Iain Mac Labhrainn, Director of the Centre for Excellence in Learning & Teaching at the NUI Galway, talks about digital skills and what is the role of Open Badges in that area. He presents their big national project and the badge applications include: recognising student volunteering; academic staff development; study skills and employability.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
Iain Mac Labhrainn, Director of the Centre for Excellence in Learning & Teaching at the NUI Galway, talks about digital skills and what is the role of Open Badges in that area. He presents their big national project and the badge applications include: recognising student volunteering; academic staff development; study skills and employability.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
Paradiso E learning Products Portfolio for EducationParadiso LMS
Paradiso e learning products portfolio for education.
Paradiso LMS is a feature rich, easy to use, fully customizable cloud based LMS for Educational Institutions.
Portfolio of Products
LMS
Video Conferencing
ePortfolio
Portal
OBF Academy: Customer case - North Kirkwood Middle SchoolSaarni Learning Oy
Our customer from St. Louis, Missouri, USA, tells how they have started to issue Open Badges for their students. The kids have been involved in the process and they also have a dedicated instance of Open Badge Passport that is also branded for them. This is an ongoing story and we'll hear more before summer and this fall.
Vedubox was established to provide a unified solution for distance education and communication through a single platform.
Vedubox = Virtual Education Box
Vedubox is designed to bring together features that facilitate remote communication, collaboration and learning.
Beyond Big Binders: Teaching Portfolios in the Web 2.0 WorldMonica Rysavy
With today's technology, it's no longer necessary to maintain the traditional (and oversized!) 3-ring binder for your teaching portfolio. In this presentation (which was presented at PETE&C 2013 by Monica Rysavy and Kim Tohill), we explored various e-portfolio development tools and demonstrated how to create an e-portfolio that showcases evidence of your teaching skills and professional qualifications
Competency Pathways with Open Badge eCredentialsDon Presant
For Co-Curricular Learning & Student Services Careers
Presented at the annual conference of the Canadian Association of College & University Student Services (CACUSS)
June 22, 2016
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Slides for a masterclass on "Forever User-Centred, The GDS Way" facilitated by Karl Orsborn, Wunder and held at the IWMW 2018 event which took place at the University of York on 11-13 July 2018.
See http://iwmw.org/iwmw2018/talks/forever-user-centred-the-gds-way/
Paradiso E learning Products Portfolio for EducationParadiso LMS
Paradiso e learning products portfolio for education.
Paradiso LMS is a feature rich, easy to use, fully customizable cloud based LMS for Educational Institutions.
Portfolio of Products
LMS
Video Conferencing
ePortfolio
Portal
OBF Academy: Customer case - North Kirkwood Middle SchoolSaarni Learning Oy
Our customer from St. Louis, Missouri, USA, tells how they have started to issue Open Badges for their students. The kids have been involved in the process and they also have a dedicated instance of Open Badge Passport that is also branded for them. This is an ongoing story and we'll hear more before summer and this fall.
Vedubox was established to provide a unified solution for distance education and communication through a single platform.
Vedubox = Virtual Education Box
Vedubox is designed to bring together features that facilitate remote communication, collaboration and learning.
Beyond Big Binders: Teaching Portfolios in the Web 2.0 WorldMonica Rysavy
With today's technology, it's no longer necessary to maintain the traditional (and oversized!) 3-ring binder for your teaching portfolio. In this presentation (which was presented at PETE&C 2013 by Monica Rysavy and Kim Tohill), we explored various e-portfolio development tools and demonstrated how to create an e-portfolio that showcases evidence of your teaching skills and professional qualifications
Competency Pathways with Open Badge eCredentialsDon Presant
For Co-Curricular Learning & Student Services Careers
Presented at the annual conference of the Canadian Association of College & University Student Services (CACUSS)
June 22, 2016
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Slides for a masterclass on "Forever User-Centred, The GDS Way" facilitated by Karl Orsborn, Wunder and held at the IWMW 2018 event which took place at the University of York on 11-13 July 2018.
