hazelowendmc's presentations. http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif hazelowendmc's presentations. http://www.slideshare.net/ Fri, 11 Dec 2009 02:15:43 GMT SlideShare feed for hazelowendmc's presentations. ePortfolios and unfamiliar spaces: Exploring the unknown, together http://www.slideshare.net/hazelowendmc/eportfolios-and-unfamiliar-spaces-exploring-the-unknown-together
This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009. Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT. This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men’s College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls." Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.]]>
This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009. Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT. This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men’s College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls." Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.]]> Fri, 11 Dec 2009 02:15:43 GMT http://www.slideshare.net/hazelowendmc/eportfolios-and-unfamiliar-spaces-exploring-the-unknown-together hazelowendmc@slideshare.net(hazelowendmc) ePortfolios and unfamiliar spaces: Exploring the unknown, together hazelowendmc This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009. Abstract: &quot;When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT. This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men&rsquo;s College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls.&quot; Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf. <img src="http://cdn.slidesharecdn.com/eportfoliosandunfamiliarspacesexploringt-091210201642-phpapp02-thumbnail-2?1260497959" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009. Abstract: &quot;When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT. This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men&rsquo;s College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls.&quot; Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf. ePortfolios and unfamiliar spaces: Exploring the unknown, together
View more presentations from Hazel Owen.
]]> 73 0 http://cdn.slidesharecdn.com/eportfoliosandunfamiliarspacesexploringt-091210201642-phpapp02-thumbnail-2?1260497959 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations http://www.slideshare.net/hazelowendmc/placeholder-2201865
*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later. To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx Abstract: The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners’ use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually ’look’ like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios? In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men’s College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather ’static’, and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys. Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.]]>
*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later. To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx Abstract: The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners’ use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually ’look’ like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios? In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men’s College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather ’static’, and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys. Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.]]> Mon, 12 Oct 2009 21:04:12 GMT http://www.slideshare.net/hazelowendmc/placeholder-2201865 hazelowendmc@slideshare.net(hazelowendmc) Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations hazelowendmc *NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later. To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx Abstract: The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners&rsquo; use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually &rsquo;look&rsquo; like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios? In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men&rsquo;s College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather &rsquo;static&rsquo;, and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys. Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life. <img src="http://cdn.slidesharecdn.com/placeholder-091012160507-phpapp02-thumbnail-2?1257301989" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> *NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later. To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx Abstract: The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners&rsquo; use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually &rsquo;look&rsquo; like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios? In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men&rsquo;s College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather &rsquo;static&rsquo;, and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys. Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life. Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations
View more presentations from Hazel Owen.
]]> 538 0 http://cdn.slidesharecdn.com/placeholder-091012160507-phpapp02-thumbnail-2?1257301989 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin http://www.slideshare.net/hazelowendmc/pedagogy-policing-or-preventing-plagiarism-experiences-with-facilitating-professional-development-and-turnitin-2054883
This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions’ approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience’s narratives can be shared with other practitioners. Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.]]>
This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions’ approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience’s narratives can be shared with other practitioners. Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.]]> Wed, 23 Sep 2009 22:02:05 GMT http://www.slideshare.net/hazelowendmc/pedagogy-policing-or-preventing-plagiarism-experiences-with-facilitating-professional-development-and-turnitin-2054883 hazelowendmc@slideshare.net(hazelowendmc) Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin hazelowendmc This was a paper presented at the eFest meets Teaching &amp; Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions&rsquo; approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience&rsquo;s narratives can be shared with other practitioners. Please cite as: Owen, H., &amp; Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North. <img src="http://cdn.slidesharecdn.com/pedagogypolicingorpreventingplagiarisme-090923170936-phpapp01-thumbnail-2?1255920846" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This was a paper presented at the eFest meets Teaching &amp; Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions&rsquo; approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience&rsquo;s narratives can be shared with other practitioners. Please cite as: Owen, H., &amp; Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North. Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin
View more presentations from Hazel Owen.
