Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
E ePortfolios: An Interactive Inspection of a Primary Teacher's Journey with...Jamin Lietze
This is a presentation I gave in October of 2009 at the NZ national ULearn conference. It gives an outline of the journey I have taken with ePortfolios in my classroom over the last year and includes my reflections.
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.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
E ePortfolios: An Interactive Inspection of a Primary Teacher's Journey with...Jamin Lietze
This is a presentation I gave in October of 2009 at the NZ national ULearn conference. It gives an outline of the journey I have taken with ePortfolios in my classroom over the last year and includes my reflections.
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.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Building an ePortfolio and eLearning experience that rocks is anything but trivial: having a good
learning design approach and a good command of ePortfolio methodology is essential. After three
years of helping companies and educational institutions in their Mahara projects, I have become
convinced that Open Badges are the key to fostering better learning design.
In my talk, I will explain how Open Badges can help to reshape the learning design to foster learners’
engagement and attainment. I will briefly outline the Open Badge architecture; and then present the
framework I am using to implement Mahara and Moodle in schools and in the work place.
I will also demonstrate tools that support the Open Badges process, from brainstorming and creating
new badges to the issuing of the badge by the institution, and the badge’s storage and use by the
student.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Building an ePortfolio and eLearning experience that rocks is anything but trivial: having a good
learning design approach and a good command of ePortfolio methodology is essential. After three
years of helping companies and educational institutions in their Mahara projects, I have become
convinced that Open Badges are the key to fostering better learning design.
In my talk, I will explain how Open Badges can help to reshape the learning design to foster learners’
engagement and attainment. I will briefly outline the Open Badge architecture; and then present the
framework I am using to implement Mahara and Moodle in schools and in the work place.
I will also demonstrate tools that support the Open Badges process, from brainstorming and creating
new badges to the issuing of the badge by the institution, and the badge’s storage and use by the
student.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
Overview of our ATEL group within TLOS at Virginia Tech. Concepts of active learning, engaged learning, and technology intersect to form ATEL's primary mission: to help students express and form deeper connections to what they are learning, experiencing, and inventing.
TWSIA Award: ePortfolios in Virginia Tech's FYEMarc Zaldivar
This was the presentation given at Jasig-Sakai 2012 for accepting the 2012 Teaching with Sakai Innovation Award for Virginia Tech's First-Year Experience Portfolios.
ePortfolios from Beginning to End to BeginningMarc Zaldivar
This is the presentation from Virginia Tech's ePortfolio Initiatives for the Jasig Sakai 2012 conference. In it, we look at activities that are used in various ePortfolios at Virginia Tech to promote reflection and assessment.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
D2L T&L Webinar featuring Amanda Keesee of UCOD2L Barry
January 31, 2017 Brightspace Webinar:
Build Up Your (e)Portfolio: Getting Students Using Digital Portfolios to Invest in Their Future
Presenter: Amanda Keesee, Ph.D., University of Central Oklahoma
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
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 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
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.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Making Learning Visible:
EPORTFOLIOS AS A
CATALYST FOR LEARNING &
CHANGE
Dr. Marc Zaldivar (marcz@vt.edu)
Active Technologies for Engaged Learning
Connections 2015
2. Guiding Questions
• Why ePortfolios?
• Why does ePortfolio pedagogy
catalyze change?
• What might this look like in practice?
• Source material:
• http://www.aacu.org/leap/hip.cfm All
things HIP
• http://www.youtube.com/watch?v=JUxM2
OOPMMw&feature=youtu.be Reflection &
ePs
• https://atel.tlos.vt.edu/student-showcase/.
Some really amazing students doing amazing
things.
• This presentation is available at
http://tinyurl.com/ePConnections15
3. Who we are
• Comprehensive Research I Institution
• Land grant
• 60 bachelors degree programs
• 140 masters and doctoral degree programs
• ~31,000 total FTE
• ~1,700 full-time
teaching faculty
4. How we got here…
• Phase 1 (Pre-2004): On your own
• Phase 2 (2004-7): Becoming systematic
• Phase 3 (2007-12): Centralizing, department-
focused, getting grounded, tool-centered (ePortfolio
Initiatives)
• Phase 4 (2012-now): Student- and process-
centered, tools abound (Active Technologies for
6. Why is ePortfolio
Pedagogy
relevant?
Folio Thinking creates students who are
engaged with their learning and who
seek to demonstrate that learning to
relevant audiences (peers, instructors,
advisors, professional contacts)
Encourage students to integrate discrete learning
experiences
Enhance students' self-understanding
Promote students' taking responsibility for their own
learning
Support students in developing an intellectual identity
ePortfolios MAKE LEARNING VISIBLE
15. What are high impact
practices?
