In 2015 an ePortfolio platform called Pathbrite was implemented into the Bachelor of Nursing programme at Otago Polytechnic, a leading provider of nursing education in Dunedin, New Zealand. This presentation will discuss the results of a research project which explored the attitudes of staff and students towards the implementation of this eportfolio platform for showcasing clinical nursing experiences. The research project was a mixed methodology study and ethics approval was granted by the Otago Polytechnic Ethics committee. Quantitative data collection was in the form of a survey, from both staff and students. Both groups were then invited to a focus group which provided valuable qualitative data, and furthered explored data from the survey. Data was then analysed using the Technology Acceptance Model (Davis, 1989), and a number of recommendations to implement into the Bachelor of Nursing programme in 2016 were made.
Lighthouse @ Anglia Ruskin - Matt East and Rodney Tamblyn | Talis Insight Eur...Talis
This document summarizes a pilot of the Talis Lighthouse learning engagement platform at Anglia Ruskin University. It provides details on the pilot implementation across multiple courses involving over 300 students. Key findings from analytics included that module guides were the most accessed resource, engagement tailed off through the semester for in-person courses, and student behavior generally followed expected patterns of passive engagement and cramming. Staff found the analytics and simple setup useful. The university plans to expand Lighthouse pilots across more faculties and use the data for research and developing early warning systems.
This document outlines UT Austin's efforts to promote holistic admissions practices across its graduate programs. It discusses hosting forums with faculty to identify strengths and weaknesses in current practices. Key findings included confusion around appropriate use of admissions criteria and a lack of consistency. The Graduate School then developed workshops, videos, and handouts to provide guidance on best practices like conducting unbiased, holistic reviews and avoiding overreliance on any single metric. The response was largely positive, but ongoing efforts are needed to increase participation and continue the important conversations around admissions.
The use of ePortfolios for assessment in Clinical Practicum: Opportunities an...ePortfolios Australia
This presentation outlines the implementation of e-portfolios as an assessment tool in a clinical practicum undergraduate course at a university in New Zealand. Having used pen and paper portfolio, in the multi-components assessment
of this course students reported their concern that the nature of portfolio as a hard -copy document did not lend itself
to further use in their careers. An action research project was designed to address students’ experience by offering
flexible learning opportunities and diversification of various modes of assessment using Mahara ePortfolio system.
ePortfolios allow the demonstration of learner achievements and competencies where the electronic repository of
artifacts facilitate the transition from study to employment. Drawing on online surveys, semi -structured interviews
with students and ePortfolio analysis, this research will examine students’ experiences and challenges of using ePortfolios, as well as potential strategies for improving the use of ePortfolio as an assessment tool in similar work integrated courses. Dilani Gedera (PhD) is an eLearning Designer at the University of Waikato. She provides eLearning
support and training on all aspects of teaching and learning for staff She has a PhD in eLearning from the University of
Waikato, and has worked as a lecturer in New Zealand, Sri-Lanka and Malaysia for 14 years. Her research focuses on
educational technologies and the ways they can enhance learner engagement in blended and fully online learning
environments. Kyle J. H. Smith is a Clinical Psychologist and Senior Clinical Tutor at the University of Waikato, where
she teaches, conducts research, and has a small private practice. Specialising in the assessment and treatment of anxiety, her areas of focus include perinatal mental health, cognitive-behavioral therapy, and supervision.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Assessing Transformative Learning Beyond the ClassroomD2L
When the University of Central Oklahoma (UCO) was choosing a new LMS, they knew it needed to be easy to use—but also flexible enough to support their specific goals. With Brightspace, they’ve been able to develop a new way to track learning activities that happen outside the classroom. It’s called the Student Transformative Learning Record (STLR). Now, their students can share the non-academic learning experiences and skills they've gained with graduate schools and potential employers.