]]> 364 0 http://cdn.slidesharecdn.com/pedagogypolicingorpreventingplagiarisme-090923170936-phpapp01-thumbnail-2?1255920846 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching http://www.slideshare.net/hazelowendmc/tpa-intro
Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the ’big picture’ of creativity in education (using Ken Robinson’s TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ.]]>
Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the ’big picture’ of creativity in education (using Ken Robinson’s TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ.]]> Mon, 13 Jul 2009 22:15:11 GMT http://www.slideshare.net/hazelowendmc/tpa-intro hazelowendmc@slideshare.net(hazelowendmc) Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching hazelowendmc Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the &rsquo;big picture&rsquo; of creativity in education (using Ken Robinson&rsquo;s TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ. <img src="http://cdn.slidesharecdn.com/tpaintro-090713171519-phpapp01-thumbnail-2?1247535217" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the &rsquo;big picture&rsquo; of creativity in education (using Ken Robinson&rsquo;s TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ. Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching
View more presentations from Hazel Owen.
]]> 549 0 http://cdn.slidesharecdn.com/tpaintro-090713171519-phpapp01-thumbnail-2?1247535217 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Supporting Academic Development To Enhance The Student Experience http://www.slideshare.net/hazelowendmc/supporting-academic-development-to-enhance-the
Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009. Abstract: "Students’ learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner. This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a ’tradeshow approach’, fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions. The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success. Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications."]]>
Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009. Abstract: "Students’ learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner. This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a ’tradeshow approach’, fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions. The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success. Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications."]]> Wed, 01 Jul 2009 02:59:37 GMT http://www.slideshare.net/hazelowendmc/supporting-academic-development-to-enhance-the hazelowendmc@slideshare.net(hazelowendmc) Supporting Academic Development To Enhance The Student Experience hazelowendmc Please cite as: Owen, H., &amp; Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009. Abstract: &quot;Students&rsquo; learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner. This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a &rsquo;tradeshow approach&rsquo;, fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions. The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success. Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications.&quot; <img src="http://cdn.slidesharecdn.com/supportingacademicdevelopmenttoenhancethe-090630215941-phpapp01-thumbnail-2?1248401886" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Please cite as: Owen, H., &amp; Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009. Abstract: &quot;Students&rsquo; learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner. This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a &rsquo;tradeshow approach&rsquo;, fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions. The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success. Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications.&quot; Supporting Academic Development To Enhance The Student Experience
View more presentations from Hazel Owen.
]]> 443 0 http://cdn.slidesharecdn.com/supportingacademicdevelopmenttoenhancethe-090630215941-phpapp01-thumbnail-2?1248401886 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? http://www.slideshare.net/hazelowendmc/portfolios-have-long-been-a-part-of-learning-teaching-and-professional-practice-therefore-why-use-eportfolios-and-do-web-20-tools-have-to-offer
Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men’s College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment. Several benefits beyond the ’static’ ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios." Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009. Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com]]>
Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men’s College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment. Several benefits beyond the ’static’ ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios." Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009. Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com]]> Thu, 05 Feb 2009 03:30:09 GMT http://www.slideshare.net/hazelowendmc/portfolios-have-long-been-a-part-of-learning-teaching-and-professional-practice-therefore-why-use-eportfolios-and-do-web-20-tools-have-to-offer hazelowendmc@slideshare.net(hazelowendmc) Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? hazelowendmc Abstract: &quot;This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men&rsquo;s College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment. Several benefits beyond the &rsquo;static&rsquo; ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios.&quot; Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009. Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com <img src="http://cdn.slidesharecdn.com/toolstoprovide-relevantauthenticassessmentowenmartinv2-1233804364720313-2-thumbnail-2?1238376822" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Abstract: &quot;This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men&rsquo;s College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment. Several benefits beyond the &rsquo;static&rsquo; ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios.&quot; Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009. Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?
View more presentations from Hazel Owen.
]]> 1651 2 http://cdn.slidesharecdn.com/toolstoprovide-relevantauthenticassessmentowenmartinv2-1233804364720313-2-thumbnail-2?1238376822 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted The Learning Technologies Team at CTLI, Unitec NZ http://www.slideshare.net/hazelowendmc/the-learning-technologies-team-at-ctli-unitec-nz-presentation
A short presentation that introduces The Learning Technologies Team at CTLI, Unitec NZ. The focus is creativity and pedagogy...]]>
A short presentation that introduces The Learning Technologies Team at CTLI, Unitec NZ. The focus is creativity and pedagogy...]]> Fri, 30 Jan 2009 03:51:42 GMT http://www.slideshare.net/hazelowendmc/the-learning-technologies-team-at-ctli-unitec-nz-presentation hazelowendmc@slideshare.net(hazelowendmc) The Learning Technologies Team at CTLI, Unitec NZ hazelowendmc A short presentation that introduces The Learning Technologies Team at CTLI, Unitec NZ. The focus is creativity and pedagogy... <img src="http://cdn.slidesharecdn.com/the-ed-tech-bods-1233287312144262-3-thumbnail-2?1233540989" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> A short presentation that introduces The Learning Technologies Team at CTLI, Unitec NZ. The focus is creativity and pedagogy... The Learning Technologies Team at CTLI, Unitec NZ
View more presentations from Hazel Owen.
