This document discusses developing ePortfolios for students and staff. It provides a 10 step process for developing ePortfolios that includes researching best practices, defining goals, consulting stakeholders, creating a framework aligned to pedagogy, selecting criteria and a tool, providing education, implementing, updating, and reviewing. The document emphasizes using ePortfolios to support learning through reflection, feedback, and developing learner agency. It also discusses how ePortfolios can be used for teacher performance, professional development, and meeting certification requirements.
Thinking about implementing e-portfolio in educationSarah Stewart
This document provides an overview of ePortfolios, including definitions of key terms like reflection and reflective learning. It discusses different types of ePortfolios for learning, assessment, and professional purposes. Benefits are described such as increased engagement and preparation for professional practice. Examples of ePortfolios are provided. Guidance is offered on designing ePortfolio tasks and assessments. A five-stage model for developing ePortfolios is also summarized.
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.
This document discusses student portfolios and provides definitions, types, and guidelines for creating portfolios. It defines portfolios as collections of student work that show growth over time through selected samples and student reflection. Portfolios can be growth-focused, showcase best work, or a combination. The document provides tips for teachers to structure portfolio creation, including deciding on the type, subjects, organization, elements, and evaluating portfolios. Student portfolios are meant to encourage self-reflection and metacognition of learning.
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.
Eportfolio for Beginners by Gail LovelyGail Lovely
This document discusses ePortfolios and what they are. An ePortfolio is a reflection of a student's personal development over time, not just a collection of work, and can be used to document process and display products. ePortfolios have various purposes like accountability, reflection, or as a showcase, and the tools used and audience will depend on the goal. Common online tools to create ePortfolios include blogs, wikis, VoiceThread, and GlogsterEdu, which allow collection of various media types and sharing with broader audiences. The process of selecting, reflecting on, and presenting work is what makes ePortfolios powerful for students.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
This document discusses the use of ePortfolios for student assessment. It defines an ePortfolio as a digital collection of student work and artifacts that can be used to track student growth over time. The document outlines various purposes and advantages of ePortfolios, such as enabling flexible assessment of skills, facilitating student self-assessment and reflection, and allowing teachers to easily access student work. It also notes some potential disadvantages, such as the need for technology skills and the time required to implement ePortfolios.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
Thinking about implementing e-portfolio in educationSarah Stewart
This document provides an overview of ePortfolios, including definitions of key terms like reflection and reflective learning. It discusses different types of ePortfolios for learning, assessment, and professional purposes. Benefits are described such as increased engagement and preparation for professional practice. Examples of ePortfolios are provided. Guidance is offered on designing ePortfolio tasks and assessments. A five-stage model for developing ePortfolios is also summarized.
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.
This document discusses student portfolios and provides definitions, types, and guidelines for creating portfolios. It defines portfolios as collections of student work that show growth over time through selected samples and student reflection. Portfolios can be growth-focused, showcase best work, or a combination. The document provides tips for teachers to structure portfolio creation, including deciding on the type, subjects, organization, elements, and evaluating portfolios. Student portfolios are meant to encourage self-reflection and metacognition of learning.
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.
Eportfolio for Beginners by Gail LovelyGail Lovely
This document discusses ePortfolios and what they are. An ePortfolio is a reflection of a student's personal development over time, not just a collection of work, and can be used to document process and display products. ePortfolios have various purposes like accountability, reflection, or as a showcase, and the tools used and audience will depend on the goal. Common online tools to create ePortfolios include blogs, wikis, VoiceThread, and GlogsterEdu, which allow collection of various media types and sharing with broader audiences. The process of selecting, reflecting on, and presenting work is what makes ePortfolios powerful for students.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
This document discusses the use of ePortfolios for student assessment. It defines an ePortfolio as a digital collection of student work and artifacts that can be used to track student growth over time. The document outlines various purposes and advantages of ePortfolios, such as enabling flexible assessment of skills, facilitating student self-assessment and reflection, and allowing teachers to easily access student work. It also notes some potential disadvantages, such as the need for technology skills and the time required to implement ePortfolios.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
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.
