This document summarizes a presentation about designing interactive ePortfolios to engage faculty in professional development. It discusses how Kapi'olani Community College is using ePortfolios as part of its "Engaged in Education" program to facilitate faculty professional development and goal setting. Faculty create ePortfolios to collect artifacts, reflect on their work and progress toward goals. The program aims to provide intrinsic motivation and improve teaching and learning. Research will evaluate the impact of ePortfolios and the program on faculty engagement and students.
This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
What this means for businesses is the time to embrace social media channels to reach customers and
prospects is now. And while social media marketing and communications is no small task to undertake,
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This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
What this means for businesses is the time to embrace social media channels to reach customers and
prospects is now. And while social media marketing and communications is no small task to undertake,
there are six objectives every company should consider to have at the core of their social activity.
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The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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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.
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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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
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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.
1. Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI
2. Designing Interactive ePortfolios for Engaging Faculty in Professional Development Dr. Susan Banner Inouye Dr. Helen Barrett http://slideshare.net/eportfolios
3. Key Themes of My Presentation Interactivity Web 2.0 Tools
9. What is an Electronic Portfolio? Digital Documents Organized and presented with some type of "authoring" software Stored in an electronic container CD-Recordable disc DVD-Recordable disc WWW – Changing the genre!
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11. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
14. Some Basic Concepts “ePortfoliois both process and product” Process: A series of events (time and effort) to produce a result- From Old French proces(“‘journey’”) Product: the outcome/results or “thinginess” of an activity/process- Destination Wiktionary
15. What is the best tool? Do you need an all-in-one system or multiple tools?
19. Web 2.o Tools for Interactive PD Blog: post work, reflect, and invite feedback Wiki: post work and invite collaborators Twitter: share current thoughts & activities, follow tweets, tweeps, lists Social Networks (Ning, LinkedIn, Facebook): Community of Learners
21. All you need is… an <Embed> Code! Hall Davidson To link Web 2.0 content into e-portfolio systems
22. Categories of E-Portfolio Software Created as part of my study of different online tools: http://electronicportfolios.org/categories.html “Not just tools for telling [presentation] but more tools for talking! [conversation]” - Julie Hughes, University of Wolverhampton Conversation transforms!
24. Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase
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26. Structure of E-Portfolio Types Portfolio as Process/ Workspace Organization: Chronological – eDOL (Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
28. Process Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Collection/Classification.What artifacts will you include in your portfolio? How will you classify these entries? Reflection. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action." Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. Summative Reflection/Selection/Evaluation. Students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. REPEAT for each learning activity or artifact.
30. “every day-ness” How can we make ePortfolio development a natural process integrated into everyday life? Lifelongand Life Wide Learning
31. Making ePortfolios Stick Will your faculty want to use the e-portfolio process? Will ePortfoliotools be available to students after graduation? Gartner Group “Hype Cycle for Education” has ePortfolios "Sliding Into the Trough"
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33. Move beyond text-only artifacts Encourage development of multimedia artifacts Introduce alternative strategies for reflection Blogging Digital storytelling
34. Dan Pink’s Drive Elements of True (Intrinsic) Motivation Autonomy Mastery Purpose
35. Why Digital Stories in ePortfolios? Reflection is the “heart and soul” of portfolios Digital Stories can humanize any model of ePortfolio Digital Stories add VOICE
36. Do Your e-Portfolios have VOICE? Individual Identity Reflection Meaning Making New Literacy “When words are infused by the human voice, they come alive.” - Maya Angelou
38. Wordle.net This following Word Cloud was created collaboratively by educators around the world, who contributed keywords that came to their mind when thinking about Digital Storytelling. Words that appear larger were used by more contributors. http://langwitches.org/blog/2008/07/27/digital-storytelling-part-ix-wordle/
39. Ongoing dialogue about e-portfolios My Google Group: Researching Web 2.0 Portfolioshttp://groups.google.com/group/web2eportfolios EPAC: http://epac.pbworks.com/ Electronic Portfolio Action Committee Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) – a professional organization for e-portfolios in education http://www.aaeebl.org AAEEBL’s first National E-Portfolio Conference planned:Boston (co-located with Campus Technology Conference) July 19-22, 2010 AAC&U E-Portfolio Day planned:Washington, D.C., January 20, 2010 IUPUI Assessment Conference in October – e-portfolio track
40. My Final Wish… May all yourelectronic portfoliosbecome dynamic celebrationsandstories of deep learningacross the lifespan.
