The critical appraisal of the public presentation Of Psyhology: building info...cilass.slideshare
1) The document describes a 5-year programme at the University of Sheffield called CILASS that aims to promote inquiry-based learning and information literacy skills for undergraduate students.
2) As part of CILASS, the Psychology department implemented a project to critically evaluate how psychology research is presented to the public by having students compare news articles to original research articles.
3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
The critical appraisal of the public presentation Of Psyhology: building info...cilass.slideshare
1) The document describes a 5-year programme at the University of Sheffield called CILASS that aims to promote inquiry-based learning and information literacy skills for undergraduate students.
2) As part of CILASS, the Psychology department implemented a project to critically evaluate how psychology research is presented to the public by having students compare news articles to original research articles.
3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
Everything I have learnt about (e)Learning (updated 7 April 2020)Poh-Sun Goh
This document summarizes Dr. Poh-Sun Goh's learnings about eLearning based on their experience and research publications. Some of the key points made include: 1) The focus of eLearning should be on learning rather than just technology; 2) High quality and personalized content is important; 3) Technology can promote broader access to education; and 4) The most successful approach blends digital and face-to-face learning. Digital content should also be continuously refined and customized to individual learners.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
The document discusses the author's experience leading the 2014 ePortfolio Summer Assessment Institute at Clemson University. Some key points:
- The institute brings together faculty from across the university to review student eportfolio artifacts and assess student learning outcomes related to general education.
- Over the course of a week, faculty participants review a random sample of student work, score it using rubrics, and discuss the results in order to provide feedback on curriculum and encourage adjustments to courses and assignments.
- Participating in the institute multiple times helps faculty better understand the eportfolio program and how to align their teaching with competencies.
- The author believes the collaborative process is valuable for engaging faculty in reflection on curriculum improvement and
Meet Me at the Table: The lived experience of weekly virtual seminars in a b...BCcampus
This document summarizes a presentation about piloting blended synchronous seminars in an online nursing program. It discusses moving some program components from fully online to incorporating weekly virtual seminars using videoconferencing software. Student Nour shares their experience finding the online discussions isolating and how the blended seminars fostered meaningful discussions and peer support. Faculty member Laurel discusses adapting to support engaged learning and building understanding. Feedback found the seminars facilitated clarifying uncertainties, richer discussions, and preparation for clinical placements. Next steps include continuing the approach and gathering additional student input.
This document summarizes a presentation by Dr. Poh-Sun Goh on the role of medical educators in the future and how technology can impact medical education. The presentation explores how emerging technologies like artificial intelligence, virtual reality, augmented reality, and online skill training can transform the learning experience of healthcare students and professionals. It discusses moving from content delivery to enhancing engagement and improving learning outcomes through expanded blending of asynchronous and synchronous online activities. The document provides references for further reading on effective uses of technology in medical education.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
North East regional collaboration for personalised, work-based, and life-long...JISC Netskills
Simon Cotterill from Newcastle University dicsusses the use of the ePET e-portfolio system in the EPICS-2 project to provide North East regional collaboration for personalised, work-based, and life-long learning.
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
This document summarizes a presentation by A/Prof Jia-Lin Yang on using ePortfolios to enhance integrative professional and career development learning. The presentation outlines learning models that combine ePortfolio tutorials, interactive ePortfolios, and reflective learning to improve students' career goals, knowledge, skills, and experiences. Assessment data indicated the approach improved students' career decision-making self-efficacy and teamwork skills. The interactive ePortfolios facilitated intentional inquiry, integration, reflection and feedback to synergize students' professional and career learning.
Redefining Electronic Portfolios: A View into the First Year ExperienceDanni M
The document summarizes Seton Hall University's use of electronic portfolios in their freshman studies program. It describes how eportfolios were initially implemented, lessons learned, and improvements made over time. A survey showed students' understanding and satisfaction increased each year. The portfolio allows insight into students and identifying those at risk. The authors propose using rubrics to score portfolios and analyze relationships to other data to determine if portfolios can predict early attrition and inform support.
