This is my contribution the Think Pieces 2013 Project at Charles Sturt University. This project provides an opportunity for an ongoing, open dialogue about how some of the CSU community are thinking about the challenges and opportunities we face as an institution.
My talk is about the need to shift the context in which we view learning - away from the campus and to be come more student centred. This reframing and changing of perspective allows us to rethink the role of the university and as well how we think about pedagogy, practice, content and technology.
This is my contribution the Think Pieces 2013 Project at Charles Sturt University. This project provides an opportunity for an ongoing, open dialogue about how some of the CSU community are thinking about the challenges and opportunities we face as an institution.
My talk is about the need to shift the context in which we view learning - away from the campus and to be come more student centred. This reframing and changing of perspective allows us to rethink the role of the university and as well how we think about pedagogy, practice, content and technology.
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.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
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.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
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.
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.
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.
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.
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!
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.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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2. The plan...
10:00am Intros and burning questions
Setting the scene presentation from Nick
Exploring student eportfolios
Purpose & Perspectives - group
12:30pm Lunch
1:15pm ePortfolios in practice:
•Jo Dudley - Ilam School
•Mark Osborne - Albany Senior High
Criteria - group
3:00pm Afternoon tea
3:15pm MoE & ePortfolios - Skype
ePortfolioTools
Big picture questions - group
Your questions
4:30pm Finish
http://flickr.com/photos/torres21/
3. Activity1: Intro & Burning Questions
Pair up with somebody in the room you don’t know.
Find out:
•Where do they teach?
•What experience to date do they have with eportfolios?
•What is one question regarding eportfolios they want
answered today?
In your pair use the form embedded in the Activity 1 page
on the Weebly site http://ulearn-eportfolios.weebly.com to
record your questions.
You will quickly introduce your buddy and share their
questions with the group.
5. “...assessment for the purpose of
improving student learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
6. “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
7. parents and caregivers
“...working with
as 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
8. learn as they engage in
“Students
shared activities and
conversations with other people...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
9. “...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
10. !"#$%&"'()*+'#*
,))$))-$(&**
"(*.$/*0$121(3*
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
11. “...young people should be educated in ways
that support them to assume control of
their own learning
and 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
12. “...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
13. “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
14.
15. Effective reporting systems will be ones where
student voice’ is an integral
‘
part of the reporting process.
Student Led Conferences: How effective are they...?
16.
17. “No assessment technology is in itself
formative, but almost any technology
can be used in a formative way – if the
right conditions are set in place.”
Scoping a Vision for Formative e-Assessment
18. The container...
supporting effective pedagogy
facilitating feedback
student control
ePortfolios capability
elearning
engagement
collaboration
student voice
success criteria
self-monitoring
learning conversations
partnerships in learning
http://www.flickr.com/photos/voglesonger/
assessment as/for/is learning
19.
20. Defining ePortfolios...
How do you define eportfolios?
Think, Pair, Share
http://flickr.com/photos/torres21/
21. “...what is produced when persons
collect, select, reflectively
interpret, and/or present their own
evidence to support their assertions
about what they have
learned, know and can or should
do...”
Cambridge, 2003
22. “...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
23. The styles...
The
Accountability
ePortfolio
The The
Process Showcase
ePortfolio ePortfolio
www.flickr.com/photos/96dpi
28. The benefits...
“The use of multimedia tools is
one strategy that involves and
engages learners.”
http://flickr.com/photos/torres21/ Barrett, 2005
29. 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
30. ...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
31. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998
32. “...opens wide the possibilities for
reflections... in action, before
action, after action, in solitude, in
consultation with peers, in consultation
with instructors... written,
spoken, videotaped, or
graphically represented...”
http://flickr.com/photos/torres21/ Riedinger., 2006
33. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
34. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
35. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
36. Activity 2: Exploring Student ePortfolios
ePortfolios 1 http://yellowbat2010.edublogs.org/
http://greencat2010.edublogs.org/
ePortfolios 2 http://bethlehemcollege.ultranet.school.nz/Home/
Username:
Password:
Login, click on uSpace then click on Find Buddies.
8 students; two Year 1 students (their user icons have yellow
backgrounds) and six Year 6 students.
ePortfolios 3 http://www.pukeokahu.school.nz/
Look for the ePortfolio heading under the Cluster Map.
