Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
A teaching portfolio based on a variety of teaching strategies that I have found to be effective in my experiences teaching at every level in Middle School.
Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
A teaching portfolio based on a variety of teaching strategies that I have found to be effective in my experiences teaching at every level in Middle School.
Aim of opening session to a school or college is
To usher or initiate the first year students into the school /college community and
Introduce them formally to life and activities that exist within this small society, a microcosm in a macrocosm.
This equips them with the requisite knowledge they need
For a successful stay and
To be able to achieve their goal or target in view.
The aim of any academic institution curriculum expects nothing but excellent academic performance of students who come out of the education programmes
This excellence prepares them to fill vacancy created by the old, weak and weary adult citizens, functioning to the expectation of society. Questions thus arise areWhat exactly academic excellence is?
Who should contributes to manifest it?
What one does to ensure academic excellence?
What benefits an academic excellent person derives?
What challenges are involved in the quest to achieving this academic excellence?
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Modern Teacher: Skills And Methods To Improve The Educational ProcessRita Lee
A great part of students’ success is in teacher’s hands. That is why apart from the modern approaches each person, who dares to call himself a teacher, should possess a number of skills that will contribute to the effectiveness of education. Development of these skills and use of the best innovative methods are the key components of the successful and efficient education and only a teacher is responsible for both of these two constituents.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
Aim of opening session to a school or college is
To usher or initiate the first year students into the school /college community and
Introduce them formally to life and activities that exist within this small society, a microcosm in a macrocosm.
This equips them with the requisite knowledge they need
For a successful stay and
To be able to achieve their goal or target in view.
The aim of any academic institution curriculum expects nothing but excellent academic performance of students who come out of the education programmes
This excellence prepares them to fill vacancy created by the old, weak and weary adult citizens, functioning to the expectation of society. Questions thus arise areWhat exactly academic excellence is?
Who should contributes to manifest it?
What one does to ensure academic excellence?
What benefits an academic excellent person derives?
What challenges are involved in the quest to achieving this academic excellence?
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Modern Teacher: Skills And Methods To Improve The Educational ProcessRita Lee
A great part of students’ success is in teacher’s hands. That is why apart from the modern approaches each person, who dares to call himself a teacher, should possess a number of skills that will contribute to the effectiveness of education. Development of these skills and use of the best innovative methods are the key components of the successful and efficient education and only a teacher is responsible for both of these two constituents.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Social media is an increasingly important part of work practices in higher education providing opportunities for promoting academic work, networking, and learning. However, alongside
opportunities, it poses challenges about how to engage and represent yourself online. This workshop asks about your use of social media and presents some ideas on engaging with social media.
Learning or grades? A case for changing assessment to pass/fail marking.Dr Muireann O'Keeffe
A collaboration between Muireann O'Keeffe, Clare Gormley, Pip Bruce Ferguson DCU, Dublin, Ireland
There has been mounting criticism of grading systems in recent years although objections about its inherent inequalities are nothing new (Ferrer, 1913, Pike 1973). Graded assessment has been particularly criticised for its promotion of a culture of competitive individualism, passive acceptance of the teacher as authority figure, and general undermining of intrinsic motivations for students to become "independent, critically engaged, self-directed learners" (Tannock, 2015). When added to known issues regarding the unreliability of marking, and the tendency for students to focus on marks at the expense of feedback, the case for moving away from a graded approach seems justifiable.
In our academic development modules we, therefore, wanted to move from a graded approach of assessment to a formative approach. This was due to a number of factors including advice from our external examiner to move away from a fine-grained marking scheme; the fact that similar academic development programmes at local institutions were implementing pass/fail approaches; and a growing awareness of the international literature around the benefits of assessment for learning. Similar to others in the field (Trevitt, Stocks,& Quinlan, 2012) we thought it important to align our assessment practices in line with our philosophy of implementing a feedback-oriented model of learning with our module participants. This approach was taken with a view to empowering students in their learning (Winter, 1993) which could be linked to long-term progress as learners (Hughes, 2011).