41. Dr. Helen Barrett Researcher & Consultant Electronic Portfolios & Digital Storytelling forLifelong and Life Wide Learning Center for Advanced Technology in EducationUniversity of Oregon College of Education eportfolios@gmail.com http://electronicportfolios.org/ http://slideshare.net/eportfolios
42. Designing Interactive ePortfolios for Engaging Faculty in Professional DevelopmentHelen C. Barrett, PhDResearcher & Consultant, electronicportfolios.orgCourtesy Research Associate, Center for Advanced Technology in Education, College of Education, University of OregonSusan Banner Inouye, PhDAssociate Professor, Linguistics & WritingKapi‘olani Community CollegeHonolulu, HI Hawaii International Conference on Education ~ January 9, 2010 ~ Honolulu, HI
43. Engaged in Education @ Kapiolani CC customized professional development for faculty (instructors, counselors, coordinators) uses electronic portfolios to help faculty become more engaged in their own professional development goals ultimate goal of the Engaged in Education project is to facilitate more engaged faculty toward engaged and successful students
44. Glossary CELTT = Center for Excellence in Learning, Teaching & Technology EE = Engaged in Education EEP = Engaged in Education Participant EEC = Engaged in Education Coordinator CCSSE = Community College Survey of Student Engagement FaCES = Faculty Confidence & Engagement Survey
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50. How it works Participants undergo intake interview with empathetic listener, buddy, CELTTy, dept. chair Interview notes are converted (by EE team) into plan (1-5 year time frame) EEC & EEP fine tune plan EEP implements plan : doing, documenting, reflecting EEC monitors, coaches, connects, problem-solves EEP populates an ePortfolio, with artifacts and reflections EEP “graduates” with an EE designation
51. Extrinsic Incentives EE designation in Schedule of Courses EE door plaque Peer recognition in various forms (e)Portfolio facilitates promotion process Other incentives yet to be determined BUT….
52. Intrinsic Motivation What motivates individual educators to do the ePortfolio? Purpose: commitment to student learning a/o other aspects of one’s primary duties Autonomy: participants choose if they want to do it; and shape the product Mastery: participants feel a sense of accomplishment in achieving their goals Daniel Pink, Drive: the surprising truth about what motivates us, Riverhead Hardcover, 2009.
53. Professional Development Activity Categories Classroom Innovation Assessment/SLOs Practitioner Research Work in Field Technology Learning Theory Campus & System Collaboration Peer Coaching Workshops/Training Lifelong Learning Community Engagement
56. Progress Portfolio(can morph into Showcase) With each artifact added, EEP is asked to reflect on the activity that produced the artifact What? So What? Now What? Reflections can be in the form of blogs, so members of the group can interact Encourage development of e-dentity
58. SampleReflection 4T's: My Freshman Year: oct. 10, 2008 What: I was asked to fill in as facilitator for Friday's 4T's session … Our conversation was interesting, though, because we focused on some of the defining differences between generations, the younger generation (millenials) being those who were the primary targets of this book. … The differences seem to center around communication styles, attention span and work ethic, and the role of technology. So What: the crux of the issue seems to be, given these differences, to what degree do we use this information to adapt our teaching … Len suggested we assume the attitude that the technology WILL change. What can we do to teach the skills and attitudes that will rise above and stand independent of whatever technology is or will be. Very thought provoking! Now What: … for my own teaching, I will continue to think about Len's comment, about technology-independent skills. This is especially interesting as I start this Leeward CC online course on online courses :) I just did my first reading tonight, and will post my first forum exercise as soon as I get some clarification from the teacher on what he's asking.