See http://iwmw.org/iwmw2018/talks/forever-user-centred-the-gds-way/
Paper presented at the "Identity and Emotions in Contemporary TV-Series" workshop.
Universidad de Navarra, 25-26th of October, 2013.
More info: http://gentedigital.es/comunidad/series/2013/10/21/un-pequeno-congreso-y-un-capitulo-de-libro/
Presentation for DASL (Division of Academic & Special Libraries of Suffolk County Library Association) on using new technologies to market library services and resources to freshman students.
ePortfolios empower students to emphasize individual strengths, therefore, allowing them to become key players in their own learning. Join the presenter as she discusses the development and implementation of ePortfolios.
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Moodle is a software package for producing Internet-based courses and web sites.
Moodle is provided freely as Open Source software (under the GNU Public License).
It can be run on Windows and Mac operating systems and many flavors of Linux.
The word Moodle a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity.
Anyone who uses Moodle is a Moodler.
ePortfolio@LaGuardia Community College:What, Why and Howpstadlerctl
Developing an ePortfolio helps LaGuardia Community College students collect their work, select sample course work , reflect on their learning, and connect between their academic and professional lives.
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
UC Honors Orientation Preparation Training 2011Richard Robles
The following visuals were used for the University of Cincinnati Honors Program's presentation during the 2011 Orientation Preparation Training for college academic advisors and staff.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
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
2. e-Portfolio & Digital Identity Conference
The University Honors Program’s e-portfolio
requirement
e-portfolio software selection
3. Evolution of the e-Portfolio
The emergence of the digital self
Web 2.0 & technological products
4. Working Portfolio Presentation Portfolio
Summative assessment Formative assessment
Assessment of Learning Assessment for learning
A standardized checklist A reflective story of deep
of skills learning
Portfolio as process Portfolio as product
Past Present Future
5. Authenticity involves creativity and
ownership of the medium
The story evolves from the four key pillars of
lifelong learning
Knowing the learner
Planning for learning
Understanding how to learn
Evaluating learning
6. WEB 1.0 WEB 2.0
DoubleClick Google AdSense
Ofoto Flickr
Akamai BitTorrent
mp3.com Napster
Britannica Online Wikipedia
personal websites Blogging
evite upcoming.org and EVDB
domain name speculation search engine optimization
page views cost per click
screen scraping web services
publishing participation
content management systems wikis
directories (taxonomy) tagging (quot;folksonomyquot;)
stickiness syndication
7.
8.
9. Burning Questions:
What is the University Honors Program’s
vision for the e-Portfolio Project?
What do we want in an e-portfolio?
What software to use?
10. Establish a best practice system that engages
students in establishing a life-long digital
identity that is actively reflective of their
curricular, developmental, and professional
learning in the University Honors Program at
the University of Cincinnati
11. Students develop a sense of identity in a digital format
Integrate curricular learning through student experiences
Establish learning map for professional and personal
development and growth
Showcase and reflect on learning opportunities through
one or more of the thematic areas of the University
Honors Program (Community Engagement, Global
Studies, Leadership, and Research/Creative Arts)
Establish a comprehensive system of assessment in
creating an accurate portrait of the Honors student
population and measure of programmatic progress
12. Focus groups and on-line survey of Honors
students developing portfolios
E-portfolio survey
Software Solution at Lassell College
Live Demonstrations
13. Conducted focus group discussions with
students who have built an e-portfolio in the
Honors 101 course during fall 2007 and winter
2008 quarters
The students did not feel a personal
connection to the work they were doing using
Blackboard
Students expressed the need for a tool that
allows them to creatively express themselves
through the e-portfolio
14. 64 respondents, representing 7 colleges
Findings consistent with the focus group
Beginning to see the importance of an e-
portfolio as augmenting student learning
15. Further develop opportunities to bring about
forced reflections to better translate the
experience
Need to offer opportunities for feedback
among instructor, peers
Further develop the connection between the
Honors experience with the academic
program through the e-portfolio
A change in e-portfolio software may spark