]]> 923 0 http://cdn.slidesharecdn.com/the-ed-tech-bods-1233287312144262-3-thumbnail-2?1233540989 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Learners Reshaping Learning Landscapes Owen http://www.slideshare.net/hazelowendmc/learners-reshaping-learning-landscapes-owen-presentation
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia. Abstract: The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach. The full paper is available from: http://www.scribd.com/doc/8459339/Owen]]>
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia. Abstract: The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach. The full paper is available from: http://www.scribd.com/doc/8459339/Owen]]> Thu, 27 Nov 2008 02:15:16 GMT http://www.slideshare.net/hazelowendmc/learners-reshaping-learning-landscapes-owen-presentation hazelowendmc@slideshare.net(hazelowendmc) Learners Reshaping Learning Landscapes Owen hazelowendmc Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia. Abstract: The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach. The full paper is available from: http://www.scribd.com/doc/8459339/Owen <img src="http://cdn.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8-thumbnail-2?1227823148" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia. Abstract: The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach. The full paper is available from: http://www.scribd.com/doc/8459339/Owen Learners Reshaping Learning Landscapes Owen
View more presentations from Hazel Owen.
]]> 594 0 http://cdn.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8-thumbnail-2?1227823148 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Using online tools to provide relevant, authentic and timely assessment http://www.slideshare.net/hazelowendmc/using-online-tools-to-provide-relevant-authentic-and-timely-assessment-presentation
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies." Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.]]>
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies." Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.]]> Tue, 28 Oct 2008 22:46:35 GMT http://www.slideshare.net/hazelowendmc/using-online-tools-to-provide-relevant-authentic-and-timely-assessment-presentation hazelowendmc@slideshare.net(hazelowendmc) Using online tools to provide relevant, authentic and timely assessment hazelowendmc This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: &quot;Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, &amp; Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies.&quot; Please cite as: Owen, H., &amp; Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand. <img src="http://cdn.slidesharecdn.com/toolstoprovide-relevantauthenticassessmentowenmartinv2-1226973470970383-9-thumbnail-2?1227752790" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: &quot;Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, &amp; Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies.&quot; Please cite as: Owen, H., &amp; Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand. Using online tools to provide relevant, authentic and timely assessment
View more presentations from Hazel Owen.
]]> 1808 1 http://cdn.slidesharecdn.com/toolstoprovide-relevantauthenticassessmentowenmartinv2-1226973470970383-9-thumbnail-2?1227752790 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Where do I Start? Integration of ICTELT into blended curricula http://www.slideshare.net/hazelowendmc/where-do-i-start-integration-of-ictelt-into-blended-curricula-presentation
Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable. This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches. The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift. The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ. The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted." Associated site: http://efest2008collaboratingbydesign.pbwiki.com/ Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.]]>
Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable. This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches. The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift. The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ. The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted." Associated site: http://efest2008collaboratingbydesign.pbwiki.com/ Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.]]> Tue, 07 Oct 2008 07:12:40 GMT http://www.slideshare.net/hazelowendmc/where-do-i-start-integration-of-ictelt-into-blended-curricula-presentation hazelowendmc@slideshare.net(hazelowendmc) Where do I Start? Integration of ICTELT into blended curricula hazelowendmc Abstract:&quot;The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable. This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches. The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift. The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ. The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted.&quot; Associated site: http://efest2008collaboratingbydesign.pbwiki.com/ Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand. <img src="http://cdn.slidesharecdn.com/moodlemoot2008integration-of-ict-in-blended-learning-1223370591621722-9-thumbnail-2?1234837420" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Abstract:&quot;The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable. This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches. The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift. The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ. The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted.&quot; Associated site: http://efest2008collaboratingbydesign.pbwiki.com/ Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand. Where do I Start? Integration of ICTELT into blended curricula
View more presentations from Hazel Owen.