This document provides an overview of a graduate-level course on open education. The course introduces students to the philosophical foundations and principles of open learning as well as essential proficiencies for open educators. These proficiencies include understanding the origins and context of open education, developing information fluency to evaluate open resources, curating resources to support learning outcomes, designing open learning experiences, using educational technology, and incorporating open pedagogy. Through assignments like analyzing the history of openness, crowdsourcing resources, designing a mini open online course (MOOC), and facilitating a participatory learning experience, students develop skills in each proficiency area. Student reflections indicate the course helped shift their perspectives on education and increased their confidence in designing engaging
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
The document discusses ePortfolios and how they can incorporate elements of social networking to support lifelong learning. Some key points:
1) EPortfolios have traditionally been used in education to store work, reflect on learning, and showcase achievements, while social networks more recently facilitate sharing experiences and networking.
2) These boundaries are blurring as ePortfolios adopt social networking strategies like blogs, comments, and connections with a personal learning network to better support intrinsic motivation and deep learning.
3) An integrated ePortfolio/social network approach can help learners find voice and passion through autonomy, mastery, and purpose - key elements of intrinsic motivation - to make learning self-directed and lifelong.
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
The document provides an overview of ePortfolios and how they can be used for academic advising. It discusses how ePortfolios can help address the skills gap by providing evidence of soft skills attainment. EPortfolios allow students to collect artifacts from both formal and informal learning experiences and provide tools for reflection and linking skills to frameworks. The document also discusses how ePortfolios can be used to recognize prior learning and facilitate credit transfer. Implementing ePortfolios requires addressing challenges such as interoperability and student ownership after graduation.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
ePortfolios provide students a way to collect, select, and reflect on their academic and professional experiences. Students can showcase work like papers, presentations, videos and more to display their journey through higher education. Many students at Pace University are using ePortfolios in classes to integrate course materials and reflections. Faculty are also interested in ePortfolios and 90% of employers surveyed would look at a student's ePortfolio.
The document discusses understanding faculty members and learners in the context of web 2.0 technologies. It covers mapping learner and instructor experiences, examining people, data and things involved. It also discusses learners' technology abilities and needs, as well as challenges of emerging technologies for faculty development.
Gráinne Conole gave a presentation on the trajectories of e-learning. She discussed how technologies like the internet, learning management systems, mobile devices, and MOOCs have evolved over time to impact e-learning. Conole described different pedagogical approaches that can be used with technologies, such as drill and practice learning, inquiry-based learning, and situated learning. She also discussed the concept of learning design and presented a model for conceptualizing, capturing, communicating, collaborating, and consolidating the design of e-learning experiences. Conole concluded by considering emerging technologies and their implications for changing roles in teaching, learning, and research.
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
The document discusses integrating 21st century perspectives into classes. It recommends considering how to incorporate content, students, and technology. Specifically, it suggests engaging the professional community, valuing students' prior experiences, and using technologies like audio, visuals, and mind maps to expand learning beyond text. While emerging tools offer opportunities, instructors must carefully scaffold environments to effectively integrate new understandings and avoid confusion. The document outlines designing for learners, content, and communication while assessing to enable dynamic 21st century learning through guidance and support.
Dr. Helen Barrett gave a keynote address about the challenges and opportunities for change in implementing ePortfolios. She discussed that ePortfolios require complex change that needs a roadmap to assess needs, plan, implement, and evaluate. The roadmap involves preparing stakeholders for change, developing a change strategy, conducting a needs assessment, designing the desired outcome, creating an implementation plan, implementing change, evaluating and course-correcting, and celebrating the new outcome. For successful implementation, the vision and purposes of ePortfolios must be clear, and both skills and incentives for all stakeholders must be addressed. Reflection and relationships should be at the heart of ePortfolios, not just the technology.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
This document provides an overview of Second Life, including what it is, how it is used, and examples of higher education institutions with presences in Second Life. It discusses how Second Life could be used for instructional purposes like demonstrations or enhancing online classes. Institutions could use it for marketing, student services, and alumni relations. It also explores how Second Life could provide online student communities. The document encourages exploring example sites and provides resources for learning more about using Second Life in education.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
This document outlines Professor Shirley Alexander's vision for the future of learning at the University of Technology, Sydney (UTS). It discusses moving towards a model of learning that is:
1) Practice-oriented, through exposure to professional practice via internships, simulations, and other hands-on learning experiences.
