What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Using Twitter to Engage Students in Scholarly DiscourseJustin Davis
Using Twitter to Engage Students in Scholarly Discourse
To get to the Knowledgebase document with directions on how to add a Twitter feed to you D2L homepages, go to the following URL:
https://kb.uwp.edu/page.php?id=47351
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
The Kids Are Alright: Developing a Comprehensive Training Program for Robin O'Hanlon
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
Is the students’ lack of enthusiasm for reading a fact of life or can we do s...Samantha Oakley
Materials used for the Swansea University SALT Conference 2013 Round Table session. The aim was to stimulate debate on student reading and how to encourage it. We had a packed, lively session - hope everyone enjoyed it as much as I did!
Note: the slides were printed on A4 in colour with a set of quotes/ideas to tackle the issue back-to-back. This was used as the focus for discussion.
ETUG Spring 2013 - The Blissful Survival Rucksack for Engaged Online Learning...BCcampus
Human beings actually have a lot of experience engaging each other in learning. But sometimes we forget we have this repertoire of “ways of being together” that engage and delight us. Let’s explore and expand that repertoire. We’ll focus on the simple, replicable and often VERY fun things we can do to engage and support meaning making. And heck, these can be valuable in your day to day life, online or offline!
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Using Twitter to Engage Students in Scholarly DiscourseJustin Davis
Using Twitter to Engage Students in Scholarly Discourse
To get to the Knowledgebase document with directions on how to add a Twitter feed to you D2L homepages, go to the following URL:
https://kb.uwp.edu/page.php?id=47351
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
The Kids Are Alright: Developing a Comprehensive Training Program for Robin O'Hanlon
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
Is the students’ lack of enthusiasm for reading a fact of life or can we do s...Samantha Oakley
Materials used for the Swansea University SALT Conference 2013 Round Table session. The aim was to stimulate debate on student reading and how to encourage it. We had a packed, lively session - hope everyone enjoyed it as much as I did!
Note: the slides were printed on A4 in colour with a set of quotes/ideas to tackle the issue back-to-back. This was used as the focus for discussion.
ETUG Spring 2013 - The Blissful Survival Rucksack for Engaged Online Learning...BCcampus
Human beings actually have a lot of experience engaging each other in learning. But sometimes we forget we have this repertoire of “ways of being together” that engage and delight us. Let’s explore and expand that repertoire. We’ll focus on the simple, replicable and often VERY fun things we can do to engage and support meaning making. And heck, these can be valuable in your day to day life, online or offline!
With a mandate from our IT Steering Committee and a wee pot of money Okanagan College built Model Technology Enhanced Classrooms at each of our 4 campuses this past year. The intent was to provide instructors with an opportunity to gain familiarity with educational technologies currently in use but not available to everyone at OC. It also came at a time when we are wrestling with the demise of VGA as a universal connection standard, and instructors wanting to use iPads for teaching, and students wanting to be able to display on the projector, and bringing in guest speakers using Skype, and running a backchannel, and … So we built them. And we learned a lot of things along the way. And I’ll tell you about them. http://www.okanagan.bc.ca/Campus_and_Community/employees/itservices/edtech/Model_Tech_Classroom.html Since 2005 Mike Minions has been the Educational Technology Coordinator at Okanagan College.
Discovering a Multi-Access Learning Environment in ActionBCcampus
2010 ETUG Spring Workshop: (see session descriptions http://etug.ca/?page_id=835)
Session: Discovering a Multi-Access Learning Environment in Action
Presenter: Valerie Irvine, TIE Research Lab, Faculty of Education, University of Victoria
The BC Open Textbook Project: More than Saving Students Money.
In the fall of 2012, the BC Ministry of Advanced Education announced funding to support the development of open textbooks. The primary goal of the project is to save post-secondary students money by promoting the adoption of free, open textbooks. But there are additional goals and benefits of the open textbook project that will benefit the post-secondary system in BC and beyond. In this presentation, Clint Lalonde from BCcampus will give an update on the BC Open Textbook project, and talk about some of the other open educational goals of the project that go beyond saving students money.
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.