]]> 937 2 http://cdn.slidesharecdn.com/moodlemoot2008integration-of-ict-in-blended-learning-1223370591621722-9-thumbnail-2?1234837420 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Increasing student success through effective literacy and numeracy support http://www.slideshare.net/hazelowendmc/increasing-student-success-through-effective-literacy-and-numeracy-support-presentation
Abstract: "The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community. To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners. The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form." Please cite as: Please cite as: Owen, H, & Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke’s Bay, New Zealand.]]>
Abstract: "The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community. To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners. The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form." Please cite as: Please cite as: Owen, H, & Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke’s Bay, New Zealand.]]> Wed, 24 Sep 2008 02:58:16 GMT http://www.slideshare.net/hazelowendmc/increasing-student-success-through-effective-literacy-and-numeracy-support-presentation hazelowendmc@slideshare.net(hazelowendmc) Increasing student success through effective literacy and numeracy support hazelowendmc Abstract: &quot;The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community. To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners. The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form.&quot; Please cite as: Please cite as: Owen, H, &amp; Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke&rsquo;s Bay, New Zealand. <img src="http://cdn.slidesharecdn.com/literacytoolsandstrategiesfinalnovid-1222231923823530-8-thumbnail-2?1244695043" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Abstract: &quot;The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community. To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners. The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form.&quot; Please cite as: Please cite as: Owen, H, &amp; Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke&rsquo;s Bay, New Zealand. Increasing student success through effective literacy and numeracy support
View more presentations from Hazel Owen.
]]> 1301 2 http://cdn.slidesharecdn.com/literacytoolsandstrategiesfinalnovid-1222231923823530-8-thumbnail-2?1244695043 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Overview of the Ict Enhanced Writing Study (DMC) http://www.slideshare.net/hazelowendmc/overview-of-the-ict-enhanced-writing-study-dmc
This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men’s College, UAE.]]>
This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men’s College, UAE.]]> Wed, 30 Apr 2008 02:33:43 GMT http://www.slideshare.net/hazelowendmc/overview-of-the-ict-enhanced-writing-study-dmc hazelowendmc@slideshare.net(hazelowendmc) Overview of the Ict Enhanced Writing Study (DMC) hazelowendmc This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men&rsquo;s College, UAE. <img src="http://cdn.slidesharecdn.com/solsictenhancedwritingdmc-1209529916583613-8-thumbnail-2?1226966399" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men&rsquo;s College, UAE. Overview of the Ict Enhanced Writing Study (DMC)
View more presentations from Hazel Owen.
]]> 809 0 http://cdn.slidesharecdn.com/solsictenhancedwritingdmc-1209529916583613-8-thumbnail-2?1226966399 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Blended Learning At Unitec Owen http://www.slideshare.net/hazelowendmc/blended-learning-at-unitec-owen-380481
Presentation given at Unitec, New Zealand. Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec: A Proposal. Auckland: Unitec New Zealand.]]>
Presentation given at Unitec, New Zealand. Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec: A Proposal. Auckland: Unitec New Zealand.]]> Wed, 30 Apr 2008 01:00:11 GMT http://www.slideshare.net/hazelowendmc/blended-learning-at-unitec-owen-380481 hazelowendmc@slideshare.net(hazelowendmc) Blended Learning At Unitec Owen hazelowendmc Presentation given at Unitec, New Zealand. Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec:* A Proposal. Auckland: Unitec New Zealand. <img src="http://cdn.slidesharecdn.com/blended-learning-at-unitecowen-1209524364640588-8-thumbnail-2?1226966454" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Presentation given at Unitec, New Zealand. Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec:* A Proposal. Auckland: Unitec New Zealand. Blended Learning At Unitec Owen
View more presentations from Hazel Owen.
]]> 760 0 http://cdn.slidesharecdn.com/blended-learning-at-unitecowen-1209524364640588-8-thumbnail-2?1226966454 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durham_Hazel Owen http://www.slideshare.net/hazelowendmc/in-transit-conquering-linguistic-and-cultural-changes-in-educationemma-durhamhazel-owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008. Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.]]>
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008. Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.]]> Tue, 29 Apr 2008 21:31:41 GMT http://www.slideshare.net/hazelowendmc/in-transit-conquering-linguistic-and-cultural-changes-in-educationemma-durhamhazel-owen hazelowendmc@slideshare.net(hazelowendmc) In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durham_Hazel Owen hazelowendmc This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008. Please cite as: Durham, E., &amp; Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand. <img src="http://cdn.slidesharecdn.com/in-transitconquering-linguistic-and-cultural-changes-in-education-1209511773593602-8-thumbnail-2?1226966495" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008. Please cite as: Durham, E., &amp; Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand. In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durham_Hazel Owen
View more presentations from Hazel Owen.
