Théorie de l'intégration organismique : les différents types de motivations (Deci, 1975 ; Ryan & Deci, 2002 Selon Deci[1] et Ryan, l’apport fondamental de la théorie de l'autodétermination (TAD) est de différencier l’internalisation non comme une dichotomie (eg. Bandura, 1996), mais comme un continuum. Ainsi, la théorie de l’intégration organismique (TIO)[2] (Ryan & Deci, 2002), propose trois catégories de motivation sur un continuum d’autodétermination : la motivation intrinsèque (MI), la motivation extrinsèque (ME) et l’amotivation (AM). Le niveau le plus élevé d’autodétermination se trouverait au niveau de la MI, alors que le niveau le moins élevé serait au niveau de la AM (cf. Selon Gillet, Berjot et Paty (2009), le continuum d’autodétermination est le reflet du locus de causalité perçu par l’individu. Deci et Ryan (1985a) ont proposé l’existence de quatre formes de motivation extrinsèque plus ou moins autodéterminées. Figure 7Continuum d’autodétermination Les types de motivation et de régulation dans le cadre de la théorie sur l’automotivation (Deci & Ryan, 2008, p. 27)
Change Magazine - January-February 2011 by Terrel L. Rhodes We seem to be beginning a new wave of technology development in higher education. We are inundated with technology on our campuses and in our lives. The following article focuses on one such use—student electronic portfolios, or e-portfolios—as a rapidly emerging, powerful, iterative mode for capturing student work and enabling faculty to assess student learning. This development has benefits that extend beyond the campus. Part of the current surge of interest in and use of e-portfolios flows from the decades-long requirement of regional and professional accrediting organizations for demonstrations that students are learning what faculty expect them to learn. An alternative response to the calls for measures of student learning has been to use existing national standardized tests of general intellectual skills. Rubrics for Learning and Assessment E-portfolios as a Medium for Learning As Helen Chen has observed, Validity and Reliability
3 Keys for a Successful E-Portfolio Implementation Assessment | News 3 Keys for a Successful E-Portfolio Implementation Can educators help students meet standards without falling back on the low-bar, one-size-fits-all mechanism of standardized assessments? By Sharleen Nelson06/29/11 E-portfolios can be used to do more than just demonstrate student progress toward standards. They can also allow students to show who they are as individuals, while also providing a means for tracking a student's growth from kindergarten all the way through high school and beyond. But according to David Niguidula, author and founder of Ideas Consulting, the success of an e-portfolio initiative depends to some degree on the approach schools take to the implementation. For schools looking to implement digital portfolios into the classroom, Niguidula, who presented a session on e-portfolios at this year's ISTE conference in Philadelphia, highlighted three critical elements. 1. 2. "When you ask kids to reflect, they don't always understand. 3. About the Author
Introduction to K-12 ePortfolios This is the workspace for an online course Introduction to E-Portfolios in K-12 Schools, developed by Dr. Helen Barrett. The important links in this Google Site: Syllabus - the overview of the entire course, all assignments and topicsSchedule - an overview of the lessons, followed by detailed plans for each oneIn Lesson 1-Overview (What?) Supplemental courses:Implement Electronic Portfolios with K-12 Students using Google Apps Specific focus will be on the use of GoogleApps for Education.
Exemple de portfolio The Electronic Portfolio Boom: What's it All About? The Electronic Portfolio Boom: What's it All About? By Trent Batson11/26/02 The term "electronic portfolio," or "ePortfolio," is on everyone's lips. We often hear it associated with assessment, but also with accreditation, reflection, student resumes, and career tracking. A portfolio, electronic or paper, is simply an organized collection of completed work. Student work is now mostly in electronic form, or is based on a canonical electronic file even if it's printed out: papers, reports, proposals, simulations, solutions, experiments, renditions, graphics, or just about any other kind of student work. We've reached a critical mass, habits have changed, and as we reach electronic "saturation" on campus, new norms of work are emerging. We seem to be beginning a new wave of technology development in higher education. The momentum is building.
