E-portfolios at Bradford

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Neil Currant

Lessons on e-portfolio implementation and roll-out from the student perspective, with a focus of the pedagogies of use.

Background context ,[object Object],[object Object],[object Object]

The lessons from students about rolling out the e-portfolio ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Use & encourage the multimedia aspects ,[object Object],[object Object],[object Object]

Use students as a valuable resource ,[object Object]

Encourage ongoing engagement - processes ,[object Object],[object Object],[object Object],[object Object],[object Object]

The learning takes time ,[object Object],[object Object]

Tracking & monitoring ,[object Object],[object Object],[object Object],[object Object],[object Object]

An e-portfolio is part of the whole learning experience ,[object Object],[object Object],[object Object],[object Object]

This PowerPoint is drawn from a paper that discusses online, blended, and face-to-face learning at the graduate level. Distance education is becoming used more often by institutions of higher education throughout the United States. Two graduate courses are compared in the present study. One course was offered as a blended course over a three-week summer period and the other course was offered online over a 14-week semester long period. These two courses were taught by the same instructor and had the same student course assistants. The research is based on the information gathered by the course assistants comparing survey results of students enrolled in the courses. The course assistants found that most of feedback provided by the students concerning distance education was positive. The included charts depict information gleaned from surveys taken by students in the courses. The authors also have included student quotes based on these courses. This paper expands on ways research may be done to develop how distance education courses are taught.

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My Flipped Classroom: A Case Study Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered. by Judy Larsen http://judy-larsen.weebly.com/1/post/2013/06/etug-presentation-my-flipped-classroom.html

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