This document provides an overview of FrogFolio, TCU's electronic portfolio system. It defines an ePortfolio as a digital collection of a student's work and reflections that represents their learning over time. Students use FrogFolio to collect artifacts from their courses and other experiences, reflect on their meaning and growth, and tell their learning story. The process of inquiry, reflection, and integration develops both a product to showcase learning and a tool to facilitate career preparation and feedback. TCU's vision is for FrogFolio to exemplify student-directed, learning-centered education assisted by mentors. A small pilot program is currently testing FrogFolio and larger rollouts for first-year students are planned.
Creating and Sharing Information Literacy OERsUKCoPILOT
Slides are from the CoPILOT in Scotland event, sponsored by the CILIP Information Literacy Group, held at GCU on 12th February 2014.
Presentation highlights the design, development and evaluation of a suite of online learning tutorials at the Institute of Technology Tallaght (ITT Dublin). These open educational resources, covering research, referencing, plagiarism and core academic skills have been shared and adapted for reuse nationally and internationally.
Creating and Sharing Information Literacy OERsUKCoPILOT
Slides are from the CoPILOT in Scotland event, sponsored by the CILIP Information Literacy Group, held at GCU on 12th February 2014.
Presentation highlights the design, development and evaluation of a suite of online learning tutorials at the Institute of Technology Tallaght (ITT Dublin). These open educational resources, covering research, referencing, plagiarism and core academic skills have been shared and adapted for reuse nationally and internationally.
LTS Lunch 27 Jan 10 - Tools for Learning Designaewp2
__What is Learning Design?
The focus of course designers is often first on covering the requisite ground in a logical structure, second on developing the best possible explications of difficult areas, and only third on lighting a fire of inquiry in their students. This fire is nourished when students are involved and challenged, stifled when they are passive recipients of knowledge. Planning how learning will happen needs as much consideration and care as what will be learned.
__Design Tools
Modern technology can be integrated in teaching to give new flexibility in teaching styles, whether at the level of activities, courses or whole programmes. It also provides tools to help us extract the benefits of that flexibility:
- by making the pedagogical structure more visible and explicit to students and planners, thereby promoting understanding and reflection
- by serving as a description or template to be collaborated on, adapted and reused
- by sharing best practices and understanding between those involved in design and teaching
__Course Tools
CARET's Course Tools project is developing easy-to-use web tools for fast and flexible access to course information and planning at Cambridge. I will briefly introduce the Lecture Explorer and Oxford's Phoebe.
__Learning Design Initiative
CARET is partnering with the OU to develop “a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies”; broadly structured around understanding the curriculum design process, supporting collaborative design, offering support such as case studies, course templates and ‘best practice’ checklists, visualising designs in various ways, and sharing the results. I will introduce CompendiumLD and Cloudworks.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
LTS Lunch 27 Jan 10 - Tools for Learning Designaewp2
__What is Learning Design?
The focus of course designers is often first on covering the requisite ground in a logical structure, second on developing the best possible explications of difficult areas, and only third on lighting a fire of inquiry in their students. This fire is nourished when students are involved and challenged, stifled when they are passive recipients of knowledge. Planning how learning will happen needs as much consideration and care as what will be learned.
__Design Tools
Modern technology can be integrated in teaching to give new flexibility in teaching styles, whether at the level of activities, courses or whole programmes. It also provides tools to help us extract the benefits of that flexibility:
- by making the pedagogical structure more visible and explicit to students and planners, thereby promoting understanding and reflection
- by serving as a description or template to be collaborated on, adapted and reused
- by sharing best practices and understanding between those involved in design and teaching
__Course Tools
CARET's Course Tools project is developing easy-to-use web tools for fast and flexible access to course information and planning at Cambridge. I will briefly introduce the Lecture Explorer and Oxford's Phoebe.
__Learning Design Initiative
CARET is partnering with the OU to develop “a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies”; broadly structured around understanding the curriculum design process, supporting collaborative design, offering support such as case studies, course templates and ‘best practice’ checklists, visualising designs in various ways, and sharing the results. I will introduce CompendiumLD and Cloudworks.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
Standing on the shoulders of giants: learning and researching value as a comm...Kathryn Coleman, PhD
The emergence of digital environments to support portfolios allows not only the aggregating of artefacts in a wide range of formats, but also the embedding of reflection through self-review, peer assessment and sharing via social networks. While the potential of Portfolios at Deakin University has been recognised for some time, logistical obstacles to uptake beyond a unit of study has resulted in little research into the value of the portfolio to student learning holistically across, for example, a Course. Portfolios in the learning management platform, alongside Course Enhancement, provides an opportunity to investigate the perceived value (the relative worth and importance) in different disciplines. This workshop includes discussion on our findings; hands on experience in how to read and categorise artefacts, evidence and reflections; good practice for formative feedback, marking, portfolio design, team work, graduate employability, and pedagogy informed by our recent experiences in the International Coalition of ePortfolio Research (INCEPR).
This 3 hour workshop was held on October 1, 2014 at the ePortfolios Australia Forum at La Trobe University.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
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
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
Presentation for the EdTeach Summit in Cape Town on 11 August 2014. Details about the event: http://edtechsummitsouthafrica.com/ Follow me on Twitter @nicolapallitt
PS: Links to URLs in the notes section of PowerPoint when you view the downloaded presentation.