This document summarizes a participatory research project called PAIRS that involved students in evaluating their learning experiences and providing input to staff development initiatives. The project had two phases: first, students submitted written stories about their learning experiences; second, a small group of students helped analyze themes in the stories and identify implications for staff training. Key themes that emerged included the importance of supportive tutors, flexibility, and communication. Students indicated participation was motivated by a desire to improve their education and have their voices heard. The methodology provided rich qualitative data but was also time-intensive. Participatory approaches work best to explore major issues rather than replacing traditional evaluations.
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014. Builds on a previous paper published in 2011
This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
Everything I have learnt about (e)Learning (updated 7 April 2020)Poh-Sun Goh
This document summarizes Dr. Poh-Sun Goh's learnings about eLearning based on their experience and research publications. Some of the key points made include: 1) The focus of eLearning should be on learning rather than just technology; 2) High quality and personalized content is important; 3) Technology can promote broader access to education; and 4) The most successful approach blends digital and face-to-face learning. Digital content should also be continuously refined and customized to individual learners.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
The document discusses the author's experience leading the 2014 ePortfolio Summer Assessment Institute at Clemson University. Some key points:
- The institute brings together faculty from across the university to review student eportfolio artifacts and assess student learning outcomes related to general education.
- Over the course of a week, faculty participants review a random sample of student work, score it using rubrics, and discuss the results in order to provide feedback on curriculum and encourage adjustments to courses and assignments.
- Participating in the institute multiple times helps faculty better understand the eportfolio program and how to align their teaching with competencies.
- The author believes the collaborative process is valuable for engaging faculty in reflection on curriculum improvement and
Meet Me at the Table: The lived experience of weekly virtual seminars in a b...BCcampus
This document summarizes a presentation about piloting blended synchronous seminars in an online nursing program. It discusses moving some program components from fully online to incorporating weekly virtual seminars using videoconferencing software. Student Nour shares their experience finding the online discussions isolating and how the blended seminars fostered meaningful discussions and peer support. Faculty member Laurel discusses adapting to support engaged learning and building understanding. Feedback found the seminars facilitated clarifying uncertainties, richer discussions, and preparation for clinical placements. Next steps include continuing the approach and gathering additional student input.
This document summarizes a presentation by Dr. Poh-Sun Goh on the role of medical educators in the future and how technology can impact medical education. The presentation explores how emerging technologies like artificial intelligence, virtual reality, augmented reality, and online skill training can transform the learning experience of healthcare students and professionals. It discusses moving from content delivery to enhancing engagement and improving learning outcomes through expanded blending of asynchronous and synchronous online activities. The document provides references for further reading on effective uses of technology in medical education.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
North East regional collaboration for personalised, work-based, and life-long...JISC Netskills
Simon Cotterill from Newcastle University dicsusses the use of the ePET e-portfolio system in the EPICS-2 project to provide North East regional collaboration for personalised, work-based, and life-long learning.
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
This document summarizes a presentation by A/Prof Jia-Lin Yang on using ePortfolios to enhance integrative professional and career development learning. The presentation outlines learning models that combine ePortfolio tutorials, interactive ePortfolios, and reflective learning to improve students' career goals, knowledge, skills, and experiences. Assessment data indicated the approach improved students' career decision-making self-efficacy and teamwork skills. The interactive ePortfolios facilitated intentional inquiry, integration, reflection and feedback to synergize students' professional and career learning.
Redefining Electronic Portfolios: A View into the First Year ExperienceDanni M
The document summarizes Seton Hall University's use of electronic portfolios in their freshman studies program. It describes how eportfolios were initially implemented, lessons learned, and improvements made over time. A survey showed students' understanding and satisfaction increased each year. The portfolio allows insight into students and identifying those at risk. The authors propose using rubrics to score portfolios and analyze relationships to other data to determine if portfolios can predict early attrition and inform support.
