The document discusses the use of e-portfolios for academic advising. It defines an e-portfolio as a digital collection of work and achievements that can be shared online. E-portfolios are used by students to showcase their work and understanding, and by job seekers to display their skills and experience. The author plans to create an e-portfolio to document their experience in academic advising and higher education in order to connect with other advisors and share their insights into advising exploratory students.
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Digital badges have the potential to make learning more visible. They can work alongside, on top of and in front of our current career and accreditation ecosystems. They also have the capacity to connect these accreditation and recognition ecosystems and allow the [l]earner to narrate and curate their learning experiences and knowledge for a range of audiences, for any purpose and in a number of digital contexts.
A symposium with Session Chair: Kathryn Coleman, MGSE, UOM
Tracy Penny Light, Thompson Rivers University, Canada
Patsie Polly, UNSW Australia
Bernard Bull, Concordia University, Wisconsin, USA
Daniel Hickey, Indiana University, USA
Carla Casilli, Connecting Credentials
Don Presant, Learning Agents, Canada
Serge Ravet, ADPIOS, France
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Digital badges have the potential to make learning more visible. They can work alongside, on top of and in front of our current career and accreditation ecosystems. They also have the capacity to connect these accreditation and recognition ecosystems and allow the [l]earner to narrate and curate their learning experiences and knowledge for a range of audiences, for any purpose and in a number of digital contexts.
A symposium with Session Chair: Kathryn Coleman, MGSE, UOM
Tracy Penny Light, Thompson Rivers University, Canada
Patsie Polly, UNSW Australia
Bernard Bull, Concordia University, Wisconsin, USA
Daniel Hickey, Indiana University, USA
Carla Casilli, Connecting Credentials
Don Presant, Learning Agents, Canada
Serge Ravet, ADPIOS, France
The SHU Social Media Colab ECSM2014 posterSue Beckingham
The SHU Social Media Colab: Developing a Social Media Strategy Through Open Dialogue and Collaborative Guidance
This poster shares how we have approached the education and guidance of staff and students in their use of social media. Our approach has a strong emphasis on collaborative relationships and includes the use of 'CoLab' sessions which involve a variety of colleagues across different areas of the institution.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
The SHU Social Media Colab ECSM2014 posterSue Beckingham
The SHU Social Media Colab: Developing a Social Media Strategy Through Open Dialogue and Collaborative Guidance
This poster shares how we have approached the education and guidance of staff and students in their use of social media. Our approach has a strong emphasis on collaborative relationships and includes the use of 'CoLab' sessions which involve a variety of colleagues across different areas of the institution.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
E-portfolios: What Do We Know and What Do We Need to Knowguestb4b01e
Keynote presentation given with Peter Hartley at the Researching and Evaluating Personal Development Planning and e-Portfolio International Research Seminar, Nottingham, England, April 26, 2010.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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?
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.
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
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
E portfolio draft mercer final
1. Running Head: E-PORTFOLIO FOR ACADEMIC ADVISING 1
E-Portfolio for Academic Advising
Ron Mercer
Western Oregon University
2. E-PORTFOLIO FOR ACADEMIC ADVISING 2
E-Portfolio For Academic Advising
An e-Portfolio or electronic portfolio is used to display one’s work, skills, talents, past or
current projects, education, online resume, recognitions and awards, and other artifacts related to
what they want to display (Bartlet). Portfolios have been around for a long time so the idea of
displaying one’s work in something portable is not new. With modern technology people have
started putting their work on cd-rom or dvd disks, which added the electronic to portfolios. Now
with online and cloud technology, sharing one’s e-portfolio is easier and can connect to others
seeking similar information. Examples of e-portfolios can be Facebook, LinkedIn, Twitter,
which can display their work and achievements.
In today’s world, e-portfolios are being used in many ways. Students, at any level of
education, have been creating e-portfolios to display what they have been working on in the
classroom. One of the reasons for students to do this is to help them have a better understanding
of the material they’ve been working on (EPortfolio FAQ). This will also instill a sense of pride
in their work, giving a sense of owner ship will help them have a better understanding of the
work (Lorenzo & Ittelson). Once a student has finished their degree or a professional ready to
move on to a new career, can use their e-portfolio to help aid them be more attractive to potential
employers. Job seekers will use their e-portfolios to document their knowledge, skills, abilities
and their experience. Connecting not just to employers, but also to other likeminded people or
groups in sharing their e-portfolios. Using their portfolios to display their knowledge or
experience within a certain field, and reviewing other’s work to gain more incite. Others will use
their e-portfolios to try to get into colleges for either a Master’s program or a Doctorate program.
"The overarching purpose of portfolios is to create a sense of personal ownership over
one's accomplishments, because ownership engenders feelings of pride, responsibility, and
3. E-PORTFOLIO FOR ACADEMIC ADVISING 3
dedication." (p.10) - Paris & Ayres.(1994). The most important element for an e-portfolio, or any
portfolio, is for the owner to have their self-reflection of their artifacts. This will help them
develop a stronger connection to their work and in understanding it. This will help with
marketing their portfolio to not just potential employers, but to others wanting someone else’s
thoughts and ideas. If they don’t put pride and effort into their portfolio, then why would
someone else want to view it?
What I want to do with my e-portfolio is to display my experience in higher education.
My undergraduate degree is in Urban and Regional Planning, but I have worked in higher
education for four years now. Within the last year I started working in Academic Advising and
I’m enjoying it more each day. My focus right now is exploratory students, students who have
not declared a major yet. I know there is research out there about this and how to advise students
who don’t know what major to pursue and to help them connect to a major. Connecting with
other advisors across the country or the world would be beneficial for me to see what their
research says about the subject. Also for me to share my thoughts and experiences to help with
others working with students. I would like to progress in my career in advising more with
creating an e-portfolio.
A big part of Academic Advising is teaching the students we advise. I advise Exploratory
students, student who have not yet declared a major and who are mostly freshman and
sophomores. What I’m learning is that we do more than just tell them what classes to take, we try
to help them figure out their path as well. For most freshman going to college will also be their
first experience on being on their own. My hopes with this e-portfolio is to help with the
transition of the students with providing information on policies that affect them, how to find
resources on campus, and help with guiding them to find a major they will be happy in.
4. E-PORTFOLIO FOR ACADEMIC ADVISING 4
References
Bartlet, H., Dr. (n.d.). EPortfolios - Overview - ePortfolios with GoogleApps. Retrieved October 21,
2017, from https://sites.google.com/site/eportfolioapps/overview
EPortfolio FAQs. (n.d.). Retrieved October 21, 2017, from
http://www.eportfolio.lagcc.cuny.edu/support/faqs.htm
Lorenzo, G., & Ittelson, J. (2005, July). An Overview of E-Portfolios (D. Oblinger, Ed.). Retrieved
October 21, 2017, from https://library.educause.edu/~/media/files/library/2005/1/eli3001-pdf.pdf
Paris, S., & Ayres, L. (1994). Becoming Reflective Students and Teachers.. American Psychological
Association.