The 2013 Eportfolio Forum focused on digital identities, footprints and networks. The keynote speaker was Prof. Phillip Long who discussed how ePortfolios can support learner-driven pathways in the new digital world. He argued that universities need to better utilize technology and implement high-impact learning practices. The rise of mobile devices and lecture capture was also examined. The forum explored how tools like ePortfolios, badges and learning records could provide authentic, participatory learning experiences and credentials owned by learners.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Maarten C, Tom W. and myself presented a case study of the use of social software in an online teacher training course (www.eliseleren.be) at the EDEN 2007 conference in Naples (Italy).
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Playful ways to include the ICT General Capability using the iPadJemima Saunders
A few examples of creative and playful use of digital devices (iPads) in the early years to achieve the Information and Communication Technology general capability from the Australian Curriculum.
COLLOQUIA PROFESSORUM
Ediţia a V-a, cu genericul Tradiţie şi inovare în cercetarea ştiinţifică, Secţiunea: BIBLIOTECA UNIVERSITARĂ ÎN SISTEMUL NECESITĂŢILOR INFORMAŢIONALE ALE STUDENŢILOR ŞI CADRELOR DIDACTICE, Bălți, 10 octombrie 2014
Maarten C, Tom W. and myself presented a case study of the use of social software in an online teacher training course (www.eliseleren.be) at the EDEN 2007 conference in Naples (Italy).
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Playful ways to include the ICT General Capability using the iPadJemima Saunders
A few examples of creative and playful use of digital devices (iPads) in the early years to achieve the Information and Communication Technology general capability from the Australian Curriculum.
COLLOQUIA PROFESSORUM
Ediţia a V-a, cu genericul Tradiţie şi inovare în cercetarea ştiinţifică, Secţiunea: BIBLIOTECA UNIVERSITARĂ ÎN SISTEMUL NECESITĂŢILOR INFORMAŢIONALE ALE STUDENŢILOR ŞI CADRELOR DIDACTICE, Bălți, 10 octombrie 2014
Technology, learning and identity: rethinking ePortfolios for Arts students’...ePortfolios Australia
This faciliated conversation explores Arts students’ responses to using ePortfolio for enhancing their learning acorss a range of degree programs at four universities in Australia. This multi modal approach to data collection is the result of the recent outcomes of on an OLT funded project that aimed to introduce ePortfolios to students undertaking degree programs in the creative and performing arts. The project to date has identified that knowledge management is a key factor for students as they progress through the process of ePortfolio development. The project’s outcomes are to provide tertiary students from the Performing and Creative Arts with skills to create an ePortfolio to document their academic and artistic outcomes for future employment and enhanced employability in the arts sector. What has appeared is that the artisitc identity of the students is forming through the process of reflection “on” and “in” their various degree programs’ discreet subjects.
iDentity: Negotiating constructions of self in the digital spaceePortfolios Australia
My presentation addresses how to negotiate personal, student, and professional identity construction in the development of online portfolios for use in both coursework and transitioning into the workplace. For this presentation, I would like to draw upon my own experiences in creating a professional online portfolio while an undergraduate student. I will speak about audience and multimodal awareness in the crafting of a public, professional identity that combines text and visual forms in the digital space. This will include design choices, sample selections, copyright considerations, branding, and content management. I will also talk about how this portfolio, which I launched in 2004 and still maintain, has evolved through the years along with my professional identity and the technology that supports it.
Lynn McAllister, Senior Manager - Student ePortfolio, Queensland University of Technology
ePortfolio thinking means different things to different people. Lynn will share how do they promote ePortfolios for learning at QUT and beyond. She will share a couple of case studies of how this works in practice, together with strategies for ensuring mature ePortfolio pedagogy in the face of changing institutional priorities, staff movements, technological innovation!
The Master of Nursing Program at La Trobe University would like to move from a cumbersome paper based Clinical Practice Assessment tool to an online system. Terry Young will present the results of the pilot project conducted in Semester 1 2013. The project used the new workbook function in PebblePad 3 which includes self-evaluation, provision of evidence and external user validation.