This document summarizes a participatory research project called PAIRS that involved students in evaluating their learning experiences and providing input to staff development initiatives. The project had two phases: first, students submitted written stories about their learning experiences; second, a small group of students helped analyze themes in the stories and identify implications for staff training. Key themes that emerged included the importance of supportive tutors, flexibility, and communication. Students indicated participation was motivated by a desire to improve their education and have their voices heard. The methodology provided rich qualitative data but was also time-intensive. Participatory approaches work best to explore major issues rather than replacing traditional evaluations.
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014. Builds on a previous paper published in 2011
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland
Poster: Biothechnology, Millions that can generate billions: Teacher perspectives on students' assessment
IBSE is a great challenge and requires substantial investment from both teachers and students. The activity underlying this discussion was set up under the 1st SAILS Portuguese workshop for teachers: “Why is there so much talk about INQUIRY across Europe? A proposal to work with the science curriculum in the classroom” on May 2013 and implemented last school year (2013‐14) with lower secondary students.
Watch the interview: http://www.sails-project.eu/portal/resource/interview-ana-vic%C3%AAncio-biothechnology-millions-can-generate-billions
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Digital Student: Further Education and Skills projectRhona Sharpe
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
KPT6044 (Journal analysis e learning) Nor Husniyah Mohd RashidHusniyah Rashid
This summary provides a high-level overview of the journal article in 3 sentences:
The article investigates how prospective science teachers authoring and using their own online learning designs can enhance their development as teachers and link theory to practice. It found that having teachers design their own online activities using a predict-observe-explain strategy supported their pedagogical and content knowledge growth. Overall, immersing teachers in exemplary online learning designs through authoring and implementing their own helped strengthen their understanding of constructivist principles and technology's role in supporting learning.
SEDA 19th Annual Conference presentation slides - Nov 2014Neil G. McPherson
This document discusses using the Xerte technology to facilitate creative collaboration and inquiry-based learning in higher education. It notes that Xerte allows students to produce interactive learning objects that support principles of inclusivity and accessibility. The approach taken was to introduce Xerte as a summative assessment on a research-based module, using a participatory pedagogy model with student ambassador support. Key benefits included disrupting normal practice to embrace uncertainty, enabling self-direction through authentic experiences, and integrated negotiated learning through student-teacher engagement. Student-produced learning objects supported peer learning through challenges solved collaboratively rather than individually.
This document outlines an assignment given to postgraduate education students to help develop their information literacy skills. The assignment involved students researching topics related to diversity and inclusion, then writing a 500-word reflective summary about their information literacy skills and areas for improvement. Key aspects of the assignment included having students identify which skills they had developed competency in and which needed work, reflect on effective research strategies and how to critically evaluate sources, and consider how to apply their new skills to teaching their own students in the future. Feedback from students indicated that the practical information literacy session and reflective approach to the assignment were useful for developing their skills and thinking critically about information literacy.
Similar to An introduction to the ePet e-portfolio (20)
This document discusses digital storytelling and provides guidance on how to create effective digital stories. It explains that digital stories are short videos that tell a story using still images, voiceover, optional music/sounds, and minimal video. They typically last 2-3 minutes. The document provides tips on story structure, including having a beginning, middle, and end, as well as leaving things to the imagination and focusing on small stories that illustrate a larger point. Examples of existing digital storytelling projects are also referenced.
Digital storytelling for public engagementJISC Netskills
This document discusses digital storytelling for public engagement. It defines digital storytelling as short, personal stories told through a combination of images, voice recordings, text and optional music. The stories are typically 2-3 minutes long and follow a format of still images with a recorded voiceover. Digital stories can be used to engage audiences on issues and communicate experiences in an intuitive, memorable way. The document provides examples of digital stories and discusses how storytelling can be used to share journeys, overcome challenges, and illustrate bigger ideas through specific moments and emotions. It also outlines different styles of digital stories, such as interactive, map-based, and distributed stories across social media.
This document provides steps for taking awesome photos. The first step is to decide what the subject of the photo will be, such as a situation, object, place, or action. The second step is to decide how to frame the photo by making it interesting, creating depth through perspective, framing, angle, or interaction between subjects. The final step is to remember the background of the photo.
