Day2 Workshop Poly U

Association of University Administrators

This document discusses electronic teaching portfolios and their benefits over traditional paper portfolios. It provides a template for teaching portfolios that includes sections on teaching philosophy, record, leadership, effectiveness, professional development, and reflection. An electronic portfolio makes the information more dynamic and accessible by allowing multimedia artifacts, easy storage and retrieval of artifacts, linking to competencies, and facilitating ongoing reflection and sharing for feedback. Features of an electronic portfolio include multimedia inclusion, indexed storage, facilitation of reflection and maintenance and electronic sharing for feedback and review.

Teacher Professional Development with a wow-factor: Innovative and emerging p...

Riina Vuorikari

Lisa Gray (JISC) ePorfolios (October 2012)

JISC Netskills

Transforming the estate - more than just building works?

Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver. Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.

Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...

"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning. Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating). The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period. Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."

prepared by Mieko Ozeki, Katherine Walsh (UC Berkeley), Kevin Ordean (Northern Arizona University), Lilith Wyatt (McGill University), Melody Hartke (North American University), and McKenzie Beverage (University of Illinois- Urbana Champaign) and presented at the AASHE 2012 Conference. A campus sustainability fund (also called green fund) is money available to campus community members for sustainability projects. Money for the fund may be from student fees, administrative budgets, or alumni donations and funding may be allocated in the form of grants or loans. Currently, there are over 175 green/sustainability funds in North America run by 155 institutions. Our goal as session leaders is to educate our audience beyond the basics of sustainability funds, by adhering to an overall theme of “So you have established a sustainability fund, what next?” We will cover case studies from six well-established sustainability funds and address key differences and patterns in how these funds have evolved in their management and processes. Topics covered include: 1) strategies for soliciting sustainability projects; 2) criteria for projects: what can and cannot be funded; 3) project implementation plans and long-term support of projects beyond initial funding; 4) sustainability fund staffing and committee structures; 5) advising project leaders; and 6) and quantifying and reporting the metrics of funded projects. Session leaders will break the 60–minute session into three 20-minute sections: (1) project solicitation and developing selection criteria with committees and staff; (2) project implementation, advising project leaders, and reporting structures; and (3) long-term integration of the fund and projects with institutional goals and structures. Each 20-minute section will include presentation from the session leaders and Q&A with the audience. The opening question we plan to answer is “What are we trying to accomplish with these funds?” and the concluding question we plan to answer is “What are the broad educational impacts of sustainability funds?” Post session we intend to create a white paper on best practices of managing a sustainability funds that will include case studies. This workshop is part of a series and a follow-up to Green Funds 1.0: Getting a Fund Started.

Understanding Student Experience

brightspot

7 cs learning_design_mooc

Grainne Conole

The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.

MOOCs FOR Motivation: Promoting student engagement in higher education studies.

This document summarizes a study examining how MOOCs can be used to enhance motivation, confidence, and self-regulated learning skills for students from non-traditional backgrounds entering higher education. Survey results found that students have some self-regulatory skills like goal-setting but desire more structure and support. Focus groups found students were positive about using a MOOC before university but wanted interactive course elements like livestreams and group projects. The study aims to observe students taking a MOOC to better understand how to support self-regulated learning and address tensions between student desires for flexibility versus more regulation and guidance.

Initiatives to increase Ranking A World Class University

Prof. C S Dubey

The document discusses initiatives to elevate a central university in India to world-class status. It proposes focusing on employability skills and practical courses tailored to the "Make in India" program. Other initiatives include developing innovative research and an IPR center; global collaboration; infrastructure for a learning management system and e-resources; dedicated career centers; financial resource generation; and a roadmap to strengthen reputation, funding, ranking, networking and timely results. The goal is to produce a globally renowned institution through career focus, reputation building and high funding.

Thinking beyond me-portfolios Jisc Digital Festival 2015

This document discusses different types of portfolios and proposes embedding task portfolios into curriculum. It distinguishes between me-portfolios, which focus on the author, and task portfolios, which focus on activities. Task portfolios can benefit me-portfolios by providing context and opportunities for students to demonstrate learning through incremental tasks with feedback. The document advocates for portfolios that are personally customizable, task-based, and developed over time through evidence, reflections, and contributions from others in order to provide the richest evidence for me-portfolios.

GOVIS 2007

nsmithnz

The document discusses New Zealand's NZOSVLE project, which aimed to deliver an open source learning management system to address issues with existing proprietary systems. The project resulted in Moodle being established as a viable LMS in New Zealand. It also led to the development and adoption of open educational resources, eLearning networks, and the ePortfolio system Mahara. The document argues these tools can help New Zealand's public sector provide more cost-effective and flexible training to address budget and skills shortages.

Successful Design Approaches to MOOCs

Innovate: Scaling innovation from the individual to the organisation

This document discusses scaling innovation from individuals to organizations. It introduces the TEL Toolkit, an online resource with knowledge and skills for innovating teaching. The toolkit is supported by each faculty through blog posts, workshops, and videos. It also shares examples of innovations using tools like Padlet, student-run workshops, and Panopto that have positively impacted students. Feedback from using tools in the TEL Toolkit for formative assessment, feedback, and gathering student input is also provided.