Finally we became interested in implementing the pass/fail model to reinforce the idea that academic professional development is about becoming a teaching professional, becoming part of a community of educators, and this should continue after the 'formal' learning ends. According to Daniels et al (2004) (see also Gibbs, Guba & Lincoln, 1989) formative feedback rather than marking is more helpful when fostering a peer mode of feedback and can contribute to a sense of community. On the other hand marking with grades can be an impeding factor to an effective formative and peer feedback process in this context.
This presentation aims to discuss the experience of implementing a pass/fail model of marking on two academic professional development modules and by addressing the following questions:
1. Why was the shift to pass-fail marking undertaken?
2. How did students respond to the new model of marking?
3. What were the lessons learned from this change approach?
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
Anecdotal claims that Twitter is used for professional learning inspired this Doctoral research. This presentation describes how I interviewed professionals working in higher education about how they used Twitter for learning. Interestingly a number of barriers for professionals use of Twitter arose and are highlighted here.
Exploring Social Media as tool for professional learning in Higher Education ...Dr Muireann O'Keeffe
This study is embarking on an exploration of how a group of higher education professionals use social media and endeavours to investigate if these activities are influential to their academic professional development. Various studies have investigated how the participatory web can empower academic researchers. Some anecdotal evidence exists that participation in online spaces can support professional development learning.
Systems have become common place to assure the quality of higher education and support the continuing development of academic staff. The establishment of centres for teaching and learning, which offer qualifications in learning and teaching practices aim to enhance quality of teaching in higher education. Demands from the government and European Commission require the professionalisation and development of academic staff in higher education.
A recent survey of academics working in Irish higher education reported that while formal approaches to accreditation of teaching and learning activities are valued, openings for informal peer exchange and more non-formal approaches are also called for.
In light of this I wish to explore the participation of a specific group of Irish higher education professionals with social media tools, in particular Twitter, and investigate if this participation is influencing their professional development as academics. Participants of this research are consenting graduates of an academic development programme from an Irish higher education institution. This research takes a case study approach as it presents the activities of this group of participants. In the research I will seek to answer (1) what the activities of these higher education professionals are on Twitter; (2) if the activities might support the professional learning of these higher education professionals?; (3) What barriers and enablers exist in using social media for professional purposes?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. This morning’s schedule
Introductions
Why develop a teaching & learning portfolio?
Examples of portfolios
Teaching Philosophy statement
Reflective practice
Thinking digital about your portfolio
Setting goals for your portfolio
4. Introductions
Hello: your name, subject area
& teaching experience
What is your understanding of
a teaching portfolio?
5. Why Portfolios?
Showcasing experience & professional development
for career purposes
Can help one reflect on and improve one’s teaching.
Show development over time
Towards teaching and learning awards
8. Portfolios & Career
According to a search on Chronicle.com of 2978 ads for
academic jobs
388 include the words “teaching philosophy,”
5 include the words “teaching statement,”
8 include the words “teaching portfolio.”
From http://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/
9. Portfolios for Awards
DCU President’s Awards for Excellence in Teaching and Learning
NAIRTL National Awards for Excellence in Teaching
New Zealand Teaching & Learning awards
Teaching Fellows, HE Academy UK
10. DCU Awards
Lecturers are invited to submit a form for review by the
awards panel answering 4 questions
1. What is your philosophy/ approach to teaching?
2. What is your approach to your subject?
3. What is your approach to self development relevant to
teaching and learning?
4. What is your approach to assessment and feedback?
11. DCU Awards: Teaching excellence criteria
Types of
activities/qualities
that might
contribute to
Teaching
Excellence
Confidence,
enthusiasm
and passion
in the delivery
of the subject.
Empathy,
respect and
support for
students.
A reflective
approach to
teaching/learning.
Use of
contemporary
theory and
practice
relevant to the
discipline area.
