This document presents a national developmental model for successful ePortfolio practice from the Center for Teaching and Learning (C2L). The model examines ePortfolio projects from four perspectives: integrative and social pedagogy; digital technology; outcomes assessment; and scaling implementation. For each perspective, it identifies key questions and strategies for students, faculty/staff, programs, and institutional support. The goal is to provide guidance for institutions on strategies, principles and practices that contribute to effective ePortfolio implementation across these levels.
Electronic-portfolio development in three professional programs: Learning per...Tim Hopper
New technologies are changing how we learn. They have the potential to create powerful learning opportunities within personalized virtual learning environments. Yet, in higher education we have largely untapped the pedagogical potential of new technological tools, such as electronic portfolios (eP). An eP is a dynamic website with databases of student program-related experiences that offer flexible, socially networked and indexed repositories of elearning evidence. EPs enable students and their instructors to map, analyze, reconsider and interconnect acquired learning and skills for future careers. Adoption of ePs has been fraught with challenges associated with lack of technology infrastructure support, paradigm shifts in assessment, conflicting educational paradigms, time within intense programs and student resistance (Wetzel & Strudler, 2005). In addition, ePs are struggling to be realized in Canadian universities where structural changes in systems are needed to enable the type of participatory pedagogies new technologies enable (Siemens & Matheos, 2012). Such pedagogies allow students to draw on previous learning, to map their own progress towards developing a professional identity, and to share with others through electronic networks their evidence of learning as they address core competencies of professions. To realize these pedagogical potentials we have developed the use of the Mahara platform as an open source blog, resume builder and social networking tool that can be run outside of the university centralized system. This platform offers a learner-centred eP with a drag-and-drop interface offering one of the most effective open-sourced ePs platforms currently available (Balaban & Bubas, 2010).
The purpose of this study is to explore and create the conditions that enable eP practice by researching its implementation in one university in three professional programs: Education, Nursing, and Social Work. Within an action research design over a five-year period we ask:
1. What do course instructors learn from using the eP process as they integrated it into their professional programs?
2. What challenges were encountered by implementing the eP process?
3. What impact does the eP process have on (1) pedagogical practice, and (2) students' professional learning?
4. What are the conditions that enable an eP practice to contribute to the renewal of three professional programs in one university?
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Pivoting to remote learning and online instructionTanya Joosten
Pivoting to remote and online instruction
Presented at Northwestern Health Sciences University May 4th, 2020
Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more.
Electronic-portfolio development in three professional programs: Learning per...Tim Hopper
New technologies are changing how we learn. They have the potential to create powerful learning opportunities within personalized virtual learning environments. Yet, in higher education we have largely untapped the pedagogical potential of new technological tools, such as electronic portfolios (eP). An eP is a dynamic website with databases of student program-related experiences that offer flexible, socially networked and indexed repositories of elearning evidence. EPs enable students and their instructors to map, analyze, reconsider and interconnect acquired learning and skills for future careers. Adoption of ePs has been fraught with challenges associated with lack of technology infrastructure support, paradigm shifts in assessment, conflicting educational paradigms, time within intense programs and student resistance (Wetzel & Strudler, 2005). In addition, ePs are struggling to be realized in Canadian universities where structural changes in systems are needed to enable the type of participatory pedagogies new technologies enable (Siemens & Matheos, 2012). Such pedagogies allow students to draw on previous learning, to map their own progress towards developing a professional identity, and to share with others through electronic networks their evidence of learning as they address core competencies of professions. To realize these pedagogical potentials we have developed the use of the Mahara platform as an open source blog, resume builder and social networking tool that can be run outside of the university centralized system. This platform offers a learner-centred eP with a drag-and-drop interface offering one of the most effective open-sourced ePs platforms currently available (Balaban & Bubas, 2010).
The purpose of this study is to explore and create the conditions that enable eP practice by researching its implementation in one university in three professional programs: Education, Nursing, and Social Work. Within an action research design over a five-year period we ask:
1. What do course instructors learn from using the eP process as they integrated it into their professional programs?
2. What challenges were encountered by implementing the eP process?
3. What impact does the eP process have on (1) pedagogical practice, and (2) students' professional learning?
4. What are the conditions that enable an eP practice to contribute to the renewal of three professional programs in one university?
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Pivoting to remote learning and online instructionTanya Joosten
Pivoting to remote and online instruction
Presented at Northwestern Health Sciences University May 4th, 2020
Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more.