Please share the link to your ePortfolio as a comment - especially if you are a teacher:)
information literacy open educational resources. author: philip russellPhilip Russell
CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.
Similar to FrogFolio and First-Year Seminar Pilot (20)
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. What is an ePortfolio, anyway?
An electronic collection of evidence (a website) that
represents learning over time and makes learning visible to
self and others.
Capture and represent learning across contexts via artifacts
• collect artifacts
• select artifacts for display
• reflect on meaning and relationship of artifacts
5. ePortfolio as process and product
Process:
INQUIRY
REFLECTION
INTEGRATION
Product:
• development tool
• record of learning artifacts
• career preparation and planning product
• artifact showcase
• tool for feedback
6. 2 Sample FrogFolios
Emily Denney
Senior, Strategic Communication/Spanish
Kansas City, MO
*product-oriented/showcase
Mariah Green
Senior, Biology major (pre-med)
Wichita, KS
*process-oriented/reflective
8. Meaningful Reflection: 4 Principles
• Reflection as Connection
• Reflection as Systematic & Disciplined
• Reflection as Social Pedagogy (remember the pigeons??)
• Reflection as an Attitude and Stance toward Change
(Rodgers, 2002)
9. ‚The function of reflection is to make meaning: to
formulate the ‘relationships and continuities’
among the elements of an experience, between that
experience and other experiences, between that
experience and the knowledge that one carries,
and between that knowledge and the knowledge
produced by thinkers other than oneself.‛
--Carol Rodgers (2002)
10. Why ePortfolios?
• Integrate discrete learning experiences
• Enhance self-understanding and self-authorship (Magolda)
• Promote taking responsibility for one’s learning
• Support developing an intellectual identity
• Foster digital literacy and digital storytelling skills
• Facilitate coherence between curriculum and co-curriculum
• Cultivate learning that is life-long and life-wide
11. From folio thinking to
FrogFolio
As a digital learning tool, FrogFolio will be:
• student-directed
• learning-centered
• mentor-assisted
12. Vision
• TCU’s ePortfolio program
exemplifies studentdirected, learningcentered, mentor-assisted
education.
Mission
• To create a community of
connections with
reflective, integrative, an
d intentional learners
who take responsibility
for their education by
assessing their learning
experiences and
monitoring their progress
and goals by making
their work visible
through the use of
Frogfolios.
13. History of project
• Integrative learning QEP proposal 2011-2012
• Combined with ePortfolio proposal
• This synergy kickstarted some interdisciplinary and
interdepartmental information gathering and research
that led to current small pilot
• Next step will be a larger pilot in fall 2014 for first-year
students
14. 205 students in current pilot
•
•
•
•
•
•
•
12-15 faculty mentors and staff mentors
3 Honors Colloquium Courses (48 students)
First-Year Chancellor’s Scholars (44)
Student Athlete Advisory Council (16)
First-Year Experience/Connections (42)
Chancellor Leadership Program (40)
1 Strategic Communication Writing course (15)
15. What’s inside?
•
•
•
•
•
•
•
Home page with photo and introduction
Goals and progress, set by student
My learning experiences
Habits of mind, based on TCU mission
Resume
Contact info
Plus, students may add sections
16.
17. Larger pilots ahead
Spring 2014
• Current mentors will
continue working with
205 students from
fall
2013 pilot
• January gathering and
April showcase
• SUMMER: Professional
development
Fall 2014
• Rollout for up to one-half
of entering first-year class
• Rollout and discussion
for other programs
around campus
18. Fall 2014
• 20-25 UNPR 10110 sections (team-taught by faculty and
staff mentors)
• 16-20 OCO Basic Speech Communication courses with
mentor for each section
• Plus embedding it into other upper level courses or
programming
• Plus small pilot through ENGL first-year writing class to
prepare for spring 2015
Editor's Notes
Process: learning takes on new depth through reflecting deeply on what they know, how they came to that knowledge, and what it means; develop their own goals for learning; assess their growth over time; students tells us what is important to them and what they want to know; identify formation happens over time via reflection on growth and changeProduct: tool for personal development; personal record of their significant learning experiences; a product for career preparation and planning; concrete way of showcasing your learning and your strengths; a tool for feedback from peers and teachers; a portable learning tool and record that can be accessed from anywhere; set privacy settings for specific audiences to display one’s work.
Connection: Reflection is a meaning-making process that moves a learner from one experience to the next with a deeper understanding of its relations with and connection to other experiences and ideas. It’s like a thread that makes continuity of learning possible. Critical to integrative learning. Systematic and Disciplined: not vague and unstructured musing, not navel-gazing. In very real ways, it has roots in scientific inquiry—”What do I know (or think I already know)? How does this experience fit with that? How do I need to revise my thinking based on this experience?”Social Pedagogy: most familiar image of reflection is solitary, a sort of meditation. Dewey suggested that meaninful reflections happens in community, in conversation and interaction with others. It is “intersubjective,” in the language of philosopher Paul Ricouer. Attitude and Stance toward Change: reflection not only cognitive, but affective. Involves attitudes such as openness, curiosity, and readiness to reconsider one’s ideas about self and the world.
NOTE: a parallel process between what ePorts are trying to do for individuals and for institutions—creating integration for both: helping individuals integrate disparate experiences and helping institution integrate disparate elements of the curriculum and co-curricululm