The Rutgers University Graduate School of Education underwent a process to reform its 11 separate EdD programs into a single interdisciplinary program with 4 concentrations. This involved gathering input, designing the new structure and curriculum, implementing changes, and continuing efforts to improve and institutionalize the new program. There was resistance during this multi-year process due to concerns about needed changes, centralization of programs, and defining requirements. Data was used to make the case for reforms and build consensus, and communicating accomplishments helped gain further faculty buy-in for the consolidated EdD program.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Lighthouse @ Anglia Ruskin - Matt East and Rodney Tamblyn | Talis Insight Eur...Talis
This document summarizes a pilot of the Talis Lighthouse learning engagement platform at Anglia Ruskin University. It provides details on the pilot implementation across multiple courses involving over 300 students. Key findings from analytics included that module guides were the most accessed resource, engagement tailed off through the semester for in-person courses, and student behavior generally followed expected patterns of passive engagement and cramming. Staff found the analytics and simple setup useful. The university plans to expand Lighthouse pilots across more faculties and use the data for research and developing early warning systems.
This document outlines UT Austin's efforts to promote holistic admissions practices across its graduate programs. It discusses hosting forums with faculty to identify strengths and weaknesses in current practices. Key findings included confusion around appropriate use of admissions criteria and a lack of consistency. The Graduate School then developed workshops, videos, and handouts to provide guidance on best practices like conducting unbiased, holistic reviews and avoiding overreliance on any single metric. The response was largely positive, but ongoing efforts are needed to increase participation and continue the important conversations around admissions.
The use of ePortfolios for assessment in Clinical Practicum: Opportunities an...ePortfolios Australia
This presentation outlines the implementation of e-portfolios as an assessment tool in a clinical practicum undergraduate course at a university in New Zealand. Having used pen and paper portfolio, in the multi-components assessment
of this course students reported their concern that the nature of portfolio as a hard -copy document did not lend itself
to further use in their careers. An action research project was designed to address students’ experience by offering
flexible learning opportunities and diversification of various modes of assessment using Mahara ePortfolio system.
ePortfolios allow the demonstration of learner achievements and competencies where the electronic repository of
artifacts facilitate the transition from study to employment. Drawing on online surveys, semi -structured interviews
with students and ePortfolio analysis, this research will examine students’ experiences and challenges of using ePortfolios, as well as potential strategies for improving the use of ePortfolio as an assessment tool in similar work integrated courses. Dilani Gedera (PhD) is an eLearning Designer at the University of Waikato. She provides eLearning
support and training on all aspects of teaching and learning for staff She has a PhD in eLearning from the University of
Waikato, and has worked as a lecturer in New Zealand, Sri-Lanka and Malaysia for 14 years. Her research focuses on
educational technologies and the ways they can enhance learner engagement in blended and fully online learning
environments. Kyle J. H. Smith is a Clinical Psychologist and Senior Clinical Tutor at the University of Waikato, where
she teaches, conducts research, and has a small private practice. Specialising in the assessment and treatment of anxiety, her areas of focus include perinatal mental health, cognitive-behavioral therapy, and supervision.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Assessing Transformative Learning Beyond the ClassroomD2L
When the University of Central Oklahoma (UCO) was choosing a new LMS, they knew it needed to be easy to use—but also flexible enough to support their specific goals. With Brightspace, they’ve been able to develop a new way to track learning activities that happen outside the classroom. It’s called the Student Transformative Learning Record (STLR). Now, their students can share the non-academic learning experiences and skills they've gained with graduate schools and potential employers.
The Rutgers University Graduate School of Education underwent a process to reform its 11 separate EdD programs into a single interdisciplinary program with 4 concentrations. This involved gathering input, designing the new structure and curriculum, implementing changes, and continuing efforts to improve and institutionalize the new program. There was resistance during this multi-year process due to concerns about needed changes, centralization of programs, and defining requirements. Data was used to make the case for reforms and build consensus, and communicating accomplishments helped gain further faculty buy-in for the consolidated EdD program.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Personalized Learning & Digital CitizenshipEvan Abbey
Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
This document discusses using blogs as ePortfolios to showcase student growth and learning. It provides an overview of why ePortfolios are useful, specifically for demonstrating how students' work addresses higher-order thinking skills and connects to social learning theories. It also outlines how to construct blog ePortfolios by identifying artifacts, developing narrative reflections, and aligning content to program goals and outcomes for assessment purposes. Finally, it notes some issues to consider, such as whether assessment should be formal or informal and addressing copyright and ownership concerns.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.
