The document discusses ePortfolios and their use for assessment and learning. It provides examples of how ePortfolios can support assessment for learning through student reflection, self-assessment, and feedback. It also discusses how ePortfolios allow students to curate examples of their work, celebrate achievements, and take ownership of their learning. The document advocates for a process-oriented approach to ePortfolios and includes a model of the ePortfolio learning cycle that engages students in goal setting, collecting work, reflecting, and achieving success.
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.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
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.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. “...teaching approaches that consistently
have a positive
impact on
student learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum
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. “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
15. The container...
feedback
support
control
ePortfolios capability
elearning
engagement
collaboration
success criteria
self-monitoring
learning conversations
partnerships in learning
assessment as learning
http://www.flickr.com/photos/voglesonger/
16.
17. “...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
18. “...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
19. The styles...
The
Accountability
ePortfolio
The The
Process Showcase
ePortfolio ePortfolio
www.flickr.com/photos/96dpi
24. The benefits...
“The use of multimedia tools is one
strategy that involves and
engages learners.”
http://flickr.com/photos/torres21/ Barrett, 2005
25. 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
26. ...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
27. “...it is the quality, not just the
quantity, of feedback that merits our
closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998
28. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
29. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
30. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
32. 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 Feed back Learning Learning
story Feed back
artifact artifact video
& feed board & feed
embedded in embedded in
self forward & forward &
portfolio portfolio
reflection reflection
brainstorm 2nd draft
family
33. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Feed back Learning
& feed artifact
forward & embedded in
reflection portfolio
36. The planning...
Purpose and Perspectives
Student Parents
ePortfolio
Solution
School
Teacher Management/
Leadership
Government Technician/
Policy... Network Admin
37. Parent/School
Students Teacher Leadership
Communty
Purpose:
Non-Negotiable Criteria/features:
What capability does the eportfolio need to support this purpose?
Additional criteria/features:
What else do you want to be able to do?
38. Parent /
Students Teacher Leadership
School Com
Purpose:
• Support assessment for learning. (criteria,
feedback, feedforward, peer/self-
assessment, reflection)
• Celebrate and share achievement.
• Ownership of learning
Non-Negotiable Criteria/features:
What capability does the eportfolio need to support this purpose?
• Upload/embed post learning examples
(photos, movies, Web 2.0 creations)
• Allow comments
• Ability to customise/personalise
Additional criteria/features:
What else do you want to be able to do?
Student retains ownership even if leaving or transferring schools.
39. 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
40.
41. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq
42. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy
44. Open to the world?
www.flickr.com/photos/willfuller
45. Are your parents and teachers ready?
http://flickr.com/photos/torres21/
46. Do your current internet policies cater for
eportfolios and use of Web 2.0 tools?
47. Will your eportfolios play a role in reporting
achievement against the National Standards?
48. Do you need a proprietary system or is a
mash-up of Web 2.0 tools OK?
www.flickr.com/photos/diathesis
49. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/
50. Should your school expect the teachers to have
a reflective eportfolio just as the students do?
http://flickr.com/photos/torres21/
51. 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
52. 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.
53. The next steps for me...
ePortfolios ➡ National Standards
ePortfolios ➡ mobile phones
ePortfolios ➡ live streaming
ePortfolios ➡ No container necessary, just
mash
www.flickr.com/photos/opacity