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The document summarizes the development of the Learning Portfolio at McMaster University. It was created in response to the university president's letter on integrity to document students' curricular, co-curricular, and community learning. Initially, technical supports like PDF guides and videos were produced to help students and faculty use the portfolio. However, these focused more on the technical "how to" rather than the purpose or benefits of the portfolio. Feedback indicated users preferred resources that explained the reasons for the portfolio beyond just the mechanics of creating one.
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Analytics within our Blackboard system have shown that other than the use of Email, Announcements and upload of static content, the uptake of most functionality to facilitate learning and assessment is low. This seems to be linked to responses to customer surveys that suggest users are often unaware of the potential of the technologies in place.
To address this we are shifting to a methodology which explores three notions of user behaviour:
1. Why would I undertake an activity (purpose and good practice)?
2. How do I choose the appropriate functionality for the activity required?
3. What underpinning knowledge and skills do I require to use them effectively?
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Course Possibilities & Architecture
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
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Week1
This course provides an overview of using technology as an educational tool based on national technology standards. It will cover how technology can support learning, including as a tool for knowledge construction, an information source, a context for learning by doing, a social medium for conversing, and an intellectual partner for reflecting. Students will develop technology-related projects aligned with standards for students, teachers, and technology leaders. The course introduces frameworks for technology integration like TPACK that emphasize relationships among technology, pedagogy, and content knowledge. Students are expected to participate in online discussions and complete assignments like guides, presentations, papers, and websites by deadlines.
Week1
This course provides an overview of using technology as an educational tool based on national technology standards. It will cover how technology can support learning, including as a tool for knowledge construction, an information source, a context for learning by doing, a social medium for conversation, and an intellectual partner for reflection. Students will develop technology-related projects including a troubleshooting guide, presentation, website, and participate in online discussions to demonstrate understanding of instructional technology principles and standards. The course is aligned with International Society for Technology in Education standards for students, teachers, and technology leaders.
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The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Alan Hayes_Moodle case study
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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AAEEBL presentation
- 1. Learning Portfolio Supports at McMaster University Jon Kruithof, McMaster University
- 2. A Brief History of the Learning Portfolio • A response to President Patrick Deane’s letter, Forward With Integrity • The Learning Portfolio sought to document curricular, co-curricular and community learning • Helps answer “What did I learn at McMaster?”
- 3. What We Built (Part One) • Standard technical supports put in place • Primarily how-to PDF documents (6-8 pages) • We built 24 of these for faculty/staff and student use • 2 hour technical training – assumed that faculty would know what they want to use it for
- 4. What We Built (Part Two) • Student Guide to the Learning Portfolio (PDF) • Tried to be the catch-all for a user who didn’t know anything about ePortfolios • Turned out to be a technical manual on how to create your ePortfolio, Learning Goals, without a significant “Why” piece
- 5. What We Built (Part Three) • Learning Portfolio Videos (8) as part of our LMS support videos • Learning Goal widget in the LMS • Devise a mechanism for sharing public portfolios