2) Situated within a global workplace, with opportunities for international mobility and cultural engagement.
3) Research-inspired and integrated, equipping graduates with cutting-edge knowledge and skills for lifelong learning.
The document explores how to design curricula, learning spaces, and technologies to support this vision of collaborative, authentic, work-integrated education.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
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.
This document provides an overview of a graduate-level course on open education. The course introduces students to the philosophical foundations and principles of open learning as well as essential proficiencies for open educators. These proficiencies include understanding the origins and context of open education, developing information fluency to evaluate open resources, curating resources to support learning outcomes, designing open learning experiences, using educational technology, and incorporating open pedagogy. Through assignments like analyzing the history of openness, crowdsourcing resources, designing a mini open online course (MOOC), and facilitating a participatory learning experience, students develop skills in each proficiency area. Student reflections indicate the course helped shift their perspectives on education and increased their confidence in designing engaging
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
The document discusses ePortfolios and how they can incorporate elements of social networking to support lifelong learning. Some key points:
1) EPortfolios have traditionally been used in education to store work, reflect on learning, and showcase achievements, while social networks more recently facilitate sharing experiences and networking.
2) These boundaries are blurring as ePortfolios adopt social networking strategies like blogs, comments, and connections with a personal learning network to better support intrinsic motivation and deep learning.
3) An integrated ePortfolio/social network approach can help learners find voice and passion through autonomy, mastery, and purpose - key elements of intrinsic motivation - to make learning self-directed and lifelong.
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
The document provides an overview of ePortfolios and how they can be used for academic advising. It discusses how ePortfolios can help address the skills gap by providing evidence of soft skills attainment. EPortfolios allow students to collect artifacts from both formal and informal learning experiences and provide tools for reflection and linking skills to frameworks. The document also discusses how ePortfolios can be used to recognize prior learning and facilitate credit transfer. Implementing ePortfolios requires addressing challenges such as interoperability and student ownership after graduation.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
ePortfolios provide students a way to collect, select, and reflect on their academic and professional experiences. Students can showcase work like papers, presentations, videos and more to display their journey through higher education. Many students at Pace University are using ePortfolios in classes to integrate course materials and reflections. Faculty are also interested in ePortfolios and 90% of employers surveyed would look at a student's ePortfolio.
The document discusses understanding faculty members and learners in the context of web 2.0 technologies. It covers mapping learner and instructor experiences, examining people, data and things involved. It also discusses learners' technology abilities and needs, as well as challenges of emerging technologies for faculty development.
Gráinne Conole gave a presentation on the trajectories of e-learning. She discussed how technologies like the internet, learning management systems, mobile devices, and MOOCs have evolved over time to impact e-learning. Conole described different pedagogical approaches that can be used with technologies, such as drill and practice learning, inquiry-based learning, and situated learning. She also discussed the concept of learning design and presented a model for conceptualizing, capturing, communicating, collaborating, and consolidating the design of e-learning experiences. Conole concluded by considering emerging technologies and their implications for changing roles in teaching, learning, and research.
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
The document discusses integrating 21st century perspectives into classes. It recommends considering how to incorporate content, students, and technology. Specifically, it suggests engaging the professional community, valuing students' prior experiences, and using technologies like audio, visuals, and mind maps to expand learning beyond text. While emerging tools offer opportunities, instructors must carefully scaffold environments to effectively integrate new understandings and avoid confusion. The document outlines designing for learners, content, and communication while assessing to enable dynamic 21st century learning through guidance and support.