Program level design using e-Portfolios: Getting the big picture - Panos Vlac...ePortfolios Australia
This presentation is grounded in the experience of an Australian School of Medicine and Health Sciences which developed new academic programs following a program level approach to curriculum and assessment. The intention was to design programs that provide students with a deliberate and arranged set of longitudinal teaching, learning and assessment activities that help them see the ‘big picture’ of their programs; something that is getting difficult with the increased modularisation and unitisation of higher education. The presentation will outline in 20 slides how the philosophy that drives curriculum development in the School, that of enactivism, is realised through the implementation of an e-portfolio programmatic assessment design and implementation. In particular, the creation of a capability framework, the adoption of a program level assessment using an e-portfolio and the development of assessment rubrics that support programmatic assessment will be explained. The presentation will conclude with the Faculty and student voices reporting the challenges and opportunities of such an approach and lessons learnt for the future.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
This document outlines a template for a Student Instructional Technology Assistant (SITA) program to help connect faculty to technology through students. It describes the key phases of discovery, planning, implementation, and closeout when working with faculty on a technology project. It also shares positive results from faculty who participated in the SITA program, with many agreeing that the students' academic experience enhanced the projects and that the technology encouraged learning outside the classroom. The template is intended to help other universities pilot and establish their own successful SITA programs.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of data about learners and their learning environments. It aims to understand and optimize learning. The document outlines the types of data that is collected on students, including profiles, activities, content accessed, and results. It also discusses the goals of improving student success, retention, and experience. Key topics covered include descriptive, diagnostic, predictive and prescriptive analytics. The document raises important ethical concerns around data access, ownership, transparency and privacy when applying learning analytics and discusses approaches taken by organizations like the Open University.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Developing Health Sciences students’ information skills through online self-p...Sarah Gallagher
Initial feedback on a cross cohort evaluation of an online self-paced information skills programme in three second year health sciences programmes at the Unviersity of Otago: Medicine, Pharmacy and Physiotherapy. Presented at Spotlight on Teaching 2013, University of Otago.
The document summarizes research conducted on the implementation of ePortfolios in the Bachelor of Nursing program at Otago Polytechnic in New Zealand. The research found that both staff and students found ePortfolios to be an efficient tool, but that more support, dedicated staff resources, and feedback were needed. It recommends extending the use of ePortfolios to other programs, promoting their use within and beyond the institution, and further research on graduates' ongoing use of ePortfolios after graduation to evidence their practice.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Personalized Learning & Digital CitizenshipEvan Abbey
Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
This document discusses using blogs as ePortfolios to showcase student growth and learning. It provides an overview of why ePortfolios are useful, specifically for demonstrating how students' work addresses higher-order thinking skills and connects to social learning theories. It also outlines how to construct blog ePortfolios by identifying artifacts, developing narrative reflections, and aligning content to program goals and outcomes for assessment purposes. Finally, it notes some issues to consider, such as whether assessment should be formal or informal and addressing copyright and ownership concerns.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.
Program level design using e-Portfolios: Getting the big picture - Panos Vlac...ePortfolios Australia
This presentation is grounded in the experience of an Australian School of Medicine and Health Sciences which developed new academic programs following a program level approach to curriculum and assessment. The intention was to design programs that provide students with a deliberate and arranged set of longitudinal teaching, learning and assessment activities that help them see the ‘big picture’ of their programs; something that is getting difficult with the increased modularisation and unitisation of higher education. The presentation will outline in 20 slides how the philosophy that drives curriculum development in the School, that of enactivism, is realised through the implementation of an e-portfolio programmatic assessment design and implementation. In particular, the creation of a capability framework, the adoption of a program level assessment using an e-portfolio and the development of assessment rubrics that support programmatic assessment will be explained. The presentation will conclude with the Faculty and student voices reporting the challenges and opportunities of such an approach and lessons learnt for the future.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
This document outlines a template for a Student Instructional Technology Assistant (SITA) program to help connect faculty to technology through students. It describes the key phases of discovery, planning, implementation, and closeout when working with faculty on a technology project. It also shares positive results from faculty who participated in the SITA program, with many agreeing that the students' academic experience enhanced the projects and that the technology encouraged learning outside the classroom. The template is intended to help other universities pilot and establish their own successful SITA programs.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of data about learners and their learning environments. It aims to understand and optimize learning. The document outlines the types of data that is collected on students, including profiles, activities, content accessed, and results. It also discusses the goals of improving student success, retention, and experience. Key topics covered include descriptive, diagnostic, predictive and prescriptive analytics. The document raises important ethical concerns around data access, ownership, transparency and privacy when applying learning analytics and discusses approaches taken by organizations like the Open University.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Developing Health Sciences students’ information skills through online self-p...Sarah Gallagher
Initial feedback on a cross cohort evaluation of an online self-paced information skills programme in three second year health sciences programmes at the Unviersity of Otago: Medicine, Pharmacy and Physiotherapy. Presented at Spotlight on Teaching 2013, University of Otago.