Program level design using e-Portfolios: Getting the big picture - Panos Vlac...ePortfolios Australia
This presentation is grounded in the experience of an Australian School of Medicine and Health Sciences which developed new academic programs following a program level approach to curriculum and assessment. The intention was to design programs that provide students with a deliberate and arranged set of longitudinal teaching, learning and assessment activities that help them see the ‘big picture’ of their programs; something that is getting difficult with the increased modularisation and unitisation of higher education. The presentation will outline in 20 slides how the philosophy that drives curriculum development in the School, that of enactivism, is realised through the implementation of an e-portfolio programmatic assessment design and implementation. In particular, the creation of a capability framework, the adoption of a program level assessment using an e-portfolio and the development of assessment rubrics that support programmatic assessment will be explained. The presentation will conclude with the Faculty and student voices reporting the challenges and opportunities of such an approach and lessons learnt for the future.
Regina Belski 2014 The use of eportfolio for clinical competency and reflecti...ePortfolios Australia
In 2013, Dietetics and Nutrition designed and implemented an Eportfolio. The aims were to create a flexible and timely platform to facilitate reflective practice and help students work towards professional competency. This process was trailed in the first year clinical placement subject and has been extended to 4 other subjecting in the Nutrition and Dietetics course. Response by students and clinical supervisors was generally positive but there were many lessons learnt during the process. The presentation will showcase the strengths and weaknesses of the eportfolio in the context of clinical placement competency assessment and impart lessons learnt and tips and tricks from a student, clinical supervisor and manager perspective.
Many learners find it difficult to develop a good employability portfolio from scratch. It is, therefore, critical to provide learners with a scaffolded learning experience which is structured, easily understood and meaningful. Once this initial experience is provided, learners are enabled to take the next step which is integrating their course-wide and other lifelong learning experiences with prospective employment opportunities. We demonstrate the effectiveness of a scaffolded learning experience in a sport, recreation and event management unit in a university setting, where students are asked to develop their skills and enhance their employability prospects through a final year Industry Practice placement of 100-160 hours. The scaffolding is effective because it enables learners to evaluate their placement experience in the context of learning outcomes associated with their course. As part of their assessment for this unit, students set personal and professional learning outcomes and create an eportfolio, using a range of evidence (e.g. supervisor reference, flyer, Excel database, brochure etc.) which demonstrate their achievement outcomes; and participate in a Showcase where they present their portfolio and a poster of their experiences in interviews with industry judges. The purpose of this workshop is to demonstrate and discuss from both a lecturer and student perspective how the use of a webfolio, which incorporates reflective practice through an activity log and a purpose built workbook template, can manage and showcase student learning experiences, and be used as a wider tool for enhanced employability outcomes.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
From Pre-Primary education Degree (Universidad Rey Juan Carlos - URJC):
https://www.urjc.es/universidad/facultades/escuela-tecnica-superior-de-ingenieria-informatica/728-pre-primary-education
Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users wi...museums and the web
School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
New Directions in Technology Enhanced LearningDr Wayne Barry
This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.
Montreal Education Society Chapter Presentation in the framework of IEEE Education Week 2022. Chapter Award for sustained contributions of innovative educational and Professional activities in the community.
Future of Technology in Education and How Can Pakistan Take Advantage.anusha khan
Have described what sorts of technologies can actually make difference to how students learn and the entire education process. Also, have shared one single mistake people make while adapting technology.
Leveraging the Potential of Mobile LearningDanni M
Keynote Presentation for Faculty Development Day at PCCC given on May 15, 2014. Discusses the potential of mobile learning in the context of higher education. Links to resources are provided.
Similar to Digital Identities, Footprints and Networks (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
Co-Labs enable collaborative and experimental research opportunities based on themes and needs. This session will lead a conversation around how an Australasian eportfolio Co-Lab will function. Discussions will also cente around exploring the merits of key themes and priorities for 2021, and how to generate interest in this group.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"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."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 2013 Eportfolio Forum
Digital Identities, Footprints and Networks
University of Canberra, 3 October 2013
The session will begin at 9.45am AEST
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9.50am Keynote: Prof. Phillip Long
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10.30am Opening Speaker: Dr Alan McAlpine
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2. ePortfolios in the New World
of Learner Driven Pathways
Prof. Phillip Long
Exec. Dir., Innovation & Analytics
Dir. Centre for Educational Innovation & Technology
School of Information Technology & Electrical
Engineering
October- 2013
The Centre for Educational Innovation & Technology
3. Robert Reich
Chancellor‟s Professor of
Public Policy at the
University of California at
Berkeley, was Secretary of
Labor in the Clinton
administration.