This essay is North Central University course EL-7001-8 assignment 8: introduction to E-Learning. The aim is to introduce Ed.D students to principles and philosophies of e-learning as well as challenges of educators working in the field. The document is written in APA format, includes references, and has been graded by a facilitator.
Learning design twofold strategies for teacher-led inquiry and student active...davinia.hl
Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
This essay is North Central University course EL-7001-8 assignment 8: introduction to E-Learning. The aim is to introduce Ed.D students to principles and philosophies of e-learning as well as challenges of educators working in the field. The document is written in APA format, includes references, and has been graded by a facilitator.
Learning design twofold strategies for teacher-led inquiry and student active...davinia.hl
Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
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/
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
C2 l model of ePortfolio practices
1. Creating a Resource for the Field
C2L’s National Developmental Model of
ePortfolio Practice
Bret Eynon, Laura Gambino & Judit Torok
and the C2L Research Team:
Randy Bass, Helen Chen & Trent Batson
5. ePortfolio for Integrative & Social Pedagogy
• How & where do students learn about & engage w/ ePortfolio?
• In what ways do students reflect in an integrative ePortfolio?
• What pedagogies & practices do educators use to engage
students with integrative ePortfolio learning?
• How can Dep’ts build ePortfolio into curricula & practices?
• How can ePortfolio link with and enhance First Year
Experience, Capstones & other High Impact Practices?
• What role can the Center for Teaching & Learning play in
guiding ePortfolio prof’l development?
6. ePortfolio as a Means to Support
Outcomes Assessment
• How do students use
ePortfolio to collect work for
assessment & link it to key
competencies?
• How is student work made
available to faculty for use in
assessment processes?
• How do dep’ts use ePortfolio
for accreditation & program
review?
• What steps do key college
stakeholders take to actively
support outcomes
assessment?
7. ePortfolio as a Digital Technology
• What platform features support students’ integrative use of
ePortfolio?
• What platform features support faculty & staff in their
ePortfolio pedagogy and practice?
• What types of technology access & training do faculty & staff
need to support their use of ePortfolio?
• What kinds of institutional infrastructure and collaboration
are needed to effectively support ePortfolio?
8. Scaling Up:
Guiding & Building an ePortfolio Project
• How do ePortfolio leaders grow their
work from pilot to broad
implementation?
• How do ePortfolio leaders gather &
use evidence of student learning to
guide their planning & growth?
• How do ePortfolio leaders work w/
dep’ts & programs to disseminate
information about ePortfolio?
• How do ePortfolio leaders work w/
key institutional stakeholders to
advance long-term institutional plans
related to ePortfolio?
10. Hypothesis:
Overview Layer
Successful Integrative eP Each side incorporates
implementation is advanced by four different levels or
active attention to practices on layers.
all 4 sides
Student
Learning
Faculty & Staff
Programmatic Connections
Institutional Needs & Support
11. ePortfolio as Integrative Social Pedagogy & Practice
Hypothesis: Successful ePortfolio
Successful Integrative eP projects use integrative
implementation is advanced Student approaches to ePortfolio
by active attention to advance student learning &
Learning
practices on all 4 sides How do growth.
How do students students
learn about the reflect in an
For each side, integrative integrative
ePortfolio? ePortfolio?
successful ePortfolio
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level.
Faculty & Staff
Where and how do What pedagogies and practices do faculty
faculty & staff learn & staff use to engage students with
about integrative integrative ePortfolio learning?
ePortfolio?
How do Centers, Programmatic Connections
Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
12. ePortfolio as Integrative and Social Pedagogy
Student Learning and Growth Layer
Courses
How and where do
students learn about Advisement
and engage with
ePortfolio? Co-Curricular
Activities
Integrative
Reflection
In what ways do Social
students reflect in Pedagogy
an integrative
ePortfolio? Personal
Change
13. ePortfolio as a Technology
Hypothesis: Student Successful integrative
Successful Integrative eP Learning ePortfolio projects ensure
implementation is advanced by that their technology
supports the desired
active attention to practices on
What types of pedagogy and practice
all 4 sides What platform and access and
technology features training are
are helpful in needed to
supporting students’ support students
use of ePortfolio? using ePortfolio
technology?
Faculty & Staff
What platform and What types of access and training
technology features are helpful do faculty and staff need to
in supporting faculty and staff support their use of ePortfolio
in their use of ePortfolio? technology?
Programmatic Connections
What types of access and training are
What platform and technology features are
needed to support programs’ use of
helpful in supporting programs’ use of ePortfolio?
ePortfolio?
Institutional Needs & Support
What platform features are useful in integrating ePortfolio What types of institutional support are needed for a
technology across an institution? successful institutional ePortfolio implementation?
14. ePortfolio as a Digital Technology
Faculty and Staff Layer
Flexible, reliable, easy
to use
What platform and technology
Capacity to review,
features are helpful in supporting
comment on
faculty and staff in their use of
student work
ePortfolio?
Built-in rubrics
What types of access and Access to
training do faculty and staff computer labs
need to support their use of Access to training
ePortfolio technology? materials
15. ePortfolio as a Means to Support Outcomes Assessment
Hypothesis: Using ePortfolio to support
Successful Integrative eP Programmatic or Institutional
implementation is advanced by Assessment requires the
active attention to practices on Student ePortfolio project to engage
all 4 sides Learning or connect with multi-level
assessment work.
How do students gain In what ways do students
an understanding of actively engage in
outcomes assessment? outcomes assessment?
Faculty & Staff
How do faculty & staff deepen their What are some ways faculty and staff use
understanding of ePortfolio as part of ePortfolio to actively engage in the
an outcomes assessment process? outcomes assessment process?
Programmatic Connections
How do Depts. & Programs deepen How do Dep’ts, Student Affairs & other units actively engage in
understandings of ePortfolio in the build and use an ePortfolio-based outcomes assessment to
outcomes assessment process? improve student learning & success?
Institutional Needs & Support
How do key College stakeholders come to understand What steps do key College stakeholders take
ePortfolio as an outcomes assessment method? to actively support outcomes assessment?
16. ePortfolio for Outcomes Assessment
Programmatic Connections Layer
Host discussions and training on
outcomes assessment with full-
and part-time faculty
How do departments
Integrate Gen Ed outcomes into
and majors actively
program curricula
engage in outcomes
assessment?
Engage in program assessment,
using ePortfolio generated
student work
Complete the assessment cycle
by developing & implementing
recommendations
17. Scaling Up: Guiding & Building an ePortfolio Project
Successful eP projects move
Hypothesis: from pilot programs to increased
Successful Integrative eP Student scale, guided by energetic
implementation is advanced by Learning leadership & skillful planning,
active attention to practices on How do project leaders supported by evaluation that
all 4 sides engage students and build informs plans and addresses
awareness of ePortfolio? stakeholder needs:
What types of evidence are How do project
leaders use
project leaders gathering
evidence of
related to students’
student learning
integrative use of
to guide their
ePortfolio?
planning?
What are ways in
which project Faculty & Staff How do project
leaders build What types of evidence are project leaders engage
awareness and leaders gathering related to faculty faculty in using
engage faculty and staff use of ePortfolio? evidence to guide
and staff ? planning?
Programmatic Connections
How do project leaders work How do project leaders work
with programs to develop & How do project leaders work with with programs & help them
disseminate information programs to gather & review
analyze/use evidence?
about ePortfolio as it relates evidence related to faculty & staff
to their practices? use of ePortfolio?
How do project leaders work with
Institutional Needs & Support How do project leaders work with
key stakeholders and college-wide How do project leaders work with Institutional key institutional stakeholders to
offices to build an ePortfolio Research to plan & implement evidence-gathering develop and advance long-term
culture? processes? institutional plans related to
ePortfolio?
18. Scaling Up:
Institutional Needs and Support Layer
IR office helps to
How do project leaders work gather evidence
with Institutional Research to
plan & implement evidence- IR office helps to
gathering processes? analyze evidence
Stakeholders review evidence
How do project leaders
work with key Integrate ePortfolio into
institutional stakeholders strategic plan
to develop and advance
long-term institutional Encourage institution-wide
plans related to collaboration related
ePortfolio? to ePortfolio
20. ePortfolio as Integrative Social Pedagogy & Practice
How do successful
Hypothesis:
ePortfolio projects use
Successful Integrative eP
implementation is advanced
integrative approaches to
Student ePortfolio advance student
by active attention to
Learning learning & growth?
practices on all 4 levels
How do students How do
learn about the students use
For each side, integrative an integrative
ePortfolio? ePortfolio?
successful ePortfolio
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level.