]]> 620 0 http://cdn.slidesharecdn.com/in-transitconquering-linguistic-and-cultural-changes-in-education-1209511773593602-8-thumbnail-2?1226966495 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham http://www.slideshare.net/hazelowendmc/policy-in-practice-a-blended-learning-approach-to-elt-hazel-owen-emma-durham
This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men’s College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.]]>
This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men’s College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.]]> Tue, 29 Apr 2008 21:27:30 GMT http://www.slideshare.net/hazelowendmc/policy-in-practice-a-blended-learning-approach-to-elt-hazel-owen-emma-durham hazelowendmc@slideshare.net(hazelowendmc) Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham hazelowendmc This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men&rsquo;s College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., &amp; Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand. <img src="http://cdn.slidesharecdn.com/policy-in-practicea-blended-learning-approach-to-elthazel-owenemmadurham-1209511257636824-9-thumbnail-2?1209504450" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men&rsquo;s College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., &amp; Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand. Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
View more presentations from Hazel Owen.
]]> 1407 0 http://cdn.slidesharecdn.com/policy-in-practicea-blended-learning-approach-to-elthazel-owenemmadurham-1209511257636824-9-thumbnail-2?1209504450 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton Young http://www.slideshare.net/hazelowendmc/meeting-diverse-learner-needs-through-blended-learning-hazel-owen-clayton-young
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.]]>
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.]]> Tue, 29 Apr 2008 21:17:44 GMT http://www.slideshare.net/hazelowendmc/meeting-diverse-learner-needs-through-blended-learning-hazel-owen-clayton-young hazelowendmc@slideshare.net(hazelowendmc) Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton Young hazelowendmc This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. Please cite as: Owen, H., &amp; Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton. <img src="http://cdn.slidesharecdn.com/meeting-diverse-learner-needs-through-blended-learninghazel-owenclayton-young-1209510934962188-8-thumbnail-2?1209503864" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. Please cite as: Owen, H., &amp; Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton. Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton Young
View more presentations from Hazel Owen.
]]> 1695 0 http://cdn.slidesharecdn.com/meeting-diverse-learner-needs-through-blended-learninghazel-owenclayton-young-1209510934962188-8-thumbnail-2?1209503864 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing Project University Of Waikato Hazel Owen Clayton Young V1 http://www.slideshare.net/hazelowendmc/breaking-down-barriers-and-celebrating-diversity-a-collaborative-wiki-writing-project-university-of-waikato-hazel-owen-clayton-young-v1
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it’s hosted at: http://ictenhancedlearning.podomatic.com/ PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-( Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.]]>
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it’s hosted at: http://ictenhancedlearning.podomatic.com/ PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-( Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.]]> Tue, 29 Apr 2008 21:13:49 GMT http://www.slideshare.net/hazelowendmc/breaking-down-barriers-and-celebrating-diversity-a-collaborative-wiki-writing-project-university-of-waikato-hazel-owen-clayton-young-v1 hazelowendmc@slideshare.net(hazelowendmc) Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing Project University Of Waikato Hazel Owen Clayton Young V1 hazelowendmc This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it&rsquo;s hosted at: http://ictenhancedlearning.podomatic.com/ PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-( Please cite as: Owen, H., &amp; Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton. <img src="http://cdn.slidesharecdn.com/breaking-down-barriers-and-celebrating-diversitya-collaborative-wiki-writing-projectuniversity-of-waikatohazel-owenclaytonyoungv1-1209509588832242-9-thumbnail-2?1249434658" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it&rsquo;s hosted at: http://ictenhancedlearning.podomatic.com/ PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-( Please cite as: Owen, H., &amp; Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton. Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing Project University Of Waikato Hazel Owen Clayton Young V1
View more presentations from Hazel Owen.