The document summarizes research conducted on the implementation of ePortfolios in the Bachelor of Nursing program at Otago Polytechnic in New Zealand. The research found that both staff and students found ePortfolios to be an efficient tool, but that more support, dedicated staff resources, and feedback were needed. It recommends extending the use of ePortfolios to other programs, promoting their use within and beyond the institution, and further research on graduates' ongoing use of ePortfolios after graduation to evidence their practice.
Demonstrating Competencies with E-Portfolios: The Carolina MPAStefanie Panke
Presentation at E-Learn 2014 International Conference.
describes the conceptual design, instructional development and organizational implementation involved with the transition from a traditional end of program capstone project to a competence-oriented portfolio and oral exam assessment in a public administration graduate program.
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
E-Portfolios in Higher Education: Case Study & Literature ReviewStefanie Panke
- E-portfolios have been used in higher education since the 1990s and over half of US postsecondary institutions now utilize them. They systematically exhibit student work and can take various forms such as documentation of growth, process portfolios, or showcase portfolios. E-portfolios aim to shift assessment from evaluating learning to evaluating for learning.
- The document reviews literature on e-portfolios from 2004-2014 and presents a case study of e-portfolios implemented in the Carolina MPA program. Benefits included encouraging reflection, improving knowledge management, and supporting career development. Challenges included unclear expectations, assessment inconsistencies, and tensions between personal reflection and institutional goals.
The document discusses using e-portfolios to support student work placements. It describes how 43 business and management students were given access to an e-portfolio tool called iWebfolio to enhance communication, assist with placement assessment, and allow students to build a record of work for future employability. Student and staff feedback indicated that successful implementation required the e-portfolio to be integrated into systems regularly used and formally assessed, and for tutors to actively engage with and provide feedback through students' portfolios.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blended Learning: How do you know it when you see it?Rob Darrow
This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
As institutions learn more about how to sustainably tweak (customise) their Moodle environments to better service their unique needs, we are starting to see some very interesting examples of practice emerge; one’s that will not necessarily be seen on the Moodle Docs, Tracker, or Forums. One of these is the advent of a new course format developed by the University of Southern Queensland (USQ) called the Flexi Format. This new format allows both 'Week' sections and 'Topic' sections to appear in the same course. Included in this format is also two new ‘sections’ called ‘Getting Started’ and 'Assessment' aligned with a customized navigation block. Assessment, for example, has built-in smarts, providing the ability to draw in data via an abstraction layer from the Student Management System; 'People Soft', along with other automated features. However, this could be adapted to draw data from other system, such as Student One, Callista, etc.
This presentation will demonstrate how this new course format looks and works, and will provide a rationale as to why it is been developed, but more importantly, why it has been seen as such a great way forward by many academics at USQ. In simple terms, it has given academic staff the ability to provide a more unique/customised experience for their students, while at the same time it allows the university to provide more consistency in how these courses will appear to students.
This document summarizes the evaluation of the iSkillZone, an online information literacy resource launched by UWE Library Services. It provides statistics on usage and outlines the methodology used, which included usability testing with students, questionnaires for staff and students, and interviews with academic staff. Key findings are that navigation and terminology need improvement, structured introductions improve student response, and there is demand to incorporate study skills resources. Changes implemented based on the evaluation include redesigning navigation and sections, and plans are in place to further develop resources in collaboration with academic staff.
