eDOL has evolved into two interrelated components – an eJournal and a series of ePortfolios... eJournals provide students with a rich, personalized learning object repository from which to draw content for the development of their ePortfolios.The University of Calgary has added an important dimension to the ePortfolio literature, by emphasizing the importance of process (the eJournals or blogs) as much as the product (the ePortfolios).
It is the tie between the journals and the portfolios, which distinguishes our work, and we have been drawn to four key observations:
- the journals, together with the portfolios, honor both the process and the product, providing evidence of what it means to become a teacher,
- there is value in learning to digitally document evidence learning. Pedagogical documentation is more than collecting photographs from schools; it is the thoughtful collecting, editing, and selecting of images to support reflection,
- our students have found value in eDOL as a unifying project to build coherence as they move through the various components of our program, and
- eDOL has given the students a sense that they are finishing their university experience “with a place to start.”
Friday, April 04, 2008
eDOL: Electronic Documentation of Learning
In my AERA conference blog entry, I mentioned the research done at the University of Calgary and their concept of eDOL: Electronic Documentation of Learning, which is essentially a reflective journal that teacher candidates maintain. For more information, they have a short article in the campus newletter, and a longer article in Field Notes, the MT Program Newsletter Fall 2007 (entitled Learning to document Learning Online - an introduction to edoL on pages 8-9 in this PDF).