AASHE 2010 Student Green Fee Management

Mieko Ozeki

(1) The University of Vermont implemented a Clean Energy Fund in 2009 funded by a $10 per student fee to support renewable energy projects, education, and research on campus. (2) An implementation team was created to manage the projects since the initial proposals lacked expertise, and processes needed to be developed for distributing funds and working with various campus stakeholders. (3) Lessons learned included having clear roles for all involved, thorough documentation of processes and people, and developing a strong management plan to support long-term project implementation and integration with academics.

Larnaca declarationpart2

James Dalziel

The document summarizes the key points from the Larnaca Declaration on Learning Design regarding challenges for the future of learning design. It discusses the need to: 1) foster wider adoption of learning design beyond educational specialists by articulating benefits like quality improvement and time efficiency; 2) share more examples of effective learning design practice; and 3) further develop conceptual representations and descriptions of learning design to capture non-linear designs and the relationship between learning design and curriculum design.

If eportfolios are so amazing, why dont we all have one?

Orna Farrell

This document discusses eportfolios in education and their potential benefits but slow adoption. It notes that while eportfolios can engage learners, promote reflection and skills, their use remains limited in Irish higher education. This is possibly due to a need for whole-curriculum approaches rather than isolated tools, and issues with resources, digital literacy and lack of requirements for learner intrinsic motivation to drive adoption. The future may see increased use as technology and recognition of eportfolios' role in employability grows.

Looking SWEET with my BigBlueButton

Kenji Lamb

D2L T&L Webinar featuring Amanda Keesee of UCO

D2L Barry

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

University of British Columbia

Review june15 tqr_projectpalm_vetfutures2010

TQRprojectPALM

The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.

Introduction to e-Portfolios at UBC and beyond

This document summarizes an introduction to ePortfolios presentation given at the University of British Columbia. It provides examples of how ePortfolios are being used at UBC in different faculties like Education, Nursing, and Dentistry. It also discusses the history of ePortfolio use at UBC over a three-year initiative and examples from other institutions. Hands-on activities are suggested to have attendees create their own ePortfolio using WordPress. Challenges and opportunities around sustaining an ePortfolio community of practice are discussed.

Triggering students to create digital portfolios through empowering ePortfoli...

Johanna Salmia

This document discusses empowering students to create digital portfolios through ePortfolio processes at HAMK, a professionally-oriented higher education institution in Finland. It outlines perspectives of students, employers, and teachers on ePortfolios and describes triggering students' interest through empowering processes. A case study of a new bioeconomy-ICT program integrates ePortfolio courses into study modules to help students develop professional competencies and reflect on work-related projects. Developing ePortfolios in teams and adding blog writing are suggested to improve the process and guide students with time, support, and feedback.

Portfolio Thinking: It Takes a Village Jacqui Patten

dina lorena melgarejo torres

This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.

Ossiannilsson ltu kvalitesutveckling_online elarning2014

Ebba Ossiannilsson

The document discusses quality development of e-learning and online learning for the 180 credit occupational therapist program at Luleå University of Technology. It provides information on the program being a distance education program with skills training and laboratory work on campus. It discusses communication tools used like Fronter and Adobe Connect Pro. It also outlines drivers of change in education like technology, globalization, and labor market trends. Key aspects of quality in e-learning are discussed including learning design, media design, and evaluation. Benchmarking of e-learning is presented as a process to improve performance by learning from other institutions.

Upa Bangalore Town Hall Oct 19

Amit Pande

The document summarizes the objectives and activities of the Usability Professionals' Association (UPA) Bangalore chapter. It provides background on UPA's goals of creating an international network and community to promote usability. It outlines that UPA Bangalore was established in 2007 to promote usability concepts in Bangalore and connect the user experience community. Key activities included organizing the World Usability Day event and academic outreach. Future plans include design conferences, speaker series, workshops and collaborations to further develop the user experience field in Bangalore.

Dina lorena melgarejo torres72

El documento describe la geolocalización, que permite conocer y compartir la ubicación de una persona en tiempo real a través de dispositivos como teléfonos inteligentes y redes sociales. Si bien la geolocalización tiene beneficios como compartir ubicaciones con amigos y llevar un registro de lugares visitados, también plantea riesgos a la privacidad al hacer pública la ubicación y exponerse a ser rastreado o asaltado por delincuentes. El documento concluye enfatizando la importancia de usar cuidadosamente la geolocal

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Green Funds 2.0 Nitty Gritty Of Campus Sustainability Fund Management

Mieko Ozeki

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brightspot

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Initiatives to increase Ranking A World Class University

Prof. C S Dubey

Thinking beyond me-portfolios Jisc Digital Festival 2015

GOVIS 2007

nsmithnz

Successful Design Approaches to MOOCs

Innovate: Scaling innovation from the individual to the organisation

AASHE 2010 Student Green Fee Management

Mieko Ozeki

Larnaca declarationpart2

James Dalziel

If eportfolios are so amazing, why dont we all have one?

Orna Farrell

Looking SWEET with my BigBlueButton

Kenji Lamb

D2L T&L Webinar featuring Amanda Keesee of UCO

D2L Barry

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

University of British Columbia

Review june15 tqr_projectpalm_vetfutures2010

TQRprojectPALM

Introduction to e-Portfolios at UBC and beyond

Triggering students to create digital portfolios through empowering ePortfoli...

Johanna Salmia

Portfolio Thinking: It Takes a Village Jacqui Patten