Black Monday, October 19, 1987
6. But the Public See Tertiary Ed For
Professional Job Training
The Centre for Educational Innovation & Technology
7. “While technical and job
specific skills have sufficed
in the past, it is increasingly
being accepted that the
worker of the future will
need a more
comprehensive set of
competencies, “metacompetencies” such as
M. McMahon, W. Patton, & P. Tatham
http://www.blueprint.edu.au/Portals/0/resources/DL_life_learning_and_w
ork.pdf
8. Universities Lag in Uses Technology
2012
The Centre for Educational Innovation & Technology
11. More than once a day
80%
70%
60
%
40%
S
martphone
Tablet
Notebook
30%
20%
10%
0%
LMS
Record lecture
Ed Apps
The Centre for Educational Innovation & Technology
13. Main eLearning Systems @ UQ
Learning Management System - Blackboard
Text Matching & Marking - Turnitin
+ ECP & iTunes
Lecture Capture - Echo
Virtual Classroom - Adobe
14. Digital Learners & Their Gadgets
2011 - 98% of UQ students own a smart device with WiFi and a
browser
The Centre for Educational Innovation & Technology
15. At Place-based Campuses:
30000
more students are onlineBlackboard
People on
People On Campus
than on-campus.
22500
UQ 2012
15000
7500
M
on
Tu day
W esd
ed
a
ne y
Th sd
ur ay
sd
Fr ay
id
Sa ay
tu
r
Su day
nd
ay
0
More staff and students use UQ’s
online learning system each day
during semester than come to
campus
The Centre for Educational Innovation & Technology
16. The Rise of Lecture
Capture
The Centre for Educational Innovation & Technology
17. Lecture Capture
@UQ: Any classroom seating 50 or
more students is auto-recorded
With lecture capture we are engaged currently in
a massive “distance learning project” – delivering
online education every day that is totally devoid
of good learning design.
The Centre for Educational Innovation & Technology
20. High Impact Practices
(National Survey of Student Engagement--NSSE)
•
•
•
•
•
•
•
•
First-year seminars and experiences
Learning communities
Writing intensive courses
Collaborative assignments
Undergraduate research
Global learning/ study abroad
Internships
Capstone courses and projects
The Centre for Educational Innovation & Technology
21. Participatory Culture of the Web
How do we make classroom learning more like participatory
culture?
• Features of participatory culture
o
o
o
o
Low barriers to entry
Strong support for sharing one‟s
contributions
Informal mentorship,
experienced to novice
Members feel a sense of
connection to each other
Jenkins, et. al., Confronting the Challenges of Participatory
Culture
The Centre for Educational Innovation & Technology
22. The Post-Course Era
End of the era of the selfcontained course as the center
of the curriculum
“The fragmentation of the curriculum into a
collection of independently „owned‟ courses is
itself an impediment to student
accomplishment, because the different courses
students take, even on the same campus, are
not expected to engage or build on one
another.” (AAC&U, 2004)
The Centre for Educational Innovation & Technology
23. US student‟s have been moving
across schools, seeking their own
pathways has decade
The Centre for Educational Innovation & Technology
24. ePortfolios
& authentic
learning?
•Real-world relevance
•Ill-defined problems
•Diversity of outcomes
•Applied across different subjects
•Opportunity to reflect
•Seamlessly integrated with
assessment
What‟ the point?
…Develop habits of mind that are useful for managing chaos
and complex thought with increasing effectiveness.
contingency thinking
The Centre for Educational Innovation & Technology
25. Of course the problem with
• There are so MANY of them!!!
portfolios?
33. A good start but something‟s
missing
• The mechanism for badging is
o
o
o
o
Institution independent
Linked to verified issuer
Link baked into badge
Owned by the learner
BUT…
How do we
really
capture the
richness of
34. What is the Tin Can or Experience API
(xAPI)?