The document discusses using digital maps and data mashups to visualize geospatial data. It provides examples of a crowdsourced map of apple varieties in Highland, Scotland that was static and difficult to interact with. It then describes the educational benefits of turning data into stories to better understand place. The document recommends the free Geocommons service to upload, search, and map open data while allowing users to toggle layers and share embedded maps. It provides some examples mapped on Geocommons like a redo of the apple map and nuclear power stations.
This document summarizes a workshop on web tools for administrators. The workshop was held by JISC Netskills at Newcastle University for staff members to share tips and tools for their work. Attendees participated in discussions and activities to learn about useful free online tools from surveys to scheduling. They provided feedback that the workshop was insightful for finding new tools and sharing knowledge. The document promotes continuing this sharing through a Diigo group and mailing list to build an ongoing community of practice among administrators.
This document discusses the benefits and potential limitations of e-portfolios. It provides resources for further reading on e-portfolios, including a Bradford e-portfolio report and work done on e-portfolios at Salford University. The Bradford report and Salford work can be found online and provide additional information on e-portfolios.
Digital storytelling for the flipped classroomJISC Netskills
This document discusses using digital storytelling in a flipped classroom. It introduces digital storytelling and some tools that can be used to create digital stories, such as Animoto, Storify, Voicethread, and Comic Life. It then covers the basic structure for building a story, including an opening, trigger, development, climax, and resolution. The document suggests digital storytelling can be used to illustrate how things used to be and how they are now.
Using free web based tools for collaborative e learningJISC Netskills
The document discusses using free web-based tools for collaborative eLearning. It covers topics like why collaborative eLearning is useful, examples of collaborative tools like wikis and Google Docs, opportunities and risks of these tools, how to moderate activities, and case studies. The presentation aims to explain how to effectively incorporate free web tools to enhance collaborative learning.
QR codes - the virtual poking into the realJISC Netskills
The document discusses using QR codes to enhance fieldwork activities. It provides examples of how QR codes can be used for digital orienteering, treasure hunts, and adding additional information to exhibits. It also includes tips for creating and using QR codes for fieldwork, such as printing large codes, placing them in well-lit areas, and protecting them from the weather.
This document outlines steps to make events more environmentally friendly, including engaging stakeholders, collecting baseline emissions data, and producing a toolkit to guide culture change.
This document discusses a project called Cool IT that aims to green the data center at Worcester College of Technology. The project uses evaporative cooling and photovoltaic cells to make the data center more efficient, with claims of up to 90% greater efficiency. It provides information on the project director, project officer, external design supplier, and team working on Cool IT.
Nicola Hogan is the project manager of the SUSTE-TECH project, which examines sustainable ICT practices in UK higher education institutions. The project aims to help universities and colleges choose, use, and dispose of ICT equipment more sustainably and demonstrate reductions in ICT-related energy use. The project recruited 16 higher education and further education institutions across Yorkshire and Humber, Southwest, and Southwest areas. The institutions submitted sustainability assessments or action plans that indicated servers, PCs, and networks are the main consumers of ICT-related energy, followed by imaging equipment, high-performance computing equipment, and videoconferencing equipment.
The document summarizes a research project conducted by Dr. Richard Bull and team from De Montfort University, the Institute of Energy and Sustainable Development, and Arup to develop an ICT decision tool to help DMU reduce its scope 3 greenhouse gas emissions from procurement. The tool would link financial and environmental data on procurement to increase awareness of purchasing impacts and support sustainable procurement decisions. The goal is to contribute to DMU's financial and environmental sustainability by reducing procurement spending and associated emissions through lower consumption.
The document describes Kit-Catalogue, an open source online system developed by Loughborough University to catalog valuable equipment and make assets findable, useful, and accessible. The system allows staff, students, and others to search an inventory of over 800 pieces of specialized equipment across departments and institutions to access items like 3D printers and electron microscopes without needing to purchase their own. Installing Kit-Catalogue at other institutions could maximize sharing and reuse of equipment while reducing costs and environmental impacts from duplicated purchases and facilities.