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien
1. E-Portfolios in Assessment:
Emerging Learning-Centred Pedagogy
Collect… Select… Reflect… Connect
Gail Morong
Donna DesBiens
TRU
ETUG
June 6, 2013
2. Presentation Outline
• Portfolio definitions
• Pedagogy
• Benefits and challenges
• Emerging Trends
• Research Lessons/Tips
• Future Research Directions
• Discussion
3. What’s a portfolio?
• A collection of items or artifacts that represent
an individual in some way
Many kinds, both traditional and digital:
• Showcase
• Teaching
• Educational
6. What is an educational portfolio?
“ an educational portfolio contains work that a
learner has collected, reflected upon, selected, and
presented to show growth and change over time”
(Barrett, 2007)
7. What is an educational portfolio?
“Purposeful selection of artifacts together with
reflections that represent some aspect of the
owner‟s learning.”
(Chen, Stanford University,2009)
12. What is an e-Portfolio?
“e-Portfolios are personalized, online collections
of your work, chosen by you to represent to
diverse audiences your knowledge, skills and
interests.”
(UBC Portfolio Community of Practice, accessed 2013)
13. E-Portfolios may include
• Presentations, papers, projects
• Multimedia images, videos
• Reflections on learning / work
• Selective collaboration and feedback
• Customization for different audiences
20. Campus-level Portfolio
TRU Centre for Student Engagement & Learning Innovation
Recognizes intercultural and international experiences in any credit program
22. Educational uses of e-portfolios
• Job search
• Learning assessment
• Course evaluation
• Plan educational programs
• Track development within a program
• Document „KSA‟ and learning
• Monitor and evaluate performance
(Barrett, 2007; Lorenzo & Ittleson , ELI, 2005)
23. Major Uses of Student e-Portfolios
• Career preparation
• Showcase accomplishments
• Capture the learning process
• Document specific learning outcomes
• Learning representation, reflection and revision
(Barrett, 2007; Lorenzo & Ittleson, ELI, 2005)
24. Critical Parts of Learning Portfolios
Document, reflect, and collaborate:
• Individual learning artifacts
• Overall story of learning
(Barrett, 2007; Zubizaretta, 2004, cited in Barrett)
25. So…what are the benefits of using
e-portfolios for learning?
26. Potential Benefits
• Engage students in active learning
• Help students become critical thinkers
• Help develop writing and communication skills
• Help develop information and digital literacy
• Promote deep learning
• Integrate learning across multiple contexts
• Enable life-long learning
(Lorenzo & Ittleson , ELI, 2005; Tosh et al., 2005)
30. Assessment of learning
• Document achievement of standards, e.g.
learning outcomes, competencies
• Assume meaning is constant across users,
contexts and purposes
• Measure prescribed learning
(Barrett, 2007)
31. Assessment for learning
• Invite digital stories of deep learning
• Provide structure for systematic critical
reflection on learning process over time
• Improve /negotiate learning
(Barrett, 2007)
32. Things to think about
• Can tension be resolved?
• What learning outcomes do you want to assess?
• What kind of assessment is appropriate?
33. Supporting Multiple Needs
3 interconnected systems:
• Archive of student work
• Authoring environment for creative learning
• Institutional assessment management system
(Barrett, 2007)
35. Buy-in / Motivation Concerns
• Weak induction and instructions
• Didn‟t understand reasons for collecting info
• Need to know „What‟s in it for me?‟
36. Assessment Concerns
• Sensitive to grading of personal reflections
• Didn‟t understand what was wanted
• Tension between trying to give what was wanted
and meaningful learning
• Grade weight / workload imbalance
37. Technology Concerns
• Time required to learn system
• Difficult to customize
• Public vs. private access – when public, concern
for appearance trumped content and learning
38. Challenges for Faculty
• What is purpose?
• How to assess
• Tech overload
• Time shortage
• Training & support
39. Pause for thought
• How many of you have made an e-portfolio or
used them in student assessment?
• What are some of your experiences?
• What technology did you use?
40. AAEEBL e-Portfolio Survey 2012
Ass‟n for Authentic Experiential and Evidence-Based Learning
• 243 responses from 13 countries representing 97 institutions
Who responded?