E portfolios to assess and develop professional competency in speech patholgyePortfolios Australia
This document discusses the use of ePortfolios to assess competency development in speech pathology students at Edith Cowan University. It provides an overview of what ePortfolios are, why ECU is adopting them for its speech pathology program, and how students will create and be supported in building their ePortfolios. Key reasons for using ePortfolios include facilitating deeper reflection, making it easier to link evidence of competencies, and allowing students to demonstrate their competency development and readiness to practice. The implementation has faced some challenges with the platform and template complexity, but students recognize the value as they progress through the program.
Virginia Tech transitioned from Blackboard to Sakai as its learning management system. It began piloting Sakai in 2005 and aims to complete the transition by December 2010. It has provided extensive training and support to faculty through workshops covering Sakai overview, tasks, pedagogy, and one-on-one help. Training attendance has grown from hundreds to over a thousand. The transition involves migrating content from Blackboard to Sakai through an automated tool and manual testing migration. Feedback is used to refine training and development to aid the transition.
Making Connections: How Students Use Feedback to Inform Future LearningBlackboardEMEA
This session will share findings and recommendations from a research study at Sheffield Hallam University aimed at creating a better understanding of the connections students make between their assessment feedback and future assignments, and what impact staff practice has on this process. The presentation will cover each stage of the assessment process for both students and staff, and make specific reference to how identified issues have been addressed through technology elsewhere in the UK Higher Education sector.
The main element of the presentation will be a detailed explanation of the recommendations resulting from the research, and the policy, practice and technology changes required to implement them.
Rob Howe - The honest journey to full e-submission and feedback using blackboardRob Howe
1. The University of Northampton has been working to transition fully to electronic submission and feedback using Blackboard since 2007, starting with small pilots and moving to institution-wide adoption between 2010-2012.
2. Surveys found that most students appreciate the convenience of electronic submission and feedback, though some miss aspects of paper-based feedback. Staff also generally adapted to providing feedback electronically.
3. The university provides training and resources to support effective assessment practices using technology, and continues refining processes based on survey feedback. Tips include piloting widely, having consistent policies, mandatory training, and clear instructions for students.
This document discusses the use of e-learning and e-assessment in information literacy courses for pharmacy students. It outlines the benefits of these approaches such as increased accessibility and flexibility, but also notes challenges like the time needed to develop materials and issues with internet connectivity. A case study describes an online course implemented for pharmacy students that showed improved exam results. While students found it useful, some wanted more interactivity. The author advocates expanding e-learning cautiously while ensuring sound pedagogy and opportunities for interaction remain.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Similar to Implementing an ePortfolio into the Bachelor of Nursing - Emma Collins (Otago Polytechnic) (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The document summarizes a presentation about Version 2 of the Digital Ethics Principles in ePortfolios developed by the AAEEBL Digital Ethics ePortfolio Task Force. It outlines the need to update the original principles to address evaluation, diversity/inclusion, and visibility of labor. The task force members are listed, and the new principles on evaluation, diversity/inclusion, and visibility of labor are described in 1-2 sentences each. The full principles document is available online for further review.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
This document discusses possibilities for emerging structures and opportunities within ePortfolios Australia. It proposes establishing a Co-Lab focused on research with a global south theme. The Co-Lab would have a small core team to allow for effective governance and would involve multiple projects and an annual meeting. Co-Lab members would collaborate, co-design solutions, explore best practices, and showcase research. The Co-Lab would use a speculative inquiry model and think tank methodology to imagine alternative futures and solve challenges through an agile and responsive process.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