59. Sample Reflection What? Teaching Philosophy Workshop, May 8, 2009, at KapCC CELTT, presenters, Sally and Susan. I’ve attached the powerpoint that the presenters emailed us after the workshop… They showed us some examples, and gave us some prompt questions to get us thinking about aspects of our primary duties. …. So What? The most salient point … The wordle exercise was fun, but I don’t know if it’s helpful to generating my philosophy. It’s maybe better as a revision tool, seeing what ideas are most frequent. I’ve attached my wordle from the current dossier’s teaching philosophy section. (see attached) It’s not surprising to me that STUDENTS is big and bold. What is interesting is that REFLECTION and PROCESS were a lot smaller than I thought they’d be… Now What? … I need to build more metacognition into the Ling 102 class. I had it there before, but I removed it to make room for the Interlanguage Phonology Project … I need to bring back the Final Reflection, but … make sure that the students are aware of and reflecting on the outcomes. There’s still time to work this into my Spring syllabus.
61. Another Reflection - no artifact What: I haven't been blogging because I've been guilty of the "but it's all in my head" syndrome. …The all-day workshop was designed for women … of academia… The most transformative session for me came first; a presentation by Linda Johnsrud… She gave specific tips for women, such as to weigh carefully flattering offers to move out of academia and into administration unless you are a full professor… She talked about timing your moves from and between these institutions, and the need sometimes to leave your institution or even the state in order to advance. So what: The "so what" for me was that while I was originally quite enthusiastic about this event, as the date crept up, I kept looking for excuses not to go … Networking - a phrase many like me avoid because it sounds so manipulative - is valuable because you get to see other facets of the academic experience Now what: The "now what" takeaway for me from this is to keep on going. I told Linda Johnsrud that some colleagues of mine (Kathy and Wendy) would love to take her out for lunch and get to talk to her in a quieter setting. She seemed enthusiastic…
62. Learning vs. Showcase Portfolio Learning - Formative Selection and Reflection process is toward evolution of skills and professional identity Showcase- Summative Selection and Reflection is toward demonstrating fulfillment of certain outcomes
65. Research Member of Cohort V in the (Inter)national Coalition for Electronic Portfolio Research Three Year Commitment: 2008-2011 I/NCEPR Cohort V includes: Kapi’olani Community College University of Cincinnati Louisiana State University University of Denver University of North Carolina Wilmington University of Oregon University of Akron Virginia State University University of Alabama Virginia Tech University
66. Initial Research Questions (How) do ePortfolios provide evidence that EEPs are improving learning & teaching? (How) do ePortfolios facilitate the professional development process? (How) do ePortfolios address the needs of instructors, counselors & coordinators?
67. Methodologies To measure impact of EE program on Faculty: FaCES Survey in pretest and posttests To measure impact of EE program on students (or equiv): Mini-CCSSE survey with instructor-specific questions that address their EE goals (parallel questionnaire for non-instructional EEPs, minus the CCSSE questions) To measure impact of ePortfolio on faculty: formative questionnaire with interpretive analysis of reflection question and cataloging of eportfolio usage To measure impact of ePortfolio dissemination: focus groups with EE instructors using eportfolios in their classroom
68. Now What? Work with rSmart to finalize version 2.6 of portfolios -> matrix, blog tool, showcase skins Train EEPs on e-Portfolio Migrate EE e-Portfolios to new version when it’s ready Administer FACES pretest Additional EE cohort in Spring ‘10 Look at how EE e-Portfolio meshes with Faculty Self-Assessment
69. Mahalo to Helen Barrett, eportfolios.org CELTT, Kapi‘olani Community College Faculty Development Council