• US (80%)
• UK (20)
• Canada (9)
• Australia (8)
41. Emerging Trends
• Program vs. course-based
• Collaborative assessment
• More learner/learning-centred beliefs
- Student responsibility for learning
- Student choices in what, how & how to represent
- Cross-disciplinary evaluation teams
- Assess multiple examples of student work
(Brown, Chen & Gordon, IJeP, 2012)
43. Lessons from Research
Engage learning
• Explain and demo how students can benefit
• Show examples – good, messy, your own
• Align with course & program
• Give feedback, support and time to reflect
• Connect classroom, community & work learning
44. Lessons from Research
Guide assessment
• Scaffold skills in how to reflect
• Clear assessment criteria
• Self-assessment to develop reflection and self-
management skills
• Peer review to develop thinking,
communication, and collaboration skills
47. Lessons from Research
Faculty
• Build an evidence-based learning culture
• Validate learning evidence
• Collaborate on what works and why
48. Lessons from Research
Tech
• Focus on learning vs. „look & feel‟
• Use flexible, user-friendly systems
• Enable multimedia file use
• Ensure selective permissions/multiple views
• Separate authoring and official record systems
• Need active technology coordinator & equipment
(Johnson, 2012; Barrett, 2007; Tosh et al., 2005)
49. Future research
• What is valid evidence that e-portfolios support
successful learning & assessment?
• What is evidence of deep learning in e-portfolios?
• How does learning-centred practice impact
student critical reflection and agency?
• Explore systems that differentiate student-owned
e-portfolios from official records
51. Faculty buy-in/uptake in your
institution?
TRU-OL:
• Mahara and WordPress are supported
• Pockets in Communications, Education, English
and Nursing
• PLIRC research
52. More Discussion Questions
• How do different portfolio systems support and
influence learning?
• What do we know about how students from
different cultural backgrounds response to e-
portfolios?
• How long should e-portfolios be kept on server?
• How well do current practices meet challenges?
54. Key References
• Barrett, H.C. 2007. Researching electronic portfolios and learner engagement: The REFLECT
Initiative. Journal of Adolescent & Adult Literacy (JAAL) 50:6 March 2007. doi:
10.1598/JAAL.50.8.2
• Brown, G., Chen, H. & Gordon, A. 2012. The Annual AAEEBL Survey at Two: Looking Back and
Looking Ahead. International Journal of ePortfolio, Vol 2 Number 2, 129-138. Accessed at:
http://www.theijep.com
• Chen, H. 2009. ePortfolios: emerging definitions. Accessed at:
http://www.youtube.com/watch?v=KKd5pDuGDJA
• EIfEL team blog. 2009. Learning Futures: 10 ePortfolio challenges. Accessed at:
http://www.learningfutures.eu/2009/09/10-eportfolio-challenges.html
• Goodine, M. 2010. Eportfolios: In Search of a Silver Bullet. Accessed at:
https://portfolios.kwantlen.ca/view/view.php?id=515
55. Key References
• Johnson, H.L. 2012. Making Learning Visible with ePortfolios: Coupling the Right Pedagogy with
the Right Technology. International Journal of ePortfolio, Vol 2, Number 2, 139-148.
• Lorenzo, G. & Ittleson, J. 2005. (D. Oblinger, Ed.). An Overview of E-Portfolios, EDUCAUSE
Learning Initiative (ELI). Accessed at:. http://www.educause.edu/library/resources/overview-e-
portfolios
• Tosh, D., Light, T., Fleming, K. & Haywood, J. 2005. Engagement with Electronic Portfolios:
Challenges from the Student Perspective. Canadian Journal of Learning and Technology, V31(3)
Fall, 2005.
• UBC website. E-Portfolios @UBC – Archive of Projects. Accessed at:
http://blogs.ubc.ca/projectportfolio/
Editor's Notes
One definition
Another definition
Prior learning Assessment and Recognition
TRU moving forward
Gail, people may respond to this question.
Still mainly paper-based
Green font is our workshop focus
3:15
You may share these challenges… We will make time to hear your thoughts in the discussion period of workshop
Meg – your thoughts on how this would work? Gail, I left this as is because this is exactly what Barrett says – maybe her inconsistency is worthy of discussion.
Focus on look & feel vs. messy learning
Pair Share for a few minutes /Report out -
Conclusion: Practitioners are transforming their teaching practices. 3:35
Last heard from this is what the students and faculty said was most important (Tosh et al.)
Next slide Faculty Concern – How do I assess reflections on learning? Especially when students are sensitive to it?