]]> 1079 0 http://cdn.slidesharecdn.com/breaking-down-barriers-and-celebrating-diversitya-collaborative-wiki-writing-projectuniversity-of-waikatohazel-owenclaytonyoungv1-1209509588832242-9-thumbnail-2?1249434658 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Supporting_Teachers_to_use_ICT_EnhancedLearning http://www.slideshare.net/hazelowendmc/supportingteacherstouseictenhancedlearning
Please cite as: Haines, Karen (2007). " The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.]]>
Please cite as: Haines, Karen (2007). " The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.]]> Tue, 29 Apr 2008 01:38:01 GMT http://www.slideshare.net/hazelowendmc/supportingteacherstouseictenhancedlearning hazelowendmc@slideshare.net(hazelowendmc) Supporting_Teachers_to_use_ICT_EnhancedLearning hazelowendmc Please cite as: Haines, Karen (2007). &quot; The heat stays on: Supporting ongoing CALL education for teachers&quot;. Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007. <img src="http://cdn.slidesharecdn.com/supportingcallteachersonlineversion-1209440087862346-8-thumbnail-2?1209433081" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Please cite as: Haines, Karen (2007). &quot; The heat stays on: Supporting ongoing CALL education for teachers&quot;. Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007. Supporting_Teachers_to_use_ICT_EnhancedLearning
View more presentations from Hazel Owen.
]]> 574 0 http://cdn.slidesharecdn.com/supportingcallteachersonlineversion-1209440087862346-8-thumbnail-2?1209433081 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham http://www.slideshare.net/hazelowendmc/the-research-skills-and-projects-blended-learning-course-from-design-to-implementation-hazel-owen-emma-durham
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.]]>
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.]]> Tue, 18 Mar 2008 01:16:27 GMT http://www.slideshare.net/hazelowendmc/the-research-skills-and-projects-blended-learning-course-from-design-to-implementation-hazel-owen-emma-durham hazelowendmc@slideshare.net(hazelowendmc) The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham hazelowendmc Please cite as: Owen, H., &amp; Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman. <img src="http://cdn.slidesharecdn.com/the-research-skills-and-projects-blended-learning-course-from-design-to-implementation-hazel-owen-emma-durham-1205810186319782-4-thumbnail-2?1205802987" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Please cite as: Owen, H., &amp; Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman. The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham
View more presentations from Hazel Owen.
]]> 790 0 http://cdn.slidesharecdn.com/the-research-skills-and-projects-blended-learning-course-from-design-to-implementation-hazel-owen-emma-durham-1205810186319782-4-thumbnail-2?1205802987 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Working With Schools 2008 http://www.slideshare.net/hazelowendmc/working-with-schools-2008
Center for Teaching and Learning Innovation - introduction]]>
Center for Teaching and Learning Innovation - introduction]]> Tue, 18 Mar 2008 01:11:10 GMT http://www.slideshare.net/hazelowendmc/working-with-schools-2008 hazelowendmc@slideshare.net(hazelowendmc) Working With Schools 2008 hazelowendmc Center for Teaching and Learning Innovation - introduction <img src="http://cdn.slidesharecdn.com/working-with-schools-2008-1205809869994810-5-thumbnail-2?1205802670" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Center for Teaching and Learning Innovation - introduction Working With Schools 2008
View more presentations from Hazel Owen.
]]> 520 0 http://cdn.slidesharecdn.com/working-with-schools-2008-1205809869994810-5-thumbnail-2?1205802670 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted
SlideShare | Get your SlideShare Playlist
]]>
SlideShare | Get your SlideShare Playlist
]]>
SlideShare | Get your Presentation Pack
]]>
SlideShare | Get your Presentation Pack
]]>
Get your own Widget
]]> http://cdn.slidesharecdn.com/profile-photo-hazelowendmc?1234271990 Hazel Owen is an Academic Advisor (Education Technology Consultant) at eThos Consultants NZ. She has been involved with implementing ICT enhanced learning for nine years and provides training for faculty, as well as developing blended and online courses. www.netvibes.com/hazelowendmc#General http://cdn.slidesharecdn.com/eportfoliosandunfamiliarspacesexploringt-091210201642-phpapp02-thumbnail?1260497959 hazelowendmc/eportfolios-and-unfamiliar-spaces-exploring-the-unknown-together ePortfolios and unfami... http://cdn.slidesharecdn.com/placeholder-091012160507-phpapp02-thumbnail?1257301989 hazelowendmc/placeholder-2201865 Web 2.0 ePortfolios th... http://cdn.slidesharecdn.com/pedagogypolicingorpreventingplagiarisme-090923170936-phpapp01-thumbnail?1255920846 hazelowendmc/pedagogy-policing-or-preventing-plagiarism-experiences-with-facilitating-professional-development-and-turnitin-2054883 Pedagogy, Policing or ...