Digital Portfolios Digital Portfolios Note to all visitors: If any of the documents don’t open for you, try finding them at If you want to contribute to this e-portfolio or digital portfolio page, please add your thoughts in the comments box. General information about Electronic or Digital Portfolios Check out this great slide presentation about interactive e-portfolios Tools for reflective learning with students Teacher Journeys with digital portfolios Digital portfolio Examples: Teacher portfolios Digital portfolio examples: Student portfolios Digital Portfolio Examples Class Web Pages From Around The World Digital Portfolio Examples: General Public Digital Design Portfolio to present work: great portfolio to present his work, by Justin Hileman: artist blog to present their work:
Motivation epac / Evolving List of ePortfolio-related Tools ePortfolio-related Tools and Technologies Thoughts about this list as of 1/5/2015: During our recent EPAC discussion in December 2014, a question was raised: what is an ePortfolio in 2014? EPAC and the broader ePortfolio community first addressed this definitional question in the early 2000s and perhaps it's time to revisit what are the criteria for what constitutes an ePortfolio in 2015. Would this be a conversation you'd be interested in taking part of? List updated 9/17/2014 For the archived list, click here. Ways You Can Help: We are continually updating the ePAC wiki to include a refreshed look at ePortfolio systems. Would you please consider helping us out by filling out this short survey? **Please review Section IV below to make sure your school isn't already represented! Here's the form: Want to add a system? I. Most of the above represent some kind of online tools and services. II. ePortfolio Tools & Deployment III. IV. V. VI. VII. Abstract
How to Build Better ePortfolios 8/18/2008 By: by Sascha Zuger from Tech&Learning Tech-using educators know the many benefits of ePortfolios. Graphic arts and animation are obvious fodder for ePortfolios. Palie Cantu of the Forest Ridge School of the Sacred Heart, in Bellevue, WA, noticed a recurring issue with her middle school math students. Palie used Forest Ridge's one-to-one program to create an interactive environment. Cantu recognized the benefit of the electronic progress report these actions naturally created. "Finding new ways to use technology led to new ways to learn," says Cantu. Parent-teacher conferences became a breeze. Most students stash their IPods or Nanos with a groan at the start of each class. Shirley created a unique program using the iPod classic and nano, along with a third-party Belkin voice recorder, to record student reading fluency and comprehension practice. Cornell brought his philosophy of "let's open limits and see how far they can take it" to the program.
Auto-efficacité : le sentiment d'efficacité personnelle (Bandura, 1977, 1997, 2003 Article mis à jour le 19 mars 2011 La théorie de l’auto-efficacité de Bandura (1977, 1997, 2003) entre dans le cadre théorique plus large de la théorie sociale cognitive (Bandura, 1986), dénommée ci-après TSC. La TSC stipule que « le fonctionnement humain est le produit d’une interaction dynamique et permanente entre des cognitions, des comportements et des circonstances environnementales. Dans ce modèle de ‘‘causalité triadique réciproque’’ (Figure 11, p. 89), nous sommes à la fois les producteurs et les produits de nos conditions d’existence » (Carré, 2003, préface in Bandura, 2003, p. IV). En 1986, il expose ainsi son modèle de « causalité triadique réciproque » : En ce sens, la TSC s’inscrit dans une perspective de l’interaction (emergent interactive agency) par opposition à des paradigmes de l’action autonome ou de la réactivité mécanique. Figure 11Modèle de causalité triadique réciproque (Bandura, 1986) L’agentivité L'auto-efficacité Selon Carré (2003, préface in Bandura, 2003, p.
Should Graduate Students Create E-Portfolios? - Manage Your Career By David Brooks A year ago, I noticed that more and more fellowship applications asked whether I had a Web site for my dissertation project. I doubt that my negative response to that question explained the regretful letters of rejection I received last spring. But the question and the thin envelopes did get me wondering about how we, as graduate students, craft our online presence. Too often, I think we do very little of the crafting. I Googled myself for the first time a few weeks ago. When I went looking to see how other graduate students created a virtual likeness, I found more of the same. We post about ourselves in the blogosphere more than anywhere else. By and large, in doling out useful or playful insights, graduate-student bloggers are speaking to a closed circle and using pseudonyms. Should we be? I recalled a workshop on career building for graduate students, offered by one of my professors, who evaluated a few online teaching portfolios created by graduate students.
How to Properly Research Online (and Not Embarrass Yourself with the Results) Warning: if you are going to argue a point about politics, medicine, animal care, or gun control, then you better take the time to make your argument legit. Spending 10 seconds with Google and copy-pasting wikipedia links doesn't cut it. The standard for an intelligent argument is Legitimate research is called RE-search for a reason: patient repetition and careful filtering is what will win the day. There are over 86 billion web pages published, and most of those pages are not worth quoting. If you are a student, or if you are seeking serious medical, professional, or historical information, definitely heed these 8 suggested steps to researching online: