The document discusses using e-portfolios to showcase student work and development. It describes e-portfolios as a collection of electronic evidence that serves as a learning record for students. E-portfolios allow students to reflect on their path of learning over time and provide accomplishments to potential recruiters. The document provides tips for implementing e-portfolios, including choosing tools like Google Sites, selecting a variety of content types, emphasizing student reflection, and preserving e-portfolios long-term.
Module 3 – Communication and collaboration through open data is meant to empower learners to use a variety of tools for appropriate digital communication, effective collaboration and responsible civic participation.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
Module 3 – Communication and collaboration through open data is meant to empower learners to use a variety of tools for appropriate digital communication, effective collaboration and responsible civic participation.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
Examining the practical value of social media as a communication tooldebparker
What is Social Media
How is Social Media used to communicate
Using Social Media in internal communications
The challenges
Case study:
Department of Education & Early Childhood Development’s Online Communications and Collaboration Strategy
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Leveraging change through digital capability - James Clay, Chris Roberts, Tim...Jisc
Led by James Clay, project manager, Jisc.
With contributions from:
Chris Roberts, deputy learning resources manager/librarian, Lambeth College
Tim Linsey, director of Centre for Higher Education Research and Practice, Kingston University
Connect more in London, 29 June 2016
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
D2: Group Exercise: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Are southern academics virtually connected? This paper forms the first phase of a study commissioned by GDNet into supporting the use of web 2.0 tools for research collaboration, by its members; researchers in developing and transition countries, and facilitating an online community of development researchers globally. The paper provides some recommendations on how GDNet can improve the GDNet Community and encourage uptake of this and other web 2.0 tools and platforms that it offers now and in the future.
ADULT SOCIAL INCLUSION IN A DIGITAL ENVIRONMENTinbie pl
The ASIDE project intends to support inclusive education and digital skills, improving the competences in the digital social inclusion of social educators and social volunteers.
Our project addresses social inclusion through the definition of a portfolio of basic digital competencies that are necessary for developing ICT-based social inclusion initiatives/services.
ref: 2019-1-PL01-KA204-065689 -
http://aside.inbie.pl/
DCU Community Knowledge Exchange Digital Marketing Plan 2015/2016 PresentationAdam Hide
This was a comprehensive digital marketing plan for The Community Knowledge Exchange in DCU for the 2015/2016 academic year. The plan was centered on some key marketing objectives to improve awareness, enhance CKE reputation, encourage students to address community issues & portray academic research as a positive community driver. The CKE had no budget and limited staff so we had to come up with ways to maximize efficiency with very few man hours.
Examining the practical value of social media as a communication tooldebparker
What is Social Media
How is Social Media used to communicate
Using Social Media in internal communications
The challenges
Case study:
Department of Education & Early Childhood Development’s Online Communications and Collaboration Strategy
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Leveraging change through digital capability - James Clay, Chris Roberts, Tim...Jisc
Led by James Clay, project manager, Jisc.
With contributions from:
Chris Roberts, deputy learning resources manager/librarian, Lambeth College
Tim Linsey, director of Centre for Higher Education Research and Practice, Kingston University
Connect more in London, 29 June 2016
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
D2: Group Exercise: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Are southern academics virtually connected? This paper forms the first phase of a study commissioned by GDNet into supporting the use of web 2.0 tools for research collaboration, by its members; researchers in developing and transition countries, and facilitating an online community of development researchers globally. The paper provides some recommendations on how GDNet can improve the GDNet Community and encourage uptake of this and other web 2.0 tools and platforms that it offers now and in the future.
ADULT SOCIAL INCLUSION IN A DIGITAL ENVIRONMENTinbie pl
The ASIDE project intends to support inclusive education and digital skills, improving the competences in the digital social inclusion of social educators and social volunteers.
Our project addresses social inclusion through the definition of a portfolio of basic digital competencies that are necessary for developing ICT-based social inclusion initiatives/services.
ref: 2019-1-PL01-KA204-065689 -
http://aside.inbie.pl/
DCU Community Knowledge Exchange Digital Marketing Plan 2015/2016 PresentationAdam Hide
This was a comprehensive digital marketing plan for The Community Knowledge Exchange in DCU for the 2015/2016 academic year. The plan was centered on some key marketing objectives to improve awareness, enhance CKE reputation, encourage students to address community issues & portray academic research as a positive community driver. The CKE had no budget and limited staff so we had to come up with ways to maximize efficiency with very few man hours.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Getting started with personal and professional digital capacity.pptxKate Molloy
Slides from the OER 22 conference about the Enhancing Digital Teaching and Learning project's open course, Getting Started with Personal and Professional Digital Capacity
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
BMS Career development skills using Google sitestelshef
Presentation on the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint
presented at TELfest September 2014
ReFace MOOC aims to strengthen the adaptability and resilience of regions in order to enable them to thrive despite adversity and crises by enhancing the knowledge and skills of key stakeholders.
Have a look at ReFace website to learn more: https://reface-project.eu/it/
Or contact us to take part to the MOOC training!
ReFace Syllabus offers the methodological framework for the MOOC “Regions facing shocks: building resilient community”.
It builds on the "European Report on Resilient Regions", which highlighted the weaknesses and strengths of partner countries’ regional resilience and their common VET needs in the field. The syllabus defines the main thematic and technical features of the MOOC.
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
Opendatabay - Open Data Marketplace.pptxOpendatabay
Opendatabay.com unlocks the power of data for everyone. Open Data Marketplace fosters a collaborative hub for data enthusiasts to explore, share, and contribute to a vast collection of datasets.
First ever open hub for data enthusiasts to collaborate and innovate. A platform to explore, share, and contribute to a vast collection of datasets. Through robust quality control and innovative technologies like blockchain verification, opendatabay ensures the authenticity and reliability of datasets, empowering users to make data-driven decisions with confidence. Leverage cutting-edge AI technologies to enhance the data exploration, analysis, and discovery experience.
From intelligent search and recommendations to automated data productisation and quotation, Opendatabay AI-driven features streamline the data workflow. Finding the data you need shouldn't be a complex. Opendatabay simplifies the data acquisition process with an intuitive interface and robust search tools. Effortlessly explore, discover, and access the data you need, allowing you to focus on extracting valuable insights. Opendatabay breaks new ground with a dedicated, AI-generated, synthetic datasets.
Leverage these privacy-preserving datasets for training and testing AI models without compromising sensitive information. Opendatabay prioritizes transparency by providing detailed metadata, provenance information, and usage guidelines for each dataset, ensuring users have a comprehensive understanding of the data they're working with. By leveraging a powerful combination of distributed ledger technology and rigorous third-party audits Opendatabay ensures the authenticity and reliability of every dataset. Security is at the core of Opendatabay. Marketplace implements stringent security measures, including encryption, access controls, and regular vulnerability assessments, to safeguard your data and protect your privacy.
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
2. Tools, data & Resources needed:
Internet, Computer / mobile phones
OpenStreetMap
Time required:
1h to get acquainted with OpenStreetMap
KA2 - 2019-1-BE02-KA201-060212
3.4.3. Open Maps for
Collaboration
3. 3.4.3. Open Maps for Collaboration
KA2 - 2019-1-BE02-KA201-060212 3
OpenStreetMap provides a good example of open collaboration and
application of licenses.
Based on a “wiki-style” collaborative editing software, it is a free,
editable map, created and updated by a diversified community of
contributors (including GIS professionals, engineers), to improve the
exchange of geospatial data.
Based on the licence Creative Commons Attribution-ShareAlike 2.0
Generic (CC BY-SA 2.0), the website allows the use of its data, paying
the right attribution to OpenStreetMap website and contributors.
Maps can be updated, downloaded and re-used.
4. 3.4.3. Open Maps for Collaboration
KA2 - 2019-1-BE02-KA201-060212 4
The website contributes to the knowledge of local areas, through the
use of aerial images, GPS tools, low-tech maps.
1. Explore your own city through OpenStreetMap
2. How to integrate OpenStreetMap in your teaching? OSM is
currently used in many schools in a wide range of disciplines. By
integrating OSM in education, you support your students’ IT skills and
knowledge of GIS, planning and community development. Here are
some ideas for integrating OSM in education:
https://wiki.openstreetmap.org/wiki/Education [ENG]
5. Tools, data & Resources needed:
Internet, Computer / Mobile phone
Blogger
Edublogs
G Suite for Education
Time required:
1h to get acquainted with OpenStreetMap
KA2 - 2019-1-BE02-KA201-060212
3.4.4. E-portfolio
6. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 6
An electronic portfolio is a collection of electronic evidence, usually
maintained on the Web, serving as a learning record and platform for
interaction and self-expression.
It may contain text, images, hyperlinks contributing to students’
deeper understanding of their learning path, and may be a valuable
resource for recruiters to evaluate skills.
Digital portfolios allow students practice digital citizenship, develop a
sense of belonging and ultimately improve their self-confidence
looking at their accomplishments.
7. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 7
The two main aspects of e-portfolio development process:
E-portfolio as Workspace/process E-portfolio as showcase/product
Procedure: daily/weekly basis
• Maintain a reflective journal in the form of
a blog
• Link the digital archive to the blog to link
with the learning experience
• Categorise the entry by learning goals
• Provide feedbacks in the form of
comments in the blog or collaborative
editing
• Review the collection of results as
evidences of growth over time
Procedure: on a periodic basis (end of
class/term/year)
• Identify specific elements to demonstrate
the achievement of goals
• Use tags/labels in the blog to allow
matching with selected criteria
• Set future learning goals based on specific
standards
• Monitor the learner’s self-assessment of
his/her achievements
8. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 8
To be valuable resources, you may invite your students to reflect on
three main aspects while developing their e-portfolios:
- Connect: how do the ideas learned connect to your previous
knowledge?
- Extent: How was your thinking extended after learning?
- Challenge: Which are the remaining challenges?
Such a process may support students’ ability to summarise ideas, link
to previous knowledge and be motivated to improve their expertise,
thus increasing their critical thinking.
9. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 9
Here are some tips for a good portfolio:
1. Clarify your purpose Link it to the course objectives and learning outcomes.
2. Choose tools that can
empower students
- In their electronic notebook: e.g. they can incorporate process
portfolios within shared notebooks, e.g. Evernote.
- In personal website: e.g. Google Sites
- in One-page collection: also wikis can be used
- in Student blog: e.g. Edmodo, Edublogs
3. Select a variety of contents Text, photos, videos, audio recording…
4. Make portfolios accessible to
other audiences
Publishing in a private environment to be accessible to parents
only may enhance students’ engagement.
5. Set your timeline Portfolios may be organised over a specific time of the year or
over a longer period.
6. Empower metacognition How can students reflect on their work?
7. Don’t overwhelm students Guide your students in a gradual discovery, giving them
portfolio assignments during the whole year.
8. Ensure the portfolio’s long-
term
How to preserve the portfolio for the future
10. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 10
G Suite for Education is used by many schools and provides free and
easy-to-use tools for flexible learning, collaboration and communication.
You may start from Google Sites to create your students’ e-portfolio and
connect to the different resources offered by G Suite for Education.
At the following link you can follow a tutorial on how to create e-
portfolios on Google Sites:
https://www.youtube.com/watch?v=gN1BWKy2Up0
More information on how to create Digital Portfolios with Google sites
11. 3.4.4. E-portfolio
KA2 - 2019-1-BE02-KA201-060212 11
Additional resources:
• Evernote: students can take photos, notes, record audio and integrate the
work done on such apps as Skitch and Penultimate. For iOs and Android.
• Blogger: you can safely store posts, photos and other resources from
Google for free.
• Second Chance Skills Portfolio: personalised learning service, to help keep
track of and enhance your skills as second chance educator
• Edublogs: web publishing platforms for teachers and students, ensuring
users’ privacy for communication and collaboration in one place.
• Seesaw: allow students from 5 years old to create and organize their work
independently in a digital journal: https://web.seesaw.me/