Faculty & Staff
Where and how do What pedagogies and practices do faculty
faculty & staff learn & staff use to engage students with
about integrative integrative ePortfolio learning?
ePortfolio?
How do Centers, Programmatic Connections
Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
21. ePortfolio as Integrative Social Pedagogy & Practice
PrinciplesPractices do successful
How Data
Hypothesis:
ePortfolio projects use
Successful Integrative eP Faculty, staff, and peer mentors
implementation is advanced
integrative approaches to
Student
advance student engagement and
ePortfolio advance student
by active attention to
Learning
learning by developing andgrowth?
learning &
practices on all 4 levels
How do students implementing practices that prompt
How do
learn about the students use
For each side, integrative students to use the ePortfolio to
an integrative
successful ePortfolio ePortfolio?
reflect on course work and
ePortfolio?
projects address How does student use of an integrative
experiences via modes such as:
ePortfolio effect them and their learning?
practices on each level.
• Reflection as Integrative
Faculty & Staff
Where and how do • Reflection as Systematic &
What pedagogies and practices do faculty
faculty & staff learn
about integrative
Disciplined
& staff use to engage students with
integrative ePortfolio learning?
ePortfolio?
• Reflection as Social Pedagogy
Programmatic Connections
How do Centers, • Reflection as a Process of
How can ePortfolio fit into
Programs & Dep’ts
learn about ePortfolio? How can Academic Dep’ts build Personal Development and
learning communities, FYE &
Change
integrative eP into curricula & practices? other High Impact Practices?
What role can the Cntr for Teaching & Learning play
in guiding ePortfolio-related prof’l development? • Other
How can student affairs builds integrative ePortfolio
into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
22. Reflection as Social Pedagogy
ePortfolio as Nexus in the First
Year Experience
Gillian Hannum of Manhattanville College
Social Pedagogy & ePortfolio in an
Intro to Programming Course
Laura Gambino from Tunxis CC
POGIL- “Process Oriented Guided
Inquiry Learning”
Kathleen Pusecker of U of Delaware
Reflection as Gift in a Vertical
Learning Community by
Queensborough CC Faculty
Reflection Strategies for Program-
wide Integrative Learning in a
Nursing Program
by Three Rivers CC Faculty
23. ePortfolio as Integrative Social Pedagogy & Practice
Practices successful
Principles How do Data
Hypothesis:
ePortfolio projects use
Successful Integrative eP
implementation is advanced
integrative approaches to
Student
ePortfolio is often designed to student
ePortfolio advance
by active attention to
Learning
coordinate with, build on& growth?
learning and
practices on all 4 levels
How do students enhance the impact of other High
How do
learn about the students use
For each side, integrative
Impact Practices, including:
an integrative
ePortfolio? ePortfolio?
successful ePortfolio • First Year Experience programs
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level. • Learning Communities
Faculty & Staff
Where and how do
• Writing Intensive Courses
What pedagogies and practices do faculty
faculty & staff learn
about integrative • Undergraduate Research
& staff use to engage students with
integrative ePortfolio learning?
ePortfolio?
• Experiential & Community-Based
How do Centers, Programmatic Connections
Programs & Dep’ts
Learning can ePortfolio fit into
How
How can Academic Dep’ts build
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
• Capstone Experiences
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?
24. ePortfolio in First Year Experience
ePortfolio & First Year in the
College of General Studies @
Boston University
Natalie McKnight & other BU faculty
ePortfolio & Career Development
for FY Students
James Griffin, Johnson & Wales University
ePortfolio & Digital Storytelling in
FY Programs at Pace University
Beth Klinger & Linda Anestidig, Pace U.
ePortfolio, Advisement, & Identity:
FY Programs @ Douglass College,
Rutgers University
Rebecca Reynolds, Rutgers U.
Connecting First Year & Capstone
Students w/ ePortfolio
Queensborough CC Faculty
25. Populating the C2L Model
• Campus Practices
• Interviews
• Core Survey, other data
• Campus Reports
26. Preparing to Share
our Campus Practices:
• Polishing & strengthening
our practice descriptions
• Providing supporting
materials, including
samples of student work
& other evidence
• Using a more structured
template – a Digication
module
27. Building Together
• Feedback via this Jam
• Polishing our Practices:
Revisiting Reflection --
April
• Campus Interviews --
Spring
• Populating the Model
– Coding practices
– Developing visual interface
• Pilot Version of Model @ Summer Institute – for C2L only