THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA para el congreso, 3rd Annual Forum on e-Learning Excellence in the Middle-East 2010: Bringing Global Quality to a Local Context (1-3 Febrero, Dubai)
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
In the technical conference at Open University of Catalonia, april 2013, "the agile methodology", our members team, Irene Manresa and Raul Romero presented our project management methodology focused on user experience.
The UOC, the Xarxa de Punt TIC de les Terres de l’Ebre, the associació ATICTES and the IES de l’Ebre organized last February at Tortosa, a new edition of the Jornada de Programari Lliure de les Terres de l’Ebre (Conferences about Open Source). This year was about Android and applications developed for this system.
Two members of the UOC iCommunity: Raul Romero and Pepe Mora participated on 23 February 2012 at the full day academic seminar, along with Marc Saez from Ebreandroid and Tomàs Gonzalez from Tarracodroid. This conference was held at the headquarters of the UOC in Tortosa (C / Alfara Charles, 18) and discuss the possibilities and the development of Android, ending with the presentation of the first application for Android made by UOC : UOCMail.
Raul gave a short introduction on Android development: tools, environments, concepts etc …
Presentado en la I Jornada Internacional sobre Responsabilidad Social Universitaria, 20-21 de febrero de 2014, Cádiz, España-.
Caso de estudio de la UOC con estudiantes con discapacidad visual en el que se proponen una serie de recomendaciones para entornos virtuales de aprendizaje que faciliten el proceso formativo de estudiantes universitarios con discapacidad visual.
Recommendations for ensuring a satisfactory user experience for visually impaired students in Distance Higher Education Institutions.
Presentation done at the Drt4all conference, September 23-25, 2013, Madrid.
Talk given at the 3rd INTERNATIONAL CONFERENCE ON TOURISM MANAGEMENT AND TOURISM RELATED ISSUES. We presented our work regarding Augmented Reality and Cultural Heritage at the UOC.
Presentation about the application of augmented reality to education and tourism, at ICOT'2013 conference: trends, impact and policies on sustainable tourism development, in Cipruss, 2013.
Presentation about the application of Augmented Reality to support learning processes related with Landscape and Tourism, at New technologies experiences applied to e-learning in tourism Conference
Presentation about augmented reality applied to cultural heritage at the New Technologies and Learning conferences held in the Natural Science Museum in Barcelona, 2012
Presentation about augmented reality at "Màster en Intervencio i Gestio del Paisate i el Patrimoni (Universitat Autònoma de Barcelona/Museu d'Història de Barcelona, MUHBA), July 2013
"Laboratorio de Accesibilidad:Universal Design de entornos de aprendizaje a distancia para los estudiantes con discapacidad"
Conferencia inaugural del Seminario de Accesibilidad en Virtual Educa (Medellín, Colombia), organizado por la UOC.
Presentación sobre Gestión de proyectos orientados a dispositivos móviles en el XI Workshop REBIUN sobre Tecnología móvil y bibliotecas. UPC, noviembre 2012
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
e-portfolio
1. Gemma Aguado Elena Barberà Magí Almirall Ana Rodera José Mora Eva Loste 1 THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA: Assessment of Competence Learning
2. 1 INDEX Introduction Learning through competence The case Phases The tool Evidence of learning Feedback Results Conclusions New lines of work
3. 2 Society demands ESHE and Universities consolidation Competences: theorical and practical using Tools: ELGG Introduction ePortfolio - UOC
4. Competence 3 Represent a dynamic combination of attributes, in relation to knowledge, abilities, attitudes, and responsibilities, that describe to the results of learning of an educative program or the one that the students are able to demonstrate at the end of an educative process Learning through competence
5. Competence-based learning 3 The learning based of competence involves a variety of different dimensions: Complex level of knowledge, linking it in practice with the overall capacites displayed by a person in a specific environment. Learning through competence
6. 3 It is composed of a collection of evidence that the student chooses, analyzes and presents in order to expose or show the levels of realization reached as for process and with product The assessment of competence-based learning using e-Portfolio Learning through competence
9. Initial Phase Students learn to use the tool 3 weeks Development Phase Personalised and group monitoring to help students with the production of evidences 3 months Final Phase Providing feedback on the final versions 2 weeks 5 Phases
10. Presentation 6 AIM: To provide evidence for, and evaluated the progress made by a student during his/her learning process The tool (1)
11. Competences 7 COMPETENCE: Knowing and entering into action EVIDENCES: The activities the students carry out as a means to acquiring the different competences included in a specific training programme The tool (2)
12. Monitoring 8 JUSTIFICATION: After a reflective process, t he student presents WHY these evidences have been choosen PRESENTATION: The student describes WHAT evidences have been selected for this competence FEEDBACK: The teacher suggest a process of constructive reflection about the student’s learning EVIDENCES: List of evidences The tool (3)
13. Monitoring 8 MONITORING: It shows the evidence published by the student in their different versions, enabling assessment of the progress made in process and the product The tool (4)
14. 9 Clearly defining the competece being evaluated Evaluating the possible forms of evidence that would constitute valid proof of learning A prior knowledge of the criteria and the rubric will enable the products of assessment Receiving opportune and pertinent feedback about the efforts linked to their evidence of the competence being worked on The students should be clear that each competence has its phases and constituent elements, wich must be considered in order for the work to be a success feedback Evidence of learning Feedback
15. 9 Importance of the PROCESS and the PRODUCT Students must have an adequate understanding of WHAT THEY WILL BE DEVELOPING Competence-based learning activity through the e-Portfolio + = Evidence of learning Feedback
16. The Initial Phase has been fundamental The rol of the professors of the course One narrows relation professor-student 10 It must value the complexity that all this has supposed and the time of dedication that this bucket in relation to the work of the teaching staff Since a pertinent preparation with the idea to approach them the form to work to e-Portfolio and the type of waited for products as was facilitated to the students samples of progresses in the dominion of the involved competences This pilot has supposed the professors to work from a dynamics of understanding and valuation of the efforts made by the student, directly related to the emphasis of an evaluation that promotes an improvement of the learning in the students Results Conclusions
17. What is the most value of the e-Portfolio for the studen ts 10 Work in group to solve problems and obtain information Possibility of see the feedback makes by the consultor and the evidences of the peers Personal reflexion, autoregulation of the learning and autoevaluation after sending the evidences and receiving the feedback by the consultor Improvement of the learning thanks to the help of the consultor Justification of the acquisition of learning, skills or knowledge choosing the appropriate evidences From the beginning of the course have knowledge of the rubric of competences Results Conclusions
18. 10 The valuation of the e-Portfolio by the students is… 8 60% The e-portfolio is easy to use and it helps to understand better The students say… Results Conclusions
19. New roles for student and teacher The challenge of redisigning the pedagogic act, based on competence The inclusion of new strategies and demands of assessment when considering learning achievements based on competence 11 Future lines of work