This document summarizes the key findings from a literature review and action research project on electronic portfolios. It discusses the history of electronic portfolios at a school and outlines research questions on improving their purpose and student involvement. The literature review covered various portfolio types, users, and benefits. An action research project tested different portfolio platforms (VoiceThread and iWeb) with elementary students and gathered data from student and teacher surveys and interviews. Key findings indicated the importance of teacher buy-in, involvement of students in portfolio creation and selection of pieces, and using portfolios to facilitate student reflection and communication with parents.
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
The presentation was given on the workshop for the orientation BED111A. B.Ed. syllabus of Savitribai Phule Pune University, Pune. It is a personal document, for official information please see SPPU B.Ed. syllabus.
Supporting understanding of students’ learning via visual self-assessmentVille Kivimäki
Aalto University School of Engineering pilot project (Dynamic Course and Programme Level Feedback System) presentation at EUNIS 2018 – Coming of Age in the Digital World, Paris, France.
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
The presentation was given on the workshop for the orientation BED111A. B.Ed. syllabus of Savitribai Phule Pune University, Pune. It is a personal document, for official information please see SPPU B.Ed. syllabus.
Supporting understanding of students’ learning via visual self-assessmentVille Kivimäki
Aalto University School of Engineering pilot project (Dynamic Course and Programme Level Feedback System) presentation at EUNIS 2018 – Coming of Age in the Digital World, Paris, France.
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
EL 7002 Assignment 5: Compare and Contrast Adult Learning Theories. eckchela
This is a North Central University PowerPoint presentation (EL 7002) Assignment 5: Compare and Contrast Adult Learning Theories. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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The lack of recently published papers in peer-reviewed journals on the topic of electronic portfolios in the elementary setting indicates that the work being done to date is more conceptual in nature than research-based.
Students wanted to play a larger role in the creation of the portfolios. They wanted more input
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