Redefining Assessment in Teacher Education for the 21st Century by Ee Ling Low of NIE at the Global Cities Education Network meeting in Singapore in October 2013.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Redefining Assessment in Teacher Education for the 21st Century by Ee Ling Low of NIE at the Global Cities Education Network meeting in Singapore in October 2013.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
Horses for Courses: A whole college approach to the adoption of Mahara e-port...Mahara Hui
Presentation by Louise Carr (Hadlow College) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=Nbai989KP8A
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
Horses for Courses: A whole college approach to the adoption of Mahara e-port...Mahara Hui
Presentation by Louise Carr (Hadlow College) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=Nbai989KP8A
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
Similar to Eportfolios for educational transformation (20)
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Introduction to the CS10K Community for Teachersdcambrid
An introduction to the CS10K Community (developed by the American Institutes for Research Networked Learning Group) for teachers participating in NSF funded professional development projects focused on Computer Science Principles and Exploring Computer Science
Linking up Innovations in Assessment: Eportfolios, Open Badges, and Learning ...dcambrid
Keynote address to the ePIC 2013 conference, London, July 10, 2013, in which I apply principles from eportfolio research to open digital badges and learning analytics to identify future directions and points of connection
Towards a Social Learning Analytics for Online Communities of Practice for Ed...dcambrid
Presentation on social learning analytics for online professional learning by Kathleen Perez-Lopez and I at Learning Analytics and Knowledge, May 2, 2012 in Vancouver.
New Century College: First Year and Beyonddcambrid
A presentation giving with Janette Muir as part of the workshop Strategies for First-Generation Students: Integrative and Applied Learning—Students Doing What They Know with Marcia Mentkowski, Mancy Murray, and Gret Antilla at the Association of American Colleges and Universities Annual Meeting, January 20, 2010 in Washington, DC.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. • What?: Eportfolio components
• Why?: Eportfolios and next generation learning
• How?: Models at scale
Thanks to Helen Barrett for pointing me to many of
the examples in this presentation.
Overview
3. • Authentic and diverse artifacts in multiple media and
modalities
Archive • Reflections, feedback, assessment
• Interaction
Toolset • Scaffolding and analysis
• Selections from archive
• Interpreted and integrated in relationship to identity and
Message competencies
Eportfolio components
14. • At what level(s) might digital portfolio integrate into your
initiatives?
• How do you see them interacting?
• What are you already doing that contributes to
archiving, gives students tools to analyze and reflect on
their learning, or provides them opportunities for
synthesis?
Discussion
16. • Personalized learning
• Comprehensive systems of learning supports
• World-class knowledge and skills
• Performance-based learning
• Anytime, anywhere opportunities
• Authentic student voice
NxGL Design Principles
17. • Flexible, Anytime/Everywhere Learning
• Redefine Teacher Role and Expand “Teacher”
• Project-Based and Authentic Learning Opportunities
• Student-Driven Learning Path
• Mastery- and Competency-Based Progression/Pace
Personalized Learning
Key Components
18. E-Portfolio “projects … at their most effective … are (in very
good ways) highly disruptive. They throw up needs for
organizational change; change in governance; changes in the
roles of many [educators], and the consequent need for
professional development, changes in pedagogy, and hence to
the nature and shape and form of [subjects], and the
consequent needs for educational development support;
changes to the student‟s „contract‟ with her school … If they
are to deliver maximum effect … projects must accept and
embrace all of these areas of implication, and no doubt others.”
−David Baume
A Disruptive Innovation
19. • Students need to be prepared for real world challenges
that require multidisciplinary solutions
• Students need to make connections between subjects
• Students need to connect their learning in the classroom
to their learning throughout life
• Students need to find patterns in their learning over time
• Students need to connect their learning to their identity
Integrative learning
20. Good Work
(Gardner, Csikszentmihalyi, Damon)
Expertise Ethics
Doing work well Doing good work
Competencies Values and meaning
Social Individual
Professional contribution to society Personal integrity and meaning
22. Students are privileged informants
about their own learning
Kathleen Yancey, Reflection in the Writing Classroom
23. The deep engagement of students in
directing and owning their individual
learning and shaping the nature of the
educational experience among their peers.
Authentic Student Voice
24. • Students need to develop the skills that enable them to
become self-directed, lifelong learners
• Students should expect to have a significant role in
shaping their school experience, including how they are
assessed.
Two Implications
25. • Student are privileged informants about their own
learning.
• Evidence of learning needs to come from multiple
contexts, and the relationships between them need to be
articulated.
• Assessment should be a system of deliberative processes
inclusive of all stakeholders, including students, that
makes programs more responsive to them.
Deliberative Assessment
26.
27.
28. • Which of these characteristics and assumptions do you
embrace?
• Which do you question?
• In what ways might you use eportfolios to enhance the
authentic student voice in your schools and districts
Discussion
30. Participating Groups: Goals:
• Develop and share portfolio-
• Rhode Island Network for worthy assignments
Technology • Assess student learning according
• Rhode Island Department of to state standards and district
Education expectations
• 15 High School Districts • All graduates submit a Graduation
Portfolio (as diploma assessment)
• 25 High Schools
• Provide reports of student learning
to state and accrediting
organizations
Rhode Island Electronic Portfolio System
31. Teachers link portfolio
assignments to shared
goals and rate student
work according to goals
Assignments are Linked to
State Standards and District Expectations
32. Graduation Portfolios
Each high school provides a
portfolio template for students to
use in re-purposing portfolio
assignments to meet graduation
requirements
33. • Curricular goals and five dimensions of learning
• Observations (by teachers and students) and samples
of work throughout year
• Interpretation and rating on reading and math scales
• Moderations (school, district, national)
Learning Record
36. ePEARL Project Phases of Self-Regulation
• Software for primary and • Forethought
secondary school students • Goal Setting
• In use in schools across • Self-efficacy
Quebec and elsewhere in • Performance
Canada • Self-recording
• Research on use in French • Self-reflection
immersion school for grades • Self-judgment
5-6 shows gains in self- • Self-reaction
regulated learning attitudes
and behaviors
37.
38.
39.
40.
41.
42. • Youth learning framework
• I want to be (taking on roles)
• I want to do (activity-oriented exploration)
• I want to make (artifact-creation driven)
• Badge types
• Skill-based – tied to artifacts to provide evidence
• Community – granted by both mentors and peers
• Automatic – reward smaller scale and more granular
activity
• Portable through the Mozilla Open Badges infrastructure
Digital Youth Network Badges
45. • Published by
Jossey-Bass in 2010
• In depth examination
of educational
philosophy and
technology
• Mostly higher ed and
adult learning
examples and
research, but many
transferrable ideas
46. • dcambridge@air.org
• (202) 403-6924
• Home page: ncepr.org/darren (a bit out of date)
• Twitter and Skype: dcambrid
Stay in touch
Not simply a “more accurate” way to do assessment for the same reasons and with the same outputs; certainly not a more efficient one Portfolio assessment of questionable value as an add on to existing practices that don’t embrace its underlying assumptions
Forethought – goal setting
Self-recording / self-reflection- multimedia
Feedback from multiple readers
Videos to show: 1st Judge SimmonsNew videos from the bloggers, part 2