The 10 step plan outlines a process for schools to implement ePortfolios. The steps include: researching best practices; defining the purpose and vision; consulting stakeholders; developing a framework aligned with pedagogy; establishing criteria for the tool; selecting a tool; educating users; implementing ePortfolios; updating policies; and reviewing progress. Key considerations include pedagogical approach, functionality needs, ownership, privacy, readiness of teachers and students, and role in assessment and reporting. The plan provides guidance to ensure a smooth and effective ePortfolio rollout.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.
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.
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.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
2. Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view eportfolios
• best practice visits
• network with practitioners
3.
4. “...assessment for the purpose of
improving student learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
5. “Schools should explore not only how
ICT can supplement traditional ways of
teaching but also how it can open up new
and different ways of learning.”
http://www.flickr.com/photos/nirak/ The New Zealand Curriculum
6. parents and caregivers as
“...working with
key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
7. learn as they engage in
“Students
shared activities and
conversations with other people...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
8. “...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
9. !"#$%&"'()*+'#*
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Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd
10. “...young people should be educated in ways
that support them to assume control of
their own learningand that they can
only do this if they develop the
capability to assess their own learning.”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
11. “...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of
where they are going, how they are going, and
where they might go next.”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
12. “Parents and the wider school community will
also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand
13.
14. Effective reporting systems will be ones where
student voice’ is an integral
‘
part of the reporting process.
Student Led Conferences: How effective are they...?
15.
16. mobile devices in the
...we can best use
Workspace portfolio, to capture
learning and reflect
contemporaneously (in the middle of the
learning process)...
http://www.flickr.com/photos/ari/ Helen Barrett, 2011
17.
18. ...a mechanism for both collecting evidence of
thinking and action and as a means
of stimulating and supporting further
professional development
through group discussion and
critique.
http://flickr.com/photos/torres21/ Digital Portfolios for Teachers
19.
20. Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional
leaders...
Registered Teacher Criteria
21.
22. Teachers also need to develop the self-
regulatory skills that will enable
them to monitor and reflect on the
effectiveness of changes they make
to their practice.
Teacher Professional Learning and Development
23.
24. evidence from research and from
...
their own past practice and that of
colleagues to plan teaching and
learning opportunities...
The New Zealand Curriculum
25.
26. ...a fully electronic resource for teachers to use
whilemoderating the judgment of a
student's work with a person, group
or cluster of people.
http://myportfolio.school.nz/moderation/
27. Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
beliefs
• benefits
28. “An e-portfolio is an electronic format
for learners to record their work,
their achievements and their
goals, to reflect on their
learning, and to share and be
supported in this.”
Banks, 2004
29. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the perspective from
which a particular person is approaching
the concept...”
http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit
36. Process Showcase
se
w ca
sho
Accountability
http://www.flickr.com/photos/gifrancis
37.
38. The benefits...
“The use of multimedia tools is one
strategy that involves and
engages learners.”
http://flickr.com/photos/torres21/ Barrett, 2005
39. The power of ‘student voice’
should
not be underestimated. To hear students
reflecting on their own work, in their
own voice, with their own intonations and
expressions, conveys meaning in a manner that
is simply not possible in written form.
http://flickr.com/photos/torres21/ Ian Fox 2008
40. ...thesocial networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006
41. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998
42. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
43. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
45. Step 3: Consult
Seek input from all stakeholders:
• students
• teachers
• school leadership
• curriculum leaders, HODs
• parents
• BoT
• providers
46. Shaping your ePortfolio beliefs
Students
Staff Parents
ePortfolios
School
BOT Management/
Leadership
Expertise
47. Step 4: Framework
• an ongoing process for eportfolio
construction
• reinforces purpose and beliefs
• aligned to a pedagogical approach
• relationship to formal processes e.g.
reports, achievement, appraisal,
registration...
48. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
50. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards Celebrating success
matrices/rubrics new goals in their learning and achievement
1st draft “finished”
teachers example
of writing
peers Learning Learning
Feed back, story Feed back,
artifact artifact video
feed forward & board feed forward & embedded in
embedded in
self reflection/self reflection/self
portfolio portfolio
assessment assessment
brainstorm 2nd draft
family
51. Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Learning
Feed back,
artifact
feed forward &
embedded in
reflection/self
portfolio
assessment
58. Step 5: Criteria
• clarifying the capability required in the
eportfolio tool
59. What capability do you need to make this happen?
Expertise
Moderation Networking Mentoring
Sharing
60. What capability do you need to make this happen?
Exemplars,
creating LI, SC, Students working towards Celebrating success
matrices/rubrics new goals in their learning and achievement
1st draft “finished”
teachers example
of writing
peers Learning Learning
Feed back, story Feed back,
artifact artifact video
feed forward & board feed forward & embedded in
embedded in
self reflection/self reflection/self
portfolio portfolio
assessment assessment
brainstorm 2nd draft
family
66. The dimensions...
The Dedicated
The Managed
The Blogged
The Mashed
The Saved
The Integrated
http://nickrate.com/2010/12/13/dimensions-and-dashboards/
68. Step 8: Implement
• get your eportfolios up and running and
integrated into teaching and learning
69. Step 9: Update
• digital literacy, internet use policies and
user agreements
• reporting and assessment guidelines and
procedures
• staff professional development
• appraisal and teacher registration process
70. Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next steps?
71. The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose, vision, beliefs, audience
Consult with your students, teachers, leadership teams and parents
Framework a process linking the pedagogy/andragogy to the eportfolio
Criteria list the functionality required for your eportfolio tool
Tool trial, observe, question, rate and select the best tool or tools
Educate training in use of new technologies, giving feedback and change
Implement roll out the system to intended group of students and/or teachers
Update assessment & digital literacy policies, guidelines & agreements, appraisal
Review identify progress, key lessons and next steps
72. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq
73. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy
74. Who owns the eportfolio?
www.flickr.com/photos/sveinhal
76. Are your parents and teachers ready? Is the
principal?
http://flickr.com/photos/torres21/
77. Do your current policies cater for eportfolios
and use of Web 2.0 tools?
78. Will your eportfolios play a role in reporting
achievement against the National Standards?
79. Is one eportfolio system enough or should you
use a mash-up of tools?
www.flickr.com/photos/diathesis
80. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/
81. Should your school expect the teachers to
have a reflective eportfolio just as the students
do?
www.flickr.com/photos/raigverd/
82. Should students and teachers use the same
tool for their eportfolios?
http://flickr.com/photos/torres21/
83. Where to next?
Join the discussions on the MLE Reference Group:
http://groups.google.com/group/mle-reference-group/
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Ian Fox: http://www.foxedu.co.nz
Helen Barrett: http://electronicportfolios.org/
Follow Jamin Lietze’s Journey: http://lietze.org/
Other people to know:
http://eportfoliosnz.wikispaces.com/ePortfolio+Network
Twitter: #eportfolios