Virtual meeting technologies like videoconferencing can significantly reduce travel and associated carbon emissions according to a study of their use in UK universities. Surveys of over 40 travel managers and JANET VC users found considerable usage of virtual meetings but also key barriers to greater adoption like ease of use, information, and technology support. Case studies showed specific universities reducing travel by 25% or more between campuses through virtual meeting tools.
The U-CARE project aims to reduce excess energy consumption and carbon emissions from heating and cooling labs and server rooms at universities. It will develop a software application to program heating controls based on occupancy levels, machine usage, and other monitored data to reduce overshoots in energy usage from threshold-based triggers. The project will establish energy benchmarks, monitor facility usage, and develop the software application with outputs including open-source software, reports on metering data and outcomes like energy and cost savings.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
An introduction to the ePet e-portfolio
1. An Introduction to the ePET e-Portfolio and lessons learned along the way… Simon Cotterill Senior Research Associate School of Medical Sciences Education Development Newcastle University http://www.eportfolios.ac.uk
2. Overview Backgroundand Overview of ePET Case Studies: Medicine at Newcastle EPICS-2: blog linked to skills Dental ePortfolio Dynamic Learning Maps Lessons Learned Interoperability
3. A long history…. Newcastle-Nottingham Internet Personal & Academic Records x 2 1998 - present FDTL-4 Project JISC T&L Fund Projects x 2 Postgrad.Research Training ePortfolio Teaching Fellowship ePortfolio for appraisal Postgraduate eProgression Institutional roll-out project ePET project FDTL Transferability Project Mini project (Bioscience) Mini Projects (Medicine) EPICS regional ePortfolioproject EPICS-2 regional ePortfolioproject Mobile portfolio projects PIOP projects x 3 eDoctoring portfolio (California) Dynamic Learning Maps NARN network Dental ePortfolios Hosted services
4. Embedding in the curriculum = better engagement and effective use of ePortfolios Driessen E et al. Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ. 2007;41:1224-33. Atlay, M. Embedding PDP practice in the curriculum, in Personal Development Planning and Employability, Higher Education Academy, York. 2006 Cotterill SJ, Horner P, Teasdale D et al. Effective embedding and integration of ePortfolios in medical and dental curricula. IJCOS in press Cotterill SJ, Lowing K, Cain K, Lofthouse R, et al. Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training. Journal of Learning Development in Higher Education, 2, 2010. … but, what do we mean by embedding?
8. Uploading filesePET: A flexible component-based ePortfolio Opportunity to customise portfolio for specific programmes: Cotterill SJ, Horner P, Hammond GR, et al. Implementing ePortfolios: adapting technology to suit pedagogy and not vice versa ! Proc. ePortfolio 2005
10. Medicine: Portfolios to support F2F Annual Appraisals Cotterill SJ, Bradley PM, Stacy R. Using ePortfolios to support annual appraisal in undergraduate medicine. Proc. ‘ePortfolios, identity and personalised learning in healthcare education’, HE Academy MEDEV Subject Centre, Newcastle, 2008. pp 57-63. ISBN 978-1-905788-66-2
19. Summative Assessment: ePortfolio for SSC Placements “It encouraged me to really give thought to what I wanted to achieve during the [SSC] ....As a result of the portfolio I think I got much more out of the [SSC] than I would have otherwise.” “Most of the things I learned couldn't be 'measured/quantified' so I felt it was of little value to try and invent a way in which they could.” “It made me concentrate on creating aims at the start of the [SSC] and allowed me to plan the [SSC] with my supervisor in a defined way. Overall it made my learning for the [SSC] more organised and focused.” Printed output from the ePortfolio (partial) Cotterill SJ, Bradley PM, Hammond GR ePortfolios: Supporting assessment in complex educational environments. In: Bryan C and Clegg K, ed. Innovative Assessment in Higher Education. London: Taylor and Francis Group Ltd, 2006.