Dr. Helen Barrett gave a keynote address about the challenges and opportunities for change in implementing ePortfolios. She discussed that ePortfolios require complex change that needs a roadmap to assess needs, plan, implement, and evaluate. The roadmap involves preparing stakeholders for change, developing a change strategy, conducting a needs assessment, designing the desired outcome, creating an implementation plan, implementing change, evaluating and course-correcting, and celebrating the new outcome. For successful implementation, the vision and purposes of ePortfolios must be clear, and both skills and incentives for all stakeholders must be addressed. Reflection and relationships should be at the heart of ePortfolios, not just the technology.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
This document provides an overview of Second Life, including what it is, how it is used, and examples of higher education institutions with presences in Second Life. It discusses how Second Life could be used for instructional purposes like demonstrations or enhancing online classes. Institutions could use it for marketing, student services, and alumni relations. It also explores how Second Life could provide online student communities. The document encourages exploring example sites and provides resources for learning more about using Second Life in education.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
This document outlines Professor Shirley Alexander's vision for the future of learning at the University of Technology, Sydney (UTS). It discusses moving towards a model of learning that is:
1) Practice-oriented, through exposure to professional practice via internships, simulations, and other hands-on learning experiences.
2) Situated within a global workplace, with opportunities for international mobility and cultural engagement.
3) Research-inspired and integrated, equipping graduates with cutting-edge knowledge and skills for lifelong learning.
The document explores how to design curricula, learning spaces, and technologies to support this vision of collaborative, authentic, work-integrated education.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
1. Virginia Tech uses ePortfolios to support student learning and assessment. ePortfolios allow students to collect work, reflect on their growth, and demonstrate achievement of learning outcomes.
2. ePortfolios balance goals like learning, assessment, professional development, and accreditation. They come in different forms like individual learning portfolios or program assessment portfolios.
3. Implementing ePortfolios well requires defining learning outcomes, including multiple forms of evidence, using rubrics, and evaluating their impact on student learning. Faculty must promote ePortfolios and provide support.
This document provides information about planning learning expeditions using the we.learn.it tools and resources. It describes the we.learn.it portal for connecting teachers, students, and experts. It also outlines the organizational toolkit for planning expedition phases and activities. Finally, it discusses using the technology pool to identify appropriate tools, evaluating expeditions, and encouraging participation from schools around the Commonwealth.
The document provides resources for differentiating instruction using technology. It lists various online tools that can be used to support literacy development across different content areas, as well as tools to support differentiation of content, process, product, and assessment. Specific examples of tools include websites for developing phonemic awareness, vocabulary, comprehension, lessons and resources in different subjects, student publishing tools, and more.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
This document discusses ePortfolios and their relationship to information literacy and Web 2.0 skills. It notes that ePortfolios are being introduced for senior secondary students in South Australia and are increasingly discussed in Australia and worldwide. EPortfolios allow students to curate digital evidence of their learning, reflect on their progress, and take responsibility for assessing their own learning. They provide benefits over traditional paper portfolios by being easier to maintain and share. However, creating ePortfolios also presents challenges for students, teachers, and schools around file formats, storage, and privacy.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
The document discusses the use of ePortfolios by students at a UK school to record their learning and reflections. It notes that the school has developed a multimedia ePortfolio system that 550 students across various year levels use to compile and present evidence of their work, achievements, and reflections. The ePortfolio process encourages students to plan, do work, collect evidence, review and reflect on their learning. It is intended to help students take more control of and responsibility for their learning.
Guide to instituting student partnerships v0 8balham
This document provides guidance on instituting student partnerships for educational innovation. It identifies four key dimensions for instituting partnerships:
(1) partnership set-up, (2) partnership implementation, (3) capabilities development and accreditation, and (4) evaluation, impact and sustainability. For each
dimension, it outlines several practice points and provides top tips and guides to resources for each point. The overall aim is to help institutions establish
effective partnerships with students to advance curriculum innovation and student experience through collaboration.
engaging young learners in the eportfolio processJohn Pallister
The document discusses engaging young learners in the ePortfolio process. It outlines the ePortfolio process and how it relates to learning. It emphasizes that for effective implementation, the ePortfolio process must be integrated into the school's overall approach and teachers must be trained. Learners should understand why they are compiling an ePortfolio and what they need to do. The process involves planning, recording evidence, reviewing, and reflecting on learning.