• George Kuh, (AACU, 2008)
• First-year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning, Community-Based Learning
• Internships
• Capstone Courses and Projects
• All demonstrated significantly increased engagement by
students in deep learning.
16. What might this look like in
practice?
• Students do amazing work, both in and out of the
classroom…
17. What might this look like in
practice?
• While they do this work, hopefully they learn
something…
Scieneering has bridged the gap between my passion for the sciences with my desire to
face the challenges of engineering… Upon coming to Virginia Tech, I initially decided to
pursue studies in the Biological Sciences. However, the challenge of the engineering
curriculum- especially one from the acclaimed university founded through a land-grant solely
to teach engineering- beckoned my academic curiosity and as a sophomore I had every
intention on switching to a degree in Chemical Engineering. However, upon taking these
engineering classes I realized my true passion remained in the sciences yet still yearned to
pursue engineering to perfect the characteristic method of organized problem solving that is
emphasized through engineering... Through the Scieneering program, I have realized that
the two disciplines, while separately are quite powerful, are a much more potent tool
for innovation and research when forged together. – Michelle Tran, ePortfolio
Undergraduate Showcase Winner, 2012.
18. What might this look like in
practice?
• And while they learn, they can hopefully make that
learning visible in order to gather feedback from
peers, mentors, and audiences of their choosing and
need…
19. Bringing it all around
• ePortfolios enable a unique set of assessment data, including direct
evidence of students’ skills and direct reflection on the attainment of
those skills by the student.
• Having a set of ePortfolios offers a varied look at your students’
responses to the curriculum, offering a variety of unique perspectives
on the attainment of key departmental/programmatic/institutional
outcomes.
Interested parties
review this work
to determine
strengths and
weaknesses in
the curriculum.
Faculty use
information
gathered
to improve
student learning.
Students do work,
gather, reflect,
curate, and
display their learning.
21. • Points to need
for better ways
to approach
inquiry.
• Data will be
used this
summer for
curricular
planning in
courses
beyond first-
year.
Data from CNRE’s
Assessment of Inquiry Outcome
22. More opportunities to TALK
• Thank you for your time and attention!
• Marc Zaldivar (marcz@vt.edu)
http://atel.tlos.vt.edu
• The Catalyst Model of ePortfolio Adoption
http://c2l.mcnrc.org
• The Association for Authentic, Experiential, and
Evidence-Based Learning (AAEEBL)
http://www.aaeebl.org
Editor's Notes
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Welcome Screen
Introduce myself and name of group.
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Frame of the session:
Three questions give guide to messy portfolios.
Some good sources.
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"Invent the Future" is the motto.
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ePortfolio process that encourages reflective practitioners out of our students (through triangle)
Leads to three main functions (Venn)
Leads to many outputs (bullets)
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Heart of matter: Why we do it.
Folio thinking leads to more meaningful, impactful learning experiences. ePs make learning visible, to others and to ourselves, so we can grow even more.
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Research based evidence for ePs. FIPSIE setup featuring VT, the FYEs and Don Orth in CNRE
1. Three audiences
2. Five tiers of stability
3. Three encompassing qualities of ePs
4. Conclusion/Model - Catalysing change
----- Meeting Notes (2/11/15 10:55) -----
Research based evidence for ePs. FIPSIE setup featuring VT, the FYEs and Don Orth in CNRE
1. Three audiences
2. Five tiers of stability
3. Three encompassing qualities of ePs
4. Conclusion/Model - Catalysing change
----- Meeting Notes (2/11/15 10:55) -----
3 propositions from C2L backed up by research evidence
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Prop 1: Success through repetition and culmination
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Prop 2: Support better learning, not just more
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Prop 3: Can be scaled successfully, and when done so, another effect is reaped by institional practices.
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Model. Now we'll look at how this works in practice...
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Starts with good student work.
I like to think of things like Kuh's HIPs and how I know we do these things all the time and in a variety of ways at VT.
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Students do amazing work (and learn to document it).
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Students reflect and connect that work within their own experiences.
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Students curate and connect that work to interested audiences.
----- Meeting Notes (5/28/14 14:36) -----
This is an example of that assessment cycle for CNRE. Students submit work into the matrix. Faculty evaluators use the matrix to fill out rubrics and comment forms about the student work. That data is analyzed and used to inform the faculty's next iteration of the assignment prompting the student's work. 2/3 parts of this occur within the Sakai environment, the matrix and a corresponding data reporting tool.
Results and plans are comunicated in various different ways.
----- Meeting Notes (5/28/14 14:36) -----
Example of their results from last year's assessment cycle. They focused on student inquiry skills, rated on two different 4-pt scales. Totaled numbers showed them that 60% of students were scoring 5-pts or less, which is their target for improvement in this coming year. Here they begin to involve faculty and student peer mentors in how to support inquiry-type activities in the upcoming year.