• Tracks experiences, scores, progress, teams,
virtual media, real-world experiences (not just
completions) – the learning activity stream
• Allows data storage AND retrieval (ex. 3rd
party reporting and analytics tools)
• Enables tracking mobile, game, and virtual
world experiences
• And it’s open source!
35. Key Concept – Activity Streams
• Format: <Actor> <Verb> <Object> (I did this)
o
I (actor) completed (verb) the circuits course
(activity)
• Allows reporting of experiences, not just
completions
o
o
o
Nikolaus posted a photo
Nikolaus liked a photo
Nikolaus commented on a photo
43. At the Program
Level
• Degree
Profiles
http://www.luminafoundation.org/publications/T
he_Degree_Qualifications_Profile.pdf
The Degree
Spider Web
44. •
•
•
•
xAPI statement (actor, action
verb, object): “I did this”
Open Badge (issuer, owner,
assertion, evidence): "She can
do this”
Portfolio: (repository of data
supporting the generation of
statements and badges -and to
collect them): "I can do all
?
these things, and I can prove it”
Learning credentials, owned by
& in the hands of the learner!
45. Where will the traditional school,
TAFE, Uni be in this ecosystem?
The Centre for Educational Innovation & Technology
83. Thank you for attending
• This session was recorded
• The recording will be available from the
ePortfolios Australia website
Editor's Notes
On Monday Oct 17th, Robert Reich appeared on the morning Today Show in the US. He was asked “whether the stock market was due for a major correction?” He clapped his hands and said “Of course- it could happen any time now; indeed I wouldn’t be surprised if it dropped 500 points today.” That would be the equivalent today of a 2,800 point drop or 23% of the market’s entire value. And is precisely what happened – a more than 500 point drop in a single day. He later said that for the next six months his phone didn’t stop ringing – everyone wanted to know what was gong to happen next, and they were more than happy to pay him to make the ‘next big prediction’. He tells finishes this story by saying “But do you want to know the question nobody asked me? No one every asked me if I had mad such a prediction before. And had they asked I would have had to tell them, Yes, as a matter of fact, I had been predicting every Monday morning for the last three years that the market was due for a 500-point correction.”
At the heart of Reich’s parable is what every punter knows – you can imagine big changes and big winnings but the safest course is to continually bet with the house – that is, betting there will be no change at all in the odds that the house will on average, win. The alternative is to bet the that the house will lose, knowing that you could go three years or longer before being proved right. For the past twenty plus years I’ve been watching, engaging, and involved with “everything e” in higher education. I’ve been directly involved in implementing the change from Gopher to Web services months after the introduction of Mosaic; I was a leader at one of the first five institutions rolling out 1:1 laptop programs when the IBM ThinkPad was new; and I was involved in the Open Knowledge Initiative – OKI – that was the Mellon Foundation funded software architecture to build educational service APIs on which a new approach to LMSs could be built – that new approach was phase two of OKI called the Sakai Project which produced the Sakai LMS. Finally, I am a colleague and I’m proud to say a friend, of Trent Batson who championed the Open Source Portfolio Initiative (OSPI) that later was rolled into Sakai as its ePortfolio tool. But none of these I’m sad to say has transformed the core business of higher education. They have had their impacts, of course, but fundamental change in the academy? Not really. Robert Barr and John Tagg wrote in the Nov/Dec issue of Change Magazine in 1995 called for a transition from a teaching paradigm to a learning paradigm in university education. Two years ago Robert Barr said he’s still waiting to see a single institution make the shift. With ePortfolios we’ve been advocating their transformative potential – but the house has continually won. Today I’d like to suggest that it may be time to bet against the house, if you’re brave and can risk the consequences we might just be glimpsing a shift.
We used to think that with a good college education our work skills would be trained for life. Today the expectation is that the average worker will change jobs something like 12-15 times during their working lifetime, and change careers all together 3-4 times at minimum. Being a lifetime assembly line worker at Holden today is not a good bet.And will the academy has resisted change technology has changed the life outside of the academy dramatically – especially our students coming into it today. Something has changed. <next slide>
At UTAS learning technologies are being accessed with increasing frequency – especially the LMS.
