learn.

He believed that adults need to be active participants in their own learning

Self-directed learning: Adults learn differently from children so their role as facilitators should use a different process to facilitate

Learning contracts

self-directed learning

His claim to fame

HG Work with the students to achieve their own learning goals, rather than telling them what to learn and how to learn it.

His four assumtions To do for educators Adults: 1. Are self-directed 2. Have prior experience 3. Learn when they think they "need to learn". 4. Have a desire to develop competency

1. Physical environment: make them feel at ease. 2. Psychological environment: respect them, support them, and accept them. 3 help them diagnose their learning need. 4. Involve learners in the planning of learning. 5. make learning a mutual 67

5. make learning a mutual responsibility. 6. se methods that draw on learners prior knowledge. 7. Include learners in problem solving.

Introducción a la Pedagogía y Andragogía E-Portfolio

Videos

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Cognitive Learning Theorists:

https://www.youtube.com/watch?v=_Sy8n5DRa7A

Motivating Adult Learners:

https://www.youtube.com/watch?v=aee4ONWZFj0

Spotlight On Malcolm Knowles:

https://www.youtube.com/watch?v=U4iMFu4CnLQ

Social-Cognitive Theories of Learning:

https://www.youtube.com/watch?v=_yTxm1KEGeE

The Psychology of Self Motivation:

https://www.youtube.com/watch?v=7sxpKhIbr0E

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Power Point Presentations

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Group Presentations

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Presentacion LEARNING CONTRACTS (1

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Erick González Abigail Escobar Katherine Escobar Paola Guerra Keisy Fajardo

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Group No. 4 Rudy Soto Josué David Rivas Emanuel Santizo Priscila Rodríguez

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Ingrid Vásquez Castro Diana Marie Tagual Per Catarina Us Ordoñez Dora Tepaz Keila Velásquez Navarro

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Conclusion Certainly, the science of Andragogy is verily a science. The numerous studies and research proves this statement leaving but little doubt about Malcolm Knowles’ work. So much has been done in this area of expertise and now it’s up to us to apply all we have learned about this discipline. In conclusion, I can say that this course has made me a better teacher in the sense that I am more aware of my students’ needs and abilities.

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References 1. Several Documents. Alvarez, Maria Elena. Universidad Mariano Gálvez. 2015 2. Cognitive Learning Theorists. https://www.youtube.com/watch?v=_Sy8n5DRa7A 3, Motivating Adult Learners. https://www.youtube.com/watch?v=aee4ONWZFj0 4. Spotlight On Malcolm Knowles. https://www.youtube.com/watch?v=U4iMFu4CnLQ 5. Social-Cognitive Theories of Learning. https://www.youtube.com/watch?v=_yTxm1KEGeE 6. The Psychology of Self Motivation. https://www.youtube.com/watch?v=7sxpKhIbr0E

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