3. INTRODUCTION AND
BACKGROUND
• ePortfolio platform was chose in 2014
• Implemented in 2015 to year 1 and year 2
Bachelor of Nursing students
• Dedicated staff
• Decisions for 2016 were made prior to the
research being completed
4. SUBSCRIPTION
VERSION
Features of the subscription version
•Highly structured
•Online marking and feedback available
•Moodle integration
•Showcase portfolios
•Programme portfolios
5. RESEARCH
METHODOLOGY
Mixed method sequential explanatory design
– Quantitative – staff and student survey
– Qualitative – focus groups with staff and
students
‘research in which the investigator collects and analyses
data, integrates the findings, and draws inferences using
both qualitative and quantitative approaches or methods
in a single study or program of inquiry’
Tashakkori and Creswell (2007, as cited in Schneider, Whitehead, LoBiondo-Wood and Haber, 2016)
8. QUANTITATIVE DATA -
Students
Technology Acceptance Model Student quantitative data
Usefulness of ePortfolio
platform
3.48
Perceived Ease of Use
3.14
Attitudes to ePortfolio platform
3.12
Behavioural intentions towards
Pathbrite ePortfolio
3.44
9. QUANTITATIVE DATA -
Staff
Technology Acceptance Model Staff quantitative data
Usefulness of ePortfolio
platform
3.40
Perceived Ease of Use
3.60
Attitudes to ePortfolio platform
3.08
Behavioural intentions towards
Pathbrite ePortfolio
3.67
10. QUALITATIVE DATA -
Students
Usefulness of ePortfolio Platform
“I found it really good to go back and again and see exactly
what I had done”
Perceived Ease of Use
“good, easy to use” “enjoyable” “pretty straight forward”
Attitudes to ePortfolio Platform
“There are some benefits for our privacy. It would be easy to leave
paper lying around, whereas the site is password protected”
Behavioural Intentions
“So we can carry on? So when we finish this year and go on to further
study or go off to work in the UK or wherever how long have we got to
access the portfolio?”
11. QUALITATIVE DATA -
Staff
Usefulness of ePortfolio Platform
“To me they are probably getting a higher level of feedback because it is
written in context and in the place. I can be specific”
Perceived Ease of Use
“I’ve uploaded templates I’ve change things and given feedback to students.
They really like it. Recently there has been a few students coming back and
saying that they could not upload something and that’s where it was difficult
for me because I didn’t know Pathbrite well enough to help them”
Attitudes to ePortfolio Platform
“I was a sceptic at the start of the year as I’m not too IT savvy . Now I’m
know there have been some gremlins in the system but once they were
ironed out it was all sorted”
Behavioural Intentions
“we’ve started and it needs to be developed”
12. DISCUSSION
Usefulness of ePortfolio Platform
Students:
•Reflective practice
•Future focused
•Links to being a RN and Nursing Council
requirements
Staff:
•Useful for on-going nursing practice for demonstrating
competence
•Could clearly give feedback
•Time consuming
13. DISCUSSION
Perceived Ease of Use
Students:
•Students found it easy to use
•Some needed more support than others
Staff:
•Some found it easy, and some needed considerable
support
•Increase staff capability
•Easier to spot students who were struggling
14. DISCUSSION
Attitude to ePortfolio Platform
Students:
•Generally positive
•Neutral in the depth of learning it provided
•A number of aspects the students liked, as well as
didn’t like
Staff:
•Staff were not keen at first, but getting used to it now
•Staff could see many positive aspects
•It was surmised from the data that there was an
overall positive attitude from staff
15. DISCUSSION
Behavioural Intention towards
Pathbrite ePortfolio
Students:
•Students could see the future benefit, and use of it in
their on-going practice
•Good intention to use, but with more support and
training
Staff:
•Majority were supportive in the on-going use and
development of the platform
18. RECOMMENDATIONS
• Continue to use ePortfolios in 2017 and
beyond
• Consider rolling out to other programmes
in the school
• Workload allocation for resource person
for the school
• Liaise with other schools at OP to increase
capacity
• Liaise with other nursing schools
(Introduce self, state where from and role)
In 2015 an ePortfolio platform called Pathbrite was implemented into the Bachelor of Nursing programme at Otago Polytechnic, a leading provider of nursing education in Dunedin, New Zealand. This presentation will discuss the results of a research project which explored the attitudes of staff and students towards the implementation of this eportfolio platform for showcasing clinical nursing experiences.
This is the title of the project
The data collection occurred after semester 1 in 2015, approximately this time last year, and the data was analysed and presented to management this year.