Development/adoption of
innovative approaches to
teaching and
assessment.
Recognition of the
importance of
assessment and
feedback for
enhancing learning
and improving
teaching.
Integration
of research
and
teaching.
14. Ako Aotearoa Tertiary Teaching Excellence
Criteria New Zealand
Design for Learning
Facilitating learning
Assessing Student Learning
Evaluating Teaching and Learning
Professional Development and Leadership
15. New Zealand example
Portfolios
What ideas do these examples give you
for your portfolio?
Online example (US context):
http://faculty.virginia.edu/marva/Teaching%20Portfolio/teachin
g_portfolio.htm
20. Writing a teaching philosophy
What do you believe about teaching?
What do you believe about learning? Why?
How is that played out in your classroom?
What are my goals as a teacher (educator, researcher),
and what do I expect to be the outcomes of my
teaching?
What do you struggle with in terms of teaching and
student learning?
21. Writing a teaching philosophy
Example: Read the Richard Lombard-Vance example
How could you adapt this example for your own
purposes and disciplinary context?
Or you could use the prompt questions to assist writing
a teaching philosophy.
22. Teaching Philosophy: To consider
Does DCU* have a mission & strategy?
If so, can you address the mission in your statement?
Ground your teaching philosophy in your discipline
Remember that teaching is about the students
Peer review: Get a second opinion
*or the strategy of another university
26. Why digital teaching portfolios?
Enables connections, sharing and learning with other
educators about learning and teaching practices.
Did you know that:
social networking tools can be used to showcase your
teaching and learning practices to a global audience?
By joining and participating online you become part of
professional learning networks?
Blogs, Twitter, LinkedIn can all be used to extend
professional teaching practice?
27. AS AN EDUCATOR, WHAT DOES YOUR
DIGITAL PROFILE LOOK LIKE TO OTHERS
INTERESTED IN TEACHING AND
LEARNING PRACTICES?
Image from: mkhmarketing.wordpress.com CC BY 2.0)
28. Examples of online educators
Michael Seery - DIT, Edinburgh
http://michaelseery.com/home/
https://www.youtube.com/watch?v=XKTMImvFYok
Benefits of sharing practice online
Intervarsity Peer-assessment activities
Sharing of Practice Peerwise, contribution to community
Writing educational blogs, keynotes, conferences invites
Career progressions
33. EPortfolios
‘An e-portfolio is a purposeful aggregation of digital items
– ideas, evidence, reflections, feedback etc., which
“presents” a selected audience with evidence of a
person’s learning and/or ability.’
Sutherland, S. and Powell, A. (2007)
34. ePortfolios
Increased Accessibility – on web
Multimedia Files: video, podcasts, images for content and reflection
Nonlinear presentation
Digital presentations of skills and competences
Social media, collaboration, communities
Employers may expect an online profile….
Issues: Copyright and Privacy Issues – plagiarism
43. Academic Online portfolios
https://patthomson.net/about/
https://edifiedlistener.blog/ - Navigating The
Blogosphere and Social Media for Professional Growth
Good teaching in digital age -
http://www.peterbryant.org/?p=667
44.
45.
46. Starting your Portfolio: Activity
Let’s get started
Setting Goals – what next?
Mind-map of teaching Philosophy
Other pieces of evidence
Designing Learning
Facilitating Learning
Assessing Learning
Feedback
Evaluation
Leadership & Mentoring*
Engagement in CPD*
47. Designing Learning
Who are the students?
What will learning outcomes be?
What are the activities I can design?
What is the content?
Constructive alignment – link between learning
outcomes, teaching approaches and assessment
48. Facilitating Learning
How do I engage students?
Class exercises, case studies, discussions
Think-pair-share
Larger whole group class discussion
Personal response systems (clickers)
Real world examples – authentic learning
50. Evaluation
Evaluation to change practice
Informal feedback from students (listen!)
