Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
On August 11, 2015, I graduate with an Associate of Applied Science degree in Engineering Design Technology program from Renton Technical College near Seattle. The portfolio represents several samples of my computer-aided drafting projects I have been working since September 2014.
SYNERGY Induction to Pedagogy Programme - Designing Learning Resources (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Designing Learning Resources’ and provides content which relates to learning design models – ADDIE, Kolb and Kemp’s models – and an introduction to the basics of material design and techniques.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Living in today's digital age provides a wealth of learning opportunities and a wide range of communication possibilities. Along with its many benefits, the World Wide Web poses real challenges to even the most informed user. This session will explore strategies to help students become powerful “infosumers” that can find, decode, analyze, and effectively use information from the web in powerful and productive ways.
eLearning Instructional Designers work at the intersection of instructional design, technology and business. These slides were presented at the eLearning Guild's Learning Solutions Conference & Expo, March 26, 2010 in Orlando.
Assessing ICT learning is something many teachers experience difficulty with. This session reviews the range of strategies appropriate to assessing ICT: we look at assessment for learning in ICT, the National Curriculum attainment target and APP. We also consider how ICT may be used to support assessment across the curriculum. You assess an example of a pupil’s ICT work and draft some feedback.
The lecture concludes with a briefing on the assessment task and you have the opportunity to discuss your lesson plan and the rest of your web site with your tutor.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
"NH Focus on ePortfolio Day" will take place October 4th at Plymouth State University. We hope you will join us, as educators from across the state gather for a day of in-depth discussions and presentations on ePortfolios. These discussions will include current ePortfolio uses, as well as future trends for NH's schools. Live stream at http://plymouth.edu/online/events/nhfocus_2010.html
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Electronic Portfolio and ThemesElectronic Portfolio and Themes
of Education Reformof Education Reform
Teacher accountability to professional
certification STANDARDS
Authentic ASSESSMENT through portfolios
demonstrating achievement of teaching and
student learning objectives
Develop skills with TECHNOLOGY by
creating portfolio electronically
3. Teacher AccountabilityTeacher Accountability
What should 21st
century teachers know and be
able to do?
STANDARDS
How can teachers show evidence of knowledge,
skills, and dispositions?
ASSESSMENT
What digital media and technology must teachers
and students know how to use effectively?
TECHNOLOGY
4. Technology TeachingTechnology Teaching
PortfoliosPortfolios
Document evidence of teacher competencies
Guide long-term professional development
Competencies may be locally defined or linked
to national standards
Barrett, 2000
“A portfolio is NOT a haphazard
collection of artifacts (i.e., a
scrapbook) but rather a reflective
tool which demonstrates growth
over time.”
5. TechnologyTechnology
“As we move to more standards-based teacher
performance assessment, we need new tools to
record and organize evidence of successful
teaching, for both practicing professionals and
student teachers.” Barrett (2000)
“Likely solution” for collecting, storing, and
managing text, graphics, sound, and video.
Lankes (1995)
6. A Richer PictureA Richer Picture
Digital Student Portfolio Project Coalition of
Essential Schools (1993)
Proposed that we create a tool using computer
technology that allows us to create a richer picture
of what a student (teacher) can know and do
Drawbacks of traditional paper portfolios
◦ Performance evidence may not be on paper
◦ The materials for presentation may not be easily manageable.
"What are we going to do with
ALL THIS STUFF?"
“Logistical nightmare of thousands of papers
turning brittle and collecting dust“
Niguidula (1993)
7. Why Use Technology?Why Use Technology?
1. Documents are generally created with a
computer anyway.
2. Hypertext links allow clear connections between
standards and portfolio artifacts.
3. Can develop skills in using multimedia
technologies.
4. Digital portfolios are fun and it is easier to
manage the process, especially storage,
presentation, and duplication.
5. Digital portfolios make student/teacher work
replayable, portable, examinable, reviewable, and
widely distributable.
Barrett, 1998
8. ArtifactsArtifacts
Lesson Plans Linked to Standards
◦ Common Core State Standards
◦ Student Subject Matter Content Standards
◦ Professional Teacher Performance Expectations
Unit Plans
Assessments
Observations – Logs
Checklists
Evaluations
Teaching Cases
Student Work
Photos and Artwork
Videos
Academic Research
11. ReflectionReflection
Written reflections, evaluations, email messages,
critiques, recommendations, congratulatory messages,
etc.
