e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
Our Outstanding Chinese objective is to provide international students with opportunities to learn about, study, and work in the world's most intriguing country. We strive to build stronger and healthier ties between China and the rest of the world.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Part 4 the asquith group case study eleven themesasalarsson
Education disengagement
There are children and young people either not regularly attending or disengaging altogether from school, and this group includes cohorts who are younger than the school leaving age of 17.
The Corona Crisis (COVID-19) : Issues and Strategies For Hospitality / Hotel ...Andrew Penington
How is COVID -19 situation impacting teaching and learning in Hospitality education?
What are some of the impacts and challenges facing Hospitality students during the pandemic?
What strategies can be adopted by students to capitalize on their learning during the pandemic.
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
Our Outstanding Chinese objective is to provide international students with opportunities to learn about, study, and work in the world's most intriguing country. We strive to build stronger and healthier ties between China and the rest of the world.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Part 4 the asquith group case study eleven themesasalarsson
Education disengagement
There are children and young people either not regularly attending or disengaging altogether from school, and this group includes cohorts who are younger than the school leaving age of 17.
The Corona Crisis (COVID-19) : Issues and Strategies For Hospitality / Hotel ...Andrew Penington
How is COVID -19 situation impacting teaching and learning in Hospitality education?
What are some of the impacts and challenges facing Hospitality students during the pandemic?
What strategies can be adopted by students to capitalize on their learning during the pandemic.
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. E-Portfolios and profiling: a new resource for Scottish schools
Ian Hoffman B6350914 H818 TMA02 Conference Poster
Click here for references
Click here for transcript
Conference Theme: Implementation
2.
3.
Glow, the world's first national
educational Intranet³ was launched
in 2007. Glow contains a suite of
online collaborative tools including
an e-portfolio.
4.
Launched in 2009, the new curriculum
(CfE) is aimed at developing the
attributes, knowledge and skills needed
to flourish in life, learning and work⁴.
The political and economic
1.
aspirations of a nation are
resting on educational reform¹
and investment in technology²
but a lack of support in a key
area could act to dilute the
ambition.
5.
6.
Research evidence⁷ indicates
that e-portfolios are
appropriate tools to support
CfE assessment profiling.
Pupil
The CfE assessment framework, grounded in
research, looks to promote high quality
interactions between learners and staff;
learner involvement in reflection; peer and
self assessment⁵ – processes collectively
labelled 'profiling'⁶.
Scottish Parliament Building by Kim Traynor, on WikiMedia
Profiles
Centrally, e-portfolios are being promoted to
support the production of the statutory summative
statement on pupil achievement - the 'Pupil Profile⁸.
Crucially, the potential for e-portfolios to support
profiling is being neglected by the pupil, teacher
and parental support services.
7.
Stakeholders are in need of support material
in order to set a context for e-portfolio use
in the day-to-day learning and teaching of a
school. The web site resource E-Portfolios
and profiling: a new resource for Scottish
schools aims to provide that support.
2. References
Back to poster
1. Scottish Executive (2004) 'A Curriculum for Excellence - The Curriculum Review Group' [Online]. Available at
http://www.scotland.gov.uk/Publications/2004/11/20178/45863 (Accessed 4 January 2014).
2. Scottish Executive (2001) 'Feasibility Study into the Provision Of Broadband Networks for Scottish Schools' [Online]. Available at
http://www.scotland.gov.uk/Resource/Doc/158307/0042871.pdf (Accessed 4 January 2014).
3. Education Scotland (n.d.) 'What is Glow?: The story so far' [Online]. Available at
http://www.educationscotland.gov.uk/usingglowandict/glow/whatis/storysofar/index.asp (Accessed 4 January 2014).
4. Education Scotland (n.d.) 'Skills for learning, life and work' [Online]. Available at
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp (Accessed 4 January 2014).
5. Education Scotland (n.d.) 'Framework for Assessment' [Online]. Available at
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/about/framework/index.asp (Accessed 4 January 2014).
6. Education Scotland (2012.) 'CfE Briefing Curriculum for Excellence: Profiling and the S3 profile' [Online]. Available at
http://www.educationscotland.gov.uk/Images/CfEBriefing3_tcm4-731977.pdf (Accessed 6 January 2014).
7. See for example:
Barrett, Helen (2011) 'Balancing the Two Faces of E-Portfolios' [Online]. Available from
http://electronicportfolios.com/balance/balancingarticle2.pdf (Accessed 6 January 2014).