higher reflection
16. Allow the owner to create multiple portfolios
Allow the ability to personalize/create pages,
templates
Embed media and other sources
Offers the opportunity to search among
portfolios based on key terms
Provides information on when a portfolio was
last updated
Allow the owner to share the portfolio by
offering a URL
17. Survey sent to college association listserves
Focused on ease of student and faculty use of
the e-portfolio product
9 institutions responded, but lots of inquiries
Survey illustrated the growing trend to move
towards the technology
18. Presented case study at an e-portfolio
conference at Framingham State College in
February 2008
E-Portfolio system intended to encourage
reflection, shape to the student experience
Conducted a selection process similar to the
2005 UC e-portfolio committee
Helped narrow the list of potential vendors to
three:
TaskStream’s Learning Achievement Tools (LAT)
FolioTek
Nuventive’siWebfolio
20. Solid, robust structure
Students are able to view the rubric
Offers a single sign-on through Blackboard
Got the impression that showcase portfolios
cannot be assessed and reported
Complex to navigate
Once submitted, the student cannot update a
class portfolio
21. Immediate customer service
Presents information in a logical order
The form of assessment is a display of
evidence
Too many mouse clicks, lists
Admin users are not free to make structural
changes on-the-fly
Showcase portfolio development is a
separate process
22. Offers more storage space
Allows users to create multiple portfolios
Offers multiple templates, libraries for
various rubrics
Offers owner to share portfolios to external
users via an Internet URL
Built in user feedback
23. LiveText
Currently used by the College of Applied Science
Able to embed media in the page
Structure not flexible enough for creativity
Challenging to share portfolio with external users
Web 2.0 Tools
Very loosely structured
Will bring about challenges for feedback and
assessment in the long run
24. Use Nuventive’s iWebfolio product, beginning
with the fall 2008 incoming class
Create templates for each of the thematic
areas of the University Honors Program
Offer students using Blackboard the option
to purchase an iWebfolio account
Presented to Wayne Hall, Pam Person and Marlene Miner on June 20, 2008.
The overlap of the two represents where we are now in the present, the “sweet-spot.” The sweet-spot is asking us, “what is our e-portfolio philosophy?” and how do we make it just as engaging as the social networks?
Knowing the learner (self awareness)Understanding prior knowledgeSeeing growth over timePlanning for learningSetting goalsDevelop a plan to achieve these goalsUnderstanding how to learn (meta-learning)Awareness of learners to different approaches to learningDeep v. surface learning, role v. meaningful learningEvaluating learningSystematic analysis of learners’ performanceLearners construct meaning (reflect), monitor learning, evaluate progressAlign evidence to artifacts, outcomes, goals, standardsDeveloped by Barbara Stauble from Curtin University of Technology in AustraliaIf you overlay this model with Zubizaretta’s Learning Portfolio Model, it presents the opportunity to promote life-long learningThe question becomes: what devices promote this in an academic setting?
According to O’Reilly, Web 2.0 is more than just a buzzword. Many view Web 2.0 as more interactive, collaborative and conglomeration of tools.
Compared to the presentation made in December 2007, these outcomes are further defined for the student and program. These outcomes should address the e-portfolio as a product and as a process.What we realize here is that we are first seeking for a portfolio that allows for assessment, and not an assessment program to build portfolios. This becomes important as we evaluate and research the various software solutions.
username: amviragpassword: amvirag4538
The reason why LiveText was not an option for the University, in general, was because it didn’t offer an effective way to provide feedback on composition.
Concerns:University buy-inAssurance that their skin is in the game, not undercut the process we went throughThe students expect the best, we need to give them the best
NOTES FROM DISCUSSION FOLLOWING PRESENTATIONNo money for AY 09 for University-wide e-portfolio developmentE-portfolio is important for ICL, but no funding is available to purchase pilot subscriptionsNo subsidy availableCan raise question with Kristi to subsidize the pilotHow to proceed…need August for training and implementation$5000 was used to jumpstart CAS’s implementation for LiveTextWhat do we need to decide University-wide:Get composition to agree to the softwareThink to teach to link technologiesWayne will let us know in JulyCAS Subscription rate is $86 for 5 yearsDo the faculty have to pay for accounts?