Setting learning tools into a wider context only social networking comes close to displacing the frequency of email or LMS use. But then LMS use is for many institutions essentially required since it’s a good statistic to report to Canberra that you have all your course content online, and it has allowed departments to shift the cost of printing back to the student.
UQ has a core set of digital learning tools from Bb toTurnitIn to Echo360 to Adobe Connect.
And our students increasingly own the devices that offer them the distraction of multitasking – this is data now 2 years old showing UQ student ownership of a wifi enabled device with a browser at 98%.
A consequence of this mandate that all learning materials be included in the LMS or VLE is that we have more people engaged in learning on line at even place-based institutions than set foot on campus.
And the most significant cause for this is the spread of lecture capture – at UQ any classroom that is 75 seats or larger has lecture capture built in and implemented with an opt out policy – and students demand it. It’s convenient. And to be fair It is incredibly valuable to those learners who need to hear the lecturer more than once to get what’s being said. That may be because English isn’t their native language, or because they prefer to hear rather than read the material again to prepare for tests.But the resulting reality is that deeply campus-focused learning environments at University <click>
With lecture capture we are engaged in a massive distance learning enterprise delivering effectively online education that is totally devoid of good learning design – since it was never intended to be the primary channel for instruction – even though that’s precisely what it has become.
There are many fears about where this is all taking us. And it’s right and proper to ask if this is really where we want learning to go?One of the remarkable things about the internet is that it can and does offer a way for people, when technology is thoughtfully and creatively used to do just the opposite of what it is often criticised for – that is, it can instead of isolating people in their homes or even across the table from others, which Sherry Turkle calls the effect of technology causing people to be “alone together.” – it still can in fact make powerful connections , drawing people from disparate parts of the globe to sense and feel as though they are a part of something with others that they could never have been before. Some of you may know about Eric Whitacre – a musician, and director of a choirs. He embarked several years ago in an experiment exploring the notion of a virtual choir – with extraordinary effect. <click>
Technology can be transformative – and certainly for the thousands of people around the world in Eric’s virtual choir it has been.
In the US the NSSE – the national survey on student engagement – these 8 attributes characterise the kind of pedagogical activities that are significant facilitators of learning.
Compare these with a set of attributes that describe the participatory culture of the Internet. Henry Jenkins notes how the internet engages people in a common activity, much like Eric encountered in the choir. These features like having a low barrier for entry into an online activity, doing things with strong peer support, as in many multi-user games, getting mentored online while involved in a shared experience, and critically having a sense of ownership in what you’re creating and that the thing your doing or creating matters. These are keys to the participatory culture of the web and things we’d love to have as part of our learning environments in secondary, TAFE and tertiary education.
The trend in these events is toward what Randy Bass at Georgetown university calls the “post-course” era. This describes the circumstance today where the centre of the learning in the curriculum is not longer the classroom or even the container of the course. Our courses taken together largely lack coherence – it’s more like a chinese menu of options that you have to pick 36 courses from among hundreds if not thousands taught at the uni to achieve a degree. But their relationship to each other is often tangential at best.
In fact, students have been putting courses together not just at one institution but as they increasingly travel across institutions their pathways have diverged from the single curriculum even further. This is much more prominent in those countries with more choice in learning institutions, like the US, the UK and Europe, but it is happening in Australia as well.
So you might be wondering at this point whether I’m going to talk about portfolios or not in this keynote. I was wondering that two as I put this together. But fear not – Portfolios, as I hope you’ll see, are precisely the kind of tool that is suited for a learning environment that is distributed and where the focus is increasingly on learning that this authentic – involving the real world, messy, diverse, and yet where learning carries over from one subject to the next. Portfolios can offer the habits of mind that help learners manage the chaos of their learning environments and give them an opportunity to aggregate the attributes of their acquired knowledge and the artefacts that demonstrate it.