Students surveys
Module feedback
Employers
Society
Reflective practice
51. Leadership, Mentoring, CPD
Conferences
Sharing expertise
Committees
Proactive involvement
Student conferences
How do I engage in CPD?
What counts as CPD:
workshops,
conferences,
working in curriculum design teams,
virtual professional development,
how do you stay up-to-date,
communities of practice
55. Acknowledgments & other
resources
Thanks to Dr Pip Ferguson, Prof Mark Brown for supplying resources from New Zealand context
Portfolio pointers, New Zealand: https://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-northern-
hub/resources/pages/portfolio-pointers-preparing-and-presenting-high-q
What is a teaching portfolio? http://oic.id.ucsb.edu/teaching-portfolios/what-teaching-portfolio
DCU teaching portfolios http://www.dcu.ie/ovpli/teu/Teaching-portfolios/index.shtml
Teaching portfolios (USA context): http://trc.virginia.edu/resources/developing-a-teaching-portfolio/
Teaching Philosophy Samples https://cei.umn.edu/support-services/tutorials/writing-teaching-
philosophy/teaching-philosophy-samples
Teaching philosophy with video: http://www.ucl.ac.uk/~uctpdro/teaching.html
Editor's Notes
10 mins individually
1 min think before
Student activity
(Article: Seldin & Annis article)
Get them to read this….http://www.dcu.ie/ovpli/teu/Teaching-portfolios/index.shtml
General info
9.45
5 mins
Hunt-2011/12 - national strategy for higher education to 2030
MacLaren (2005) AISHE: Emerging Issues in the Practice of University Learning. NUI Galway.
Nominations followed by evidence
Mok to explain…….with Pip
Allow them to reas
10.05 am
(print these out and give out) or have these online in Google folder
10 mins…discussion 5mins
Why might I bother….
10.20
Activity…
They had a passion they wanted you to share
Or because they saw something in you that you didn't’t see yourself
Qualities: curiosity, kindness, patience….
Values
http://www.ucl.ac.uk/~uctpdro/teaching.html
Show the 2 examples
Give out question sheet, and do think pair share for these items, and then get them to do mind map??
Pip maybe??
http://chronicle.com/article/How-to-Write-a-Statement-of/45133/
perhaps give this article as a printout
http://chronicle.com/article/How-to-Write-a-Statement-of/45133/
5 mins reading
Min
Write responses in relation to questions
Then discussion and feedback
Up to 11am
Evaluation forms??
https://www.youtube.com/watch?v=DQs7-5n-vQs from Tara Brabazon
What does your digital profile look like to others in education? Mok I am concerned with this as I ma a staff developer, and can see potential of this to learning about practice
Built up over time
Discourse
Extended the staff room
Video: What do you find interesting about this?
https://www.youtube.com/watch?v=XKTMImvFYok
Increased Accessibility: Teaching portfolios are intended, in part, to make teaching public. Distributing a portfolio on the web makes it even more accessible to peers and others.
Multimedia Documents: Technology allows for inclusion of more than just printed documents. For example, you can include video footage of yourself teaching, an audio voiceover providing context and reflection on the portfolio, or instructional computer programs or code you have written.
Nonlinear Thinking: The web facilitates nonlinear relationships between the components of your teaching portfolio. The process of creating a portfolio in this nonlinear environment can help you think about your teaching in new ways. For example, since readers can explore an e-portfolio in many different ways, constructing an e-portfolio gives you an opportunity to consider how different audiences might encounter and understand your work.
Copyright and Privacy Issues: While examples of student work can be compelling evidence of your teaching effectiveness, publishing these examples online presents legal copyright and privacy issues. Talk to someone at the VU Compliance Program before doing so.
Examples of ePortfolio
https://twitter.com/i/moments/823131942279331840
Being online is not without issues…
Mok – tweak doc from Waikoto doc and handout ….
20 mis
warm fuzzy Flip I'm good just ask me….done a good job Kirstie McAllum
Gibbs etc??
Learning from experience…
Other sessions…