PLE-SN-CoP.   General Overview 2008 Russell Butson Higher Education Development Centre
Emerging Educational Paradigm Instructional Paradigm Traditional Self-Directed Paradigm Emerging Knowledge Transfer from f...
In higher education the focus has been on content and the delivery of this content to the student.  Adopting this new para...
 
 
ePortfolio
Present Environment In New Zealand the implementation of the Health Practitioners Competency ACT 2003, has resulted in the...
Aim – To create an ePortfolio environment The aim of this project is to explore the potential of  professional portfolios ...
Challenge – Promote Self Governance of the CPD However, as with any compulsory activity it is inevitable that these portfo...
Design-Based Research – The Intervention
 
<ul><li>Three prototype portfolios have been developed in the first instance:  </li></ul><ul><li>Dental Hygiene </li></ul>...
Professional ePortfolio - Structure/Process  1 2 3
File Repository
Non-Verifiable CPD Form
Portfolio Sections
Selecting Evidence Files
Portfolio Sections - share
Share Portfolio Sections
Comments
List of sections being shared
Comments others have made on my Portfolio Comments I have made on others Portfolio
 
Social Networking
 
Comments from Students... This site is much more user friendly than Blackboard and is actually enjoyable to use. I only us...
This site is Kick Arse, its great because:  <ul><li>Its made Microbiology less boring and even kinda exciting (dare i say ...
 
 
 
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  • A selection of comments from students. Some of these comments were from face to face discussions, other were responses to questions we posted on the Web site.
  • A selection of comments from students. Some of these comments were from face-to-face discussions, other were responses to questions we posted on the Web site.
  • Oo U Presentation

    1. 1. PLE-SN-CoP. General Overview 2008 Russell Butson Higher Education Development Centre
    2. 2. Emerging Educational Paradigm Instructional Paradigm Traditional Self-Directed Paradigm Emerging Knowledge Transfer from faculty to students Jointly constructed by students and faculty Students Passive vessel to be filled by faculty’s knowledge Active constructor, discoverer, transformer of own knowledge Faculty Purpose Classify and sort students Develop students competencies and talents Relationships Impersonal relationships among students and between faculty and students Personal transactions among students and between faculty and students Context Competitive and individualistic Collaborative learning involving teams and faculty Assumptions Any expert can teach Teaching is complex and requires considerable training
    3. 3. In higher education the focus has been on content and the delivery of this content to the student. Adopting this new paradigm would see us harnessing the collective intelligence of our students to continually improve the student experience through a more intensive interaction in the educational process. This represents a far more complex environment than is presently in place. Students would be viewed not as receptacles for information but as an integral element of the educational process. In fact, to adopt this approach is to make students an essential part of the educational process in ways that blur the boundaries between our traditional conceptions of teaching and learning. The Potential of the Emerging Model
    4. 6. ePortfolio
    5. 7. Present Environment In New Zealand the implementation of the Health Practitioners Competency ACT 2003, has resulted in the Dental Council of New Zealand (DCNZ) requiring dental practitioners to maintain a professional portfolio 1 as evidence of their competence and fitness before they are recertified to practise through the issue of the annual practising certificate (APC). 1-Policy on the Recertification of Dental Hygienists, Dental Auxiliaries and Orthodontic Auxiliaries under the Health Practitioners Competence Assurance (HPCA) Act, 2003
    6. 8. Aim – To create an ePortfolio environment The aim of this project is to explore the potential of professional portfolios to assist staff and students to manage and control their continuing professional development in a manner that allows them to make sense of and map out their academic and professional expectations and subsequent achievements.
    7. 9. Challenge – Promote Self Governance of the CPD However, as with any compulsory activity it is inevitable that these portfolios are likely to be regarded by practitioners as a regulatory requirement, considerably weakening any prospect they might have of supporting career development.
    8. 10. Design-Based Research – The Intervention
    9. 12. <ul><li>Three prototype portfolios have been developed in the first instance: </li></ul><ul><li>Dental Hygiene </li></ul><ul><li>Dental Therapy </li></ul><ul><li>Bachelor of Oral Health degree. </li></ul>ePortfolio - Prototypes
    10. 13. Professional ePortfolio - Structure/Process 1 2 3
    11. 14. File Repository
    12. 15. Non-Verifiable CPD Form
    13. 16. Portfolio Sections
    14. 17. Selecting Evidence Files
    15. 18. Portfolio Sections - share
    16. 19. Share Portfolio Sections
    17. 20. Comments
    18. 21. List of sections being shared
    19. 22. Comments others have made on my Portfolio Comments I have made on others Portfolio
    20. 24. Social Networking
    21. 26. Comments from Students... This site is much more user friendly than Blackboard and is actually enjoyable to use. I only use Blackboard because I have to. This site I use because I enjoy it. I think this site has been very successful. The best part is that we can post information and set up study groups very easily. It has been an excellent way to communicate and has enabled the class to get to know each other well.
    22. 27. This site is Kick Arse, its great because: <ul><li>Its made Microbiology less boring and even kinda exciting (dare i say it) cause we have a mechanism to meet and find out about the people in our class. And they are really cool and share the same goals and want to work together. </li></ul><ul><li>We can organise things like the study posse for collaboration on exam prep </li></ul><ul><li>It can largely replace group meetings cause we are all busy and organising a time to meet is a nightmare. Also everything is recorded in the discussions so info/ideas/opinions can be looked up and referred back to super easily. </li></ul><ul><li>definite sense of community </li></ul><ul><li>My flatmates and friends are jealous and want a site like this for their course. </li></ul><ul><li>It beats blackboard any day. </li></ul>
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