The document discusses planning for e-learning activities. It emphasizes constructing knowledge through collaboration and allowing learners to continually reshape their understanding. Effective planning involves understanding learners' needs, available resources, proposed outcomes, and assessment methods. Tutors must facilitate scaffolding to support learners in developing skills just beyond their abilities. E-learning can incorporate virtual simulations, experiments, and social interaction to engage learners in applying higher-order thinking skills.
The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
This document discusses electronic portfolios and their benefits over traditional paper portfolios. Electronic portfolios allow students to collect work across various contexts and media types into a digital collection. They can include text, files, images, videos and other media. Electronic portfolios are accessible online at all times from any location by students, teachers, and parents. They also allow students to reflect on their learning and growth over long periods of time. The document outlines several benefits of electronic portfolios, such as demonstrating 21st century skills, showing learning and growth, and increasing student autonomy and motivation. It also notes some potential limitations, such as lack of technology experience, and provides guidance on setting up and implementing electronic portfolios.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
This document discusses the use of portfolios to document student learning. It defines portfolios as collections of student work that show a student's efforts, progress, and achievements. Portfolios can be used within a single course or across multiple courses. The document discusses different types of portfolios, including process portfolios which focus on reflection, and showcase portfolios which highlight a student's best work. It also discusses ePortfolios, which emphasize technology and multimedia. Benefits of ePortfolios include skills development, accessibility, and portability. The document provides examples of portfolio use at the institutional level and within individual courses. It emphasizes the importance of reflection in portfolios and how portfolios can promote student ownership of learning.
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
Similar to ePortfolios Workshop for Parkland School (20)
This document summarizes a strategic planning workshop for integrating technology at the Mantar ICTPD Cluster. It includes an introduction, research on the advantages of elearning, visions for elearning, trends in technology and education, case studies of other schools, and frameworks for strategic planning. Key points discussed are personalized learning, increased collaboration, shifting teacher and student roles, engaging students, and visible participation. The workshop covers analyzing the current context, defining a desired future vision, and developing a strategic plan and projects to bridge gaps between the present and goals.
The document discusses a virtual cluster network meeting focused on developing educator capabilities through sharing online reflections. It promotes using the network to inform colleagues of e-learning challenges and opportunities. Educators are encouraged to publicly share cluster reflections on goals and initiatives relating to students, principals, teachers and community to showcase regional work and achievements. The reflections should help track progress, lessons, and next steps in implementing national education goals.
Paul Seiler: Eportfolios for ULearn 2010 workshopNick Rate
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
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.
The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
An LMS (Learning Management System) is a digital platform that combines online tools and services to provide enhanced learning experiences. It allows schools to manage administration functions, communication tools, planning resources and digital content repositories in one online environment. Developing interoperable LMS systems ensures digital content and teacher resources can be easily shared across schools and different LMS platforms. Going it alone without an integrated LMS requires schools to manually coordinate and maintain multiple disparate online tools, increasing costs and reducing functionality compared to an off-the-shelf LMS.
The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.
Web 2.0: Facilitating Reflection and FeedbackNick Rate
This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view student eportfolio examples
• best practice visits
• network with practitioners
4.
5. ...encourages all students to reflect
on their own learning processes and to
learn how to learn.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
6. ...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
7. The New Zealand Curriculumhttp://flickr.com/photos/torres21/
Students learn as they engage in
shared activities and
conversations with other people...
8. ...working with parents and caregivers as
key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.
The New Zealand Curriculumhttp://flickr.com/photos/todbaker
9. !"#$%&"'()*+'#*
,))$))-$(&**
"(*.$/*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 http://assessment.tki.org.nz/
10. Directions for Assessment in New Zealand
...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/
11. Directions for Assessment in New Zealand
...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/
12. Directions for Assessment in New Zealand
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/
14. Student Led Conferences: How effective are they...?
Effective reporting systems will be ones where
‘student voice’ is an integral
part of the reporting process.
21. Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
beliefs
• benefits
22. “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
23. “...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...”
JISC ePortfolio Infokithttp://www.flickr.com/photos/darthdowney/
31. Ian Fox 2008
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/
The benefits...
32. ...the social 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
33. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
Sadler, 1998http://flickr.com/photos/torres21/
34. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
35. “...students can literally carry their
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
39. 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...
40. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
42. Exemplars,
creating LI, SC,
matrices/rubrics
Learning
artifact
embedded in
portfolio
Feed back,
feed forward &
reflection/self
assessment
Learner Agency:
“The power to act.”
Celebrating success
and achievement
Feed back,
feed forward &
reflection/self
assessment
1st draft
of writing
story
board
brainstorm
teachers
peers
self
family
Learning
artifact
embedded in
portfolio
“finished”
example
2nd draft
video
ePortfolio Learning Cycle
Nick Rate: ePortfolios and Assessment for Learning (2008)
43. Exemplars,
creating LI, SC,
matrices/rubrics
Learner Agency:
“The power to act.”
Learning
artifact
embedded in
portfolio
Feed back,
feed forward &
reflection/self
assessment
Nick Rate: ePortfolios and Assessment for Learning (2008)
44. Step 5: Criteria
• clarifying the capability required in the
eportfolio tool
50. Step 7: Educate
Students, teachers, parents, mentors,
coaches:
• on the purpose/pedagogy
• how to give effective feedback
• setting goals
• reflecting and self-assessing
• technical how to’s
51. Step 8: Implement
• seamlessly integrated into teaching and
learning
• high access to hardware/internet tools
• targeted teaching of reflecting/feedback
• maintaining a balance between creating/
reflection/uploading
• timelines: staggered vs. all at once?
52. Step 9: Update
• digital citizenship procedures and user
agreements
• reporting and assessment guidelines and
procedures
• appraisal and teacher registration process
53. Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next steps?
54. The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose to school vision, beliefs
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 to meet purpose
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 citizenship procedures & agreements, appraisal
Review identify progress, key lessons and next steps
55. A task for you... draw me a picture
On your sheet of paper draw me a picture of what
portfolios look like at Parkland School.
Show:
• the people involved (students/teachers/parents...)
• the relationships and information flow between
these people
• the resources, technology and anything else that is
used in the portfolio process
• the relationships between people and between
people and school/home/resources/technology
using labels, arrows etc (size & shape to show
importance, amount of info shared…)
58. A task for you... draw me a picture
Now, turn your page over.
Draw another picture.
This time draw what you think having eportolios will
look like in your classroom/school.
What are the key similarities/differences between the
pictures?
What does this mean for your current practice?
59. Some places for further exploration:
TKI Enabling Elearning: http://goo.gl/QuKKF9
VLN ePortfolio Group: http://goo.gl/89sy1J
NZ Principal Sabbatical Reports: http://goo.gl/Y3m1KG
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Helen Barrett: http://electronicportfolios.org/
Where to next?
63. Registered Teacher Criteria
Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional
leaders...
65. Teacher Professional Learning and Development
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.
66. ...evidence from research and from
their own past practice and that of
colleagues to plan teaching and
learning opportunities...
The New Zealand Curriculum
68. Up to 800 eligible teachers will be invited to
gather a portfolio of evidence
to demonstrate they have satisfied each of the
ACET professional criteria.
http://www.teachnz.govt.nz/http://flickr.com/photos/torres21/
72. Digital Portfolios for Teachers
...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/
80. The 10 step plan of attack...
Research read the literature, talk to experts, view professional eportfolios
Define clarify and align your purpose to effective professional inquiry and/or
performance management systems
Consult with your teachers, appraiser, leadership teams
Framework align a process for constructing a portfolio to your purpose
Criteria list the functionality required for your professional eportfolio tool
Tool trial, observe, reflect on the best tool to meet purpose
Educate professional learning in use of new technologies and approach
Implement roll out the system to intended group of teachers and integrated into
systems
Update performance management, PRT and TAI documentation and systems
Review identify progress, key lessons and next steps