20. EPICS-2 North East regional collaboration for personalised, work-based, and life-long learning October 2007 to February 2009 Partners include: 5 HEIs FE colleges (Comport Project) CETL4HealthNE Project Director: Prof. Geoff Hammond Project Manager: Simon Cotterill Project Officers: Paul Horner Martin Edney http://www.epics.ac.uk
21. ePET: Unstructured Blogbut with explicit links to skills/outcomes Cotterill SJ, Horner P, Gill S, et al. Beyond the Blog: getting the right level of structure in an ePortfolio to support learning. Proc. ePortfolios 2007, Maastricht
25. Mostly used CV/skills (assessed),limited use of cross-module learning log “It helped me see the skills I was using that my modules shared and sort of helped me develop those further”. “too time consuming” “I had to write a CV and it helped me think about what modules and what aspects of each module I enjoy, while writing about them”. “didn't really understand what I needed to put down as evidence”
28. Steady use over time; recording clinical goals, placements and clinical skills
29. Virtually no sharing of blog entries in the community areas “I find I do not have enough time to use the ePortfolio regularly.” “being able to put in my placement goals, and have a format to review my progress in these at each stage”. “Ability to put in different placements into the portfolio alongside your goals and whether you achieved them. Ability to make blogs private to evaluate yourself without others seeing.”. “You had to be careful to tick a load of boxes saying that your blog was private because it could get posted in the community blog otherwise”
30.
31. High engagement: av. 41 logins per student (range 4 -178) in Semester 1, 1096 files uploaded
32. Good use of blog: av. 16 entries. Many linked to Skills av. 76 links to QTS standards
33. Many blogs published to community areas: 825 entries, 262 comments “good for staying in touch whilst on teaching practice”. “What I do like about the ePortfolio is that it is designed for the purpose of building a skills repertoire, and allows you to connect thoughts and experiences to the Key Skills.” “It's not very clear exactly what parts of it are mandatory and what parts are optional” “the ePortfolio is well set-out with regards to being able to link blogs to the skills pages. The ePortfolio in a sense guides you through the necessaries”. “It is tedious having to fill in a weekly blog especially when I have many other things to do.”
34. Use of Social Networking and perceptions of its use in learning 91% of respondents use social networking sites (58% on a daily basis). Use of these sites was predominantly for social reasons, though: 62% sometimes used them to communicate with classmates about course-related topics 9% had used them to communicate with teaching staff about course-related topics “…most people see Facebook etc. as an escape from work and it really should stay that way.” “It must never be enforced. Emphasis on ‘social’ networking. Informality is key.” BSc Speech & Language Sciences student Combined Studies student “I prefer to keep social networking sites for personal use and for engaging in general conversation about essays etc in a non-official/non-university domain where it's friends discussing a course. Professional dialogue, opinions on educational matters, lesson plans, theory discussions I prefer to engage in face to face or via the official, nominated online spaces.” PGCE student n=163 (30% response rate)
35. Factors related to engagement with ePortfolio / blog Questionnaire results n=163 (30% response rate, 3 subjects – non-medical) EPICS-2 Project http://www.epics.ac.uk
36.
37. Students record procedures & grade their own performance on clinic
45. High levels of engagement & highly valued by students and staffSynchronous & asynchronous access Ellis J, Teasdale DW, Vernazza C, Cotterill SJ, Drummond P, Moss JD, Scott L, Thomason M. Effective use of ePortfolios and mobile technologies to support learning and assessment in Dentistry.Proc.'ePortfolios, identity and personalised learning in healthcare education', HE Academy MEDEV Sub 2008 Vernazza C, Ellis, J, Teasdale D, Cotterill S, Scott L, Thomason M, Drummond P, Moss J. Introduction of an e-portfolio in clinical dentistry: Staff and student views. Eur J Dent Education 2011;15:36-41
46. Dynamic Learning Maps http://learning-maps.ncl.ac.uk Add notes and reflections in any topic in a curriculum map -Linked with ePortfolio using latest standards