◦ Peer Coaching and Evaluations
◦ Collaboration, Dialogues
Journal and Discussion Responses
Teaching Cases
VIDEO interviews
Self Assessments
12. Stages for Portfolio DevelopmentStages for Portfolio Development
Portfolio
Development
Electronic Portfolio Development Multimedia
Development
Purpose &
Audience
1. Defining the Portfolio Decide
Assess
Collect
Interject
2. The Working Portfolio Design
Plan
Select
Reflect
Direct
3. The Reflective Portfolio Develop
Inspect
Perfect
Connect
4. The Connected Portfolio Implement
Evaluate
Respect 5. The Presentation Portfolio Present
Publish
Barrett, 2001
13. Defining the Technology PortfolioDefining the Technology Portfolio
Based on NETS for Digital Age Teaching
Standards
◦ National Technology Standards for Teachers – ISTE
Portfolio sections for each standard
◦ Facilitate and Inspire Student Leaning and Creativity
◦ Design and Develop Digital-Age Learning Experiences
and Assessments
◦ Model Digital-Age Work and Learning
◦ Promote and Model Digital Citizenship and
Responsibility
◦ Engage in Professional Growth and Leadership
14. The Working PortfolioThe Working Portfolio
Begin with your Personal Section and add the following at the end of
week one:
Personal Introduction
Professional Resume
Two Educational Technology Resource Web Links with Brief Descriptions
LiveText Tutorials -
https://sites.google.com/site/livetexttutorials/EDUU551
Save files electronically in folders on your computer and usb drive
throughout the course
Save files to the LiveText File Manager
Add artifacts to the LiveText portfolio each week
Add reflections and explanations of artifacts to help you as you refine
your portfolio.
Select those artifacts that best demonstrate your proficiency for each
NETS for Teachers standard.
15. The Reflective PortfolioThe Reflective Portfolio
Add explanations and descriptions of each artifact submitted.
Select which NETS for Teachers standard your artifact best
demonstrates. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Write personal reflections for each NETS for Teachers standard
before submitting to LiveText in the final week.
Reflect on how each artifact demonstrates your proficiency with the
chosen NETS for Teachers standard.
Save discussion and journal responses that you feel might be
appropriate artifacts or contribute to your reflections for different
standards.
You can always go back and make changes as you go through the
course.
Use your own professional judgment to determine which standard is
most appropriate
16. TPACK Framework for TechnologyTPACK Framework for Technology
Integration into TeachingIntegration into Teaching
Technology - Knowledge about certain ways of
thinking about, and working with technology, tools and
resources. and working with technology can apply to all
technology tools and resources.
Pedagogy- Teachers’ deep knowledge about the
processes and practices or methods of teaching and
learning.
Content Knowledge - Knowledge of concepts,
theories, ideas, organizational frameworks, knowledge
of evidence and proof, as well as established practices
and approaches toward developing such knowledge
(Koehler & Mishra, 2009).
http://www.tpack.org/
18. Questions for ReflectionQuestions for Reflection
Why have I included these artifacts in my portfolio?
How do these artifacts demonstrate my technological
knowledge and proficiency with this standard?
In what ways might each artifact demonstrate my
knowledge of effective pedagogy and engaging teaching
practice?
How will this artifact help my students gain subject matter
content knowledge and meet academic standards?
How will these websites help me meet this standard?
How might I build on these competencies with this
standard in the future and improve my use of educational
technologies for teaching and learning?
19. The Connected PortfolioThe Connected Portfolio
At the end of the class, go through your artifacts and
select the best demonstration of proficiency for each
standard.
Make clear connections in your reflection between the
artifact, its purpose, and its value in meeting standards
◦ Common Core State Standards
◦ Academic Subject Matter Standards.
◦ National Technology Standards for Teachers and
Students
Be discriminating and select the best evidence for each
standard.
At the end of your program, link to your technology
portfolio.
20. Determine Best EvidenceDetermine Best Evidence
Each week you will have many artifacts through
assignments, journals, discussions, and wikis.
Pick the artifacts that best represent your proficiency
with each NETS for Teachers section.
Add technology resource websites you feel will help
you achieve each standard.
21. Philosophy of Technology EducationPhilosophy of Technology Education
Using the ISTE Technology Standards for
Teachers as your guide, provide a rationale for
the importance of technology and media
education in today's classroom.
Focus on 3 key ideas you feel are most significant
for your own professional growth as a digital age
teacher (1-2 paragraphs).
Complete the philosophy statement before
submitting final technology portfolio.
What role will technology and digital media play
in your teaching?
22. The Presentation PortfolioThe Presentation Portfolio
Prepare your portfolio for final assessment in
LiveText.
Check the Technology Portfolio rubric.
Link your LiveText Technology Portfolio to
your Professional Teaching Portfolio at the end
of your Credential Program
You may wish to create a Visitor’s Pass or
share your portfolio with others.