JISC (2008) 'Effective Practice with e-Portfolios: Supporting 21st Century Learning' [Online]. Available from
http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf (Accessed 6 January 2014).
References (cont'd)
3. References (cont'd)
Back to poster
Butler, Philippa (2006) 'A Review of the Literature on Portfolios and Electronic Portfolios' [Online]. Available from
http://akoaotearoa.ac.nz/community/eportfolios-new-zealand/resources/pages/review-literature-portfolios-and-electronic-portfo
(Accessed 6 January 2014).
8. Education Scotland (2013) 'E-portfolios available on the National Assessment Resource' [Online]. Available at
http://www.educationscotland.gov.uk/newsandevents/educationnews/2013/education/june/news_tcm4809610.asp (Accessed 6 January
2014).
4. Transcript
Click for transcript audio
Back to poster
Summary statement
E-portfolios and profiling: a new resource for Scottish schools is the title of a website that will be developed to help Scottish schools
capitalise on the potential of e-portfolios to support the requirements of the assessment framework of Scotland’s new Curriculum for
Excellence.
Problem statement
In setting out their agenda for the future economic prosperity of Scotland, the Scottish Government have looked to reform the school
curriculum and invest heavily in technology in the state school sector. Unfortunately, key support resources needed to maximise the
aspirations and ambitions of the reforms and investment have not been put in place and could thus act to minimise the hoped for effect.
Background
In 2007 the Scottish Government launched Glow, the worlds first national education intranet. Glow is equipped with a number of online
collaborative tools including an e-portfolio tool. In 2009, the reformed curriculum labelled the Curriculum for Excellence was launched.
The new curriculum is aimed at developing the attributes, knowledge and skills needed to flourish in life, learning and work. The
assessment framework of the new curriculum, which is grounded in the research associated with assessment for learning, looks to
promote high quality interactions between learners and staff; learner involvement in reflection; peer and self assessment. These processes
have collectively been labelled as 'profiling' by the assessment framework. Research evidence would suggest that e-portfolios tools are
ideally matched to support the assessment process of pupil profiling.
Issue
E-portfolios are generally being promoted by Education Scotland, the independent agency that provides educational support to schools
and local authorities in Scotland, as a tool to support the creation of a summative document of achievement called the pupil profile. The
production of the pupil profile is a statutory requirement of schools. The potential of e-portfolios to support profiling is being neglected
by Education Scotland and the agencies that support children and parents.
Transcript (cont'd)
5. Transcript (cont'd)
Back to poster
Solution
A new web site resource that provides school stakeholders – pupils, teachers and parents – with the information they need to
contextualise e-portfolios in the day to day learning and teaching of a school.
6. Transcript (cont'd)
Back to poster
Solution
A new web site resource that provides school stakeholders – pupils, teachers and parents – with the information they need to
contextualise e-portfolios in the day to day learning and teaching of a school.
![References
Back to poster
1. Scottish Executive (2004) 'A Curriculum for Excellence - The Curriculum Review Group' [Online]. Available at
http://www.scotland.gov.uk/Publications/2004/11/20178/45863 (Accessed 4 January 2014).
2. Scottish Executive (2001) 'Feasibility Study into the Provision Of Broadband Networks for Scottish Schools' [Online]. Available at
http://www.scotland.gov.uk/Resource/Doc/158307/0042871.pdf (Accessed 4 January 2014).
3. Education Scotland (n.d.) 'What is Glow?: The story so far' [Online]. Available at
http://www.educationscotland.gov.uk/usingglowandict/glow/whatis/storysofar/index.asp (Accessed 4 January 2014).
4. Education Scotland (n.d.) 'Skills for learning, life and work' [Online]. Available at
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp (Accessed 4 January 2014).
5. Education Scotland (n.d.) 'Framework for Assessment' [Online]. Available at
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/about/framework/index.asp (Accessed 4 January 2014).
6. Education Scotland (2012.) 'CfE Briefing Curriculum for Excellence: Profiling and the S3 profile' [Online]. Available at
http://www.educationscotland.gov.uk/Images/CfEBriefing3_tcm4-731977.pdf (Accessed 6 January 2014).
7. See for example:
Barrett, Helen (2011) 'Balancing the Two Faces of E-Portfolios' [Online]. Available from
http://electronicportfolios.com/balance/balancingarticle2.pdf (Accessed 6 January 2014).
JISC (2008) 'Effective Practice with e-Portfolios: Supporting 21st Century Learning' [Online]. Available from
http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf (Accessed 6 January 2014).
References (cont'd)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)