Take IMS, the international standards organisation, who have built an inter-operability infrastructure for portfolios, defining the characteristics of different kinds. Assessment ePortfolios, for example, are used to demonstrate achievement to some authority by relating evidence within the ePortfolio to performance standards defined by that authority. Rubrics are commonly used to score assessment portfolios. For example, nursing students at a university might be required to submit an assessment ePortfolio that presents evidence that they have a set of competencies defined for nurses in their country as a graduation requirement. Departments or schools may use assessment ePortfolios for accreditation purposes.Presentation portfolios are used to evidence learning or achievement to an audience in a persuasive way. Presentation portfolios often contain instructions about how their contents should be rendered. Presentation portfolios are often used to demonstrate professional qualifications. For example, a software engineer might create a presentation ePortfolio that incorporates and shows the relationships between professional certifications she has received, code she has written, and her employment history in order to convince a potential employer to hire her. Faculty members might use presentation ePortfolios to collect materials for tenure track review purposes.These two, with emphasis on the former, are often referred to as “standardised portolios”. IMS’s description as a presentation portfolio adds the element of persuasion. Learning ePortfolios are used to document, guide, and advance learning over time. They often have a prominent reflective component and may be used to promote metacognition, to plan learning, or for the integration of diverse learning experiences. Learning ePortfolios are most often developed in formal curricular contexts. For example, a secondary school students might be asked to develop a learning ePortfolio that tracks and allows them to reflect upon how their technology skills improve over the course of a yearPersonal development planning is defined in the UK as "a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development." Thus, an ePortfolio for personal development planning contains records of learning, performance, and achievement which can be reflected on, and outcomes of that reflection, including plans for future development. This could include a learning ePortfolio, but goes beyond that, as it is often related to professional development and employment, so also possibly used as a presentation ePortfolio. This is what Helen Barrett refers to when she talks about “portfolios as story”.Multiple Owner ePortfolios are used to allow more than one individual to participate in the development of content and presentation. A multiple owner ePortfolio might combine elements of the above portfolio types, but most likely takes the form of a Presentation ePortfolio when used for such purposes as a website or group blog and a Learning ePortfolio when used by a group of learners to present evidence of their academic growth through the group collaboration. Multiple Owner ePortfolios are often used to represent the work and growth of an organization or organizational unit and, when so employed, may by referred to as program or institutional portfolios.Working ePortfolios combine elements of all of the proceeding types. They often include multiple views, each of which may be analogous to an assessment, presentation, learning, or development ePortfolio. In the terms of the NLII definition, a working portfolio is the larger archive from which the contents of one or more ePortfolios may be selected. The whole of a working ePortfolio is generally accessible only to its subject, while views are made accessible to other individuals and groups.
IMS separates out the different kinds of learner data in this diagram with the yellow circles those parts that are in scope for their view of what is pertinent to an ePortfolio
A more systems oriented diagram from IMS shows that they describe learning interactions as components, here referred to as LIT Enabled Provider/Consumer tools that engage learners in a set of activities – the yellow punch card shape container – that generate learning ‘events’ on the one hand and, with my literary license I’ve added to it a store for the artifacts that we commonly put into a portfolio. On the right most side of the slide is a set of consuming tools that process or manage the data that have been put into the analytics store – doing predictive analysis or adaptive learning or reporting or content curation.
But these solutions are notoriously difficult to build, implement and maintain. They are heavyweight answers to the portfolio requirement. There are some very good commercial products and well as increasingly sophisticated and powerful open source projects that offered portfolio services to one degree or another. But they remain big, usually enterprise IT costly solutions. And they retain the learner data and artifacts often in an institutionally situated and controlled setting.But remember the light weight, distributed participatory nature of the web and web applications?
Enter into this fray one of the most intriguing developments in more than a decade. And that is the advent of the architecture known as open badges. The Open Badge architecture provides a way to engage in activities that result in an artifact, the badge to recognise that activity. If the steps needed to earn the badge are successful a badge issuer can recognise this and provide the learner the badge with a link built into it that connects the badge as representing the achievement to the evidence for it. Lastly the learner needs to put these tokens of achievement somewhere and the third part of the architecture supplies that need with what the Open Badge Architecture calls the Mozilla Backpack. Lets look more closely at how this works. <click>
A learner is at the center of it all. Now THAT’S refreshing isn’t it? <click> There are different badges the learner can earn that are issued by different organisations or groups. These recognitions of achievement are stored in a backpack but can be displayed on the web, or in social networking sites that you may belong to line LinkedIn or Facebook or Wordpress or Tumblr or even your online CV and increasingly directly on the employee pages of your employer.Each badge has metadata that describe it – it’s title an image that represents it, a description, a set of criteria for achieving it (though this is still optional) the name of the issuer and a contact to that group, an issue date – when was it earned? – potentially an expiry date – after which is it is no longer valid – and finally a link to the evidence that justifies it being issued in the first place that is authorised and secure.