Links on the Activity 2 page on the Weebly site:
http://ulearn-eportfolios.weebly.com
38. 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
39. ePortfolio Learning Cycle
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
41. The planning...
Purpose and Perspectives
Student Parents
ePortfolio
Solution
School
Teacher Management/
Leadership
MoE Technician/
Direction Network Admin
http://flickr.com/photos/torres21/
42. The planning...
Parent/School
Students Teacher Leadership
Communty
Purpose:
Why am I doing this? What do I want to achieve? What would I like to see happening?
Features:
What does my eportfolio need to do to support the purpose?
Additional criteria/features:
What else do you want to be able to do?
43. The planning...
Parent/School
Students Leadership
Communty
Purpose:
Why am I doing this? What do I want to achieve? What would I like to see happening?
• Share learning
• Connect with friends
• Know how to get better at what I am doing
• Have my own space
Features:
What does my eportfolio need to do to support the purpose?
• Upload/embed post learning examples (photos,
movies, Web 2.0 creations)
• Allow comments
• Social networking component
• Ability to customise/personalise look
Additional criteria/features:
What else do you want to be able to do?
Student retains ownership even if leaving or transferring schools.
44. Group Activity 3: Purpose & Perspectives
Taking the perspective or role as given to your group (either
student, teacher, parent or school leadership), discuss and
add your ideas.
In your group open the appropriate Google Doc as listed on
the Activity 3 page on the Weebly site http://ulearn-
eportfolios.weebly.com
Groups: Refer to the shape on the top left of your card and
find others with the same.
Square: Student1 Circle: Parent1
Star: Student2 Cross: Parent2
Triangle: Teacher2 Rectangle: Leadership1
Oval: Teacher2 Doughnut: Leadership2
45. Group Activity 3: Criteria
Following on from the last activity, what criteria (features)
are required in the tool you use for eportfolios?
Will this lead you to using a blog, LMS eportfolio module,
wiki, dedicated eportfolio tool, or a mash-up?
After discussing this in your group use the form embedded
in the Activity 4 page on the Weebly site http://ulearn-
eportfolios.weebly.com to record your top 10 features.
Groups: Refer to the colour on the top right of your card
and find others with the same to form a group.
46. The checklist...
Web based (anywhere, anytime, any device)
Web 2.0 tool integration/embedding
Ability to comment, reflect & feedforward on learning
Ability to demonstrate learning
Facilitate social networking
Secure
User friendly
Aesthetics
User storage space
Manageability
Expandability
Availability of technical support
Cost
Access/edit/contribute from mobile device
47.
48. Group Activity 5: Big Picture Questions
In your group review your given question. Discuss and then
report back to the whole group with your views and ideas.
Refer to the Activity 4 page on the Weebly site http://
ulearn-eportfolios.weebly.com for you group’s question.
Groups: Refer to the animal on the bottom left of your card
and find others with the same.
Cow: Question 1 Sheep: Question 5
Pig: Question 2 Horse: Question 6
Chicken: Question 3 Dog: Question 7
Duck: Question 4 Cat: Question 8
49. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq
50. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy
52. Open to the world?
www.flickr.com/photos/willfuller
53. Are your parents and teachers ready?
http://flickr.com/photos/torres21/
54. Do your current internet policies cater for
eportfolios and use of Web 2.0 tools?
55. Will your eportfolios play a role in reporting
achievement against the National Standards?
56. Do you need a proprietary system or is a
mash-up of Web 2.0 tools OK?
www.flickr.com/photos/diathesis
57. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/
58. Are eportfolios flexible enough to adapt to a
students preferred way of reflecting and
receiving feedback?
www.flickr.com/photos/raigverd/
59. Should your school expect the teachers to
have a reflective eportfolio just as the students
do?
http://flickr.com/photos/torres21/
60.
61. The management...
In order to be effective and support the process of student
learning, eportfolios:
•need to be embedded into your teaching and
learning.
•require a high level of access to technology.
•you need to set time aside for students to first learn
how and then to actively reflect and give feedback
on learning.
Start small, and work your way up. Get students actively blogging
in a class blog and move on to individual spaces
62. The management...
ePortfolios do not add to your workload. Instead you will need
to change some of the ways you:
• give feedback
• facilitate reflection
• engage students in self and peer assessments
and
• you need to adapt learning and teaching so that
the process and outcomes can be shared
digitally within the eportfolio platform.