Who’s issuing badges? Lots of non profits and businesses, but sadly still too few educational institutions. That’s not too surprising since the badging movement largely arose outside the school yard – in the informal or personally structured learning environment. <click> Only a handful of Unis are badge issuers today though that number is rapidly growing.
What’s not to like?
The key to this is that the learning organisation can define the verbs it wants. It can make up its own ontology. There are set that you can start with from the Experience API community, but you can make it as rich and granular as your needs dictate.
The Experience API (xAPI) and Learning Record Stores (LRS) serve the primary purpose of documenting and retrieving learning experiences from arbitary learning environments. Each "experience" in a LRS refers to one event in the learning process. Therefore, it provides an overview about what people have developed their knowledge, skills and competences. These events can be as simple as "accessed a resource", "watched a movie", "played a game", "passed a test" or "visited a location". They can also cover more complex events such as "completed a course by passing all necessary tests with 60%" or "Visited all waypoints of a treasure hunt", and even complex meta processes "passed all courses for a master degree and applied the concepts in professional practice" might be included as experiences.
Serge Ravel from the EIfEL goup that develops supports and promotes ePortfolio and Identity concers in Europe and sponsors the Europortfolio group has done a massive amount of work in this emerging area, along with his colleagues in the EU community. He’s described this eloquently in the July-August Europortfolio Newsletter. There are three axis represented here – the collection of portfolio contents, their aggregation into meaningful constructs, and what has been missing to date, the granularity of the constructs.The Experience or Tin Can statements – the tuples of subject – verb – object described before are facts <click> that are the elemental components of skills <skills> which taken in sets can describe competencies <click> that ultimately reflect mastery. In this sense the collection of facts represent that the “Learner has done this” The skills describe not what has been done, but what the learner can do.A competency reflects not what the learner can do but with this knowledge and skill what she can achieveAnd finally her mastery is connotes that she can manage the what is required to succeed and excel in a particular domain.The Tin Can or Experience statements focus on what you did (may be just once) and do not imply what you will be able to do in the future.Open Badges focus on what you can do and assert the fact that you will be able to do it again, now and in the future —for the duration of the Badge, if it has a limit in time.
With a grant from the federal government, Southern New Hampshire University (SNHU) designed a competency-cbased bachelor’s degree. Unlike “accelerated” three-year degree programs that squeeze four traditional years of courses into three years by offering additional courses on nights, weekends, and summers, SNHU restructured the entire curriculum of its residential bachelor’s in Business Administration to fit four years’ worth of competencies in three regular college years. Faculty members came together to identify the competenciesof the program and determine the appropriate sequencing. In some cases they eliminated duplicative competencies; in others, they intentionally re-exposed students to competencies to ensure greater mastery. In the process, SNHU removed an entire year’s worth of time and cost (up to $40,000 for the student). Students in this program score as well or better than their counterparts in the traditional four-year program.
A degree profile concretely describes what is meant by each of the degrees addressed. This effort is in no way an attempt to standardize degrees. Nor does the Degree Profile define what should be taught or how instructors should teach it. Instead, the Degree Profile describes student performance appropriate for each degree level through clear reference points that indicate the incremental and cumulative nature of learning. Focusing on conceptual knowledge and essential competencies and their applications, the Degree Profile illustrates how students should be expected to perform at progressively more challenging levels. Students’ demonstrated achievement in performing at these ascending levels creates the grounds on which degrees are awarded and the record of their performance constitutes the ePortfolio of their life-long learning journey.
Where are we going?
Finn, Alfred C. [architect]; Cato, Lamar Q. [architect];. (June 14, 1938). Architectural drawing of tower entrance to the Roy G. Cullen Memorial Building. University of Houston Buildings. Special Collections, University of Houston Libraries. Retrieved from http://digital.lib.uh.edu/collection/p15195coll3/item/245