Ethics approval was granted by the Otago Polytechnic ethics committee
Approximately 220 students used this platform in 2015
In 2015 the School of Nursing commenced using an ePortfolio platform with year 1 and year 2 students in the Bachelor of Nursing programme, following extensive work to find a suitable provider which was discussed at this forum last year. Pathbrite was eventually chosen as the preferred platform. During semester two, 2015, a research project was commenced to evaluate the implementation of this new piece of technology, to determine whether or not the implementation of this platform was successful or not.
When Pathbrite was chosen this involved using the paid subscription version, or as we referred to it as, the courses function.
Staff that were involved were myself, and Ray O’Brien from our online learning team.
While the plan was to pilot the platform for six months, collect data and report towards the end of 2015, the revised budget time lines required in 2015 meant that a decision on whether use of Pathbrite should continue in 2016 was required before data was collected. Based on anecdotal evidence including the low number of help desk enquires from student or staff, evidence that both staff and student are actively engaged with submission and marking of submissions through Pathbrite and the time pressure of the revised budget time line, it was recommended that the School of Nursing continue to use Pathbrite into 2016, but that the role out to other schools would not be promoted. This included the extension into the 2016 third year of the Bachelor of Nursing so the 2015 year two student had a consistent experience as they progressed.
I think it is important to mention here why we chose to go with the subscription version rather than the free version, or any free version for that matter.
the highly structured way that the students receive instructions and examples to guide them through the compilation of the eportfolio
the online marking and feedback functions available to teachers which makes it easier to assess and for the students to see feedback
the Moodle integration for both access and grading
showcase portfolios - for life
programme portfolio (individual portfolios constructed across several courses or years of course)
It was decided by the researchers that rich data was needed, therefore a mixed methodology approach was chosen to maximise what could be gleaned from a relatively small sample size. The quantitative data was gathered first with a survey for students, and a similar survey for. After the survey was completed, focus groups were conducted using questions that emerged from the survey results (Appendix C).
The research methodology chosen was the mixed-methods sequential explanatory design. Mixed methods research is defined by Tashakkori and Creswell (2007, as cited in Schneider, Whitehead, LoBiondo-Wood and Haber, 2016) as ‘research in which the investigator collects and analyses data, integrates the findings, and draws inferences using both qualitative and quantitative approaches or methods in a single study or program of inquiry
In this particular design, the two paradigms are separated out and then completed in a linear fashion. Therefore this involves ‘collecting and analysing first quantitative and then qualitative data in two consecutive phases within the one study’. The quantitative data collection should inform the qualitative aspect of the study. The two phases are then connected and integrated (Ivankova, et al., 2006).
Most of you will all be aware of this, but as a nurse, I wasn’t aware of this model prior to this study, so I will briefly explain it in case there are others out there like me.
The data collection was designed with the use of the Technology Acceptance Model (TAM). The TAM was also used in the data analysis. The TAM was developed in 1989 by Davis, and seeks to understand mitigating factors of introducing a new piece of technology. The TAM developed by Davis (1989), states that the success of a system can be determined by user acceptance of a system, measured by three factors: perceived usefulness (PU), perceived ease of use (PEOU) and attitudes towards usage (ATU) of the system (Shroff, Deneen and Ng, 2011).
There have been others who have used the TAM with integrating an ePortfolio into undergraduate nursing which were interesting reads.
There have been various adaptations to the TAM over the years, but it was decided to keep with a relatively simple version of the model.
The four parts to this basic model were slightly adapted to suit our study, and is presented above.
Reflection and seeing feedback was commented on a lot by the participants
They could see that this was a skill that they would need
Students found it easy to use. There were a few technological glitches that frustrated students at times but they were managed
Some preferred paper but could see the end result of doing this electronically
Some students verbalised that the intended to use Pathbrite after graduation and access after graduation was discussed
Feedback and moderation were the key themes that came through in of ‘usefulness’
This was interesting as the students felt that they didn’t get enough feedback but the staff felt that they gave a lot more than they ever did with paper
Perceived ease of use
Like the students, there were difficulties getting used to using the system, and the doo technological glitch. There were some significant issues from time to time, but they were always dealt with swiftly (either by myself or Pathbrite)
Attitude
Overall, positive, but the time it took using and getting used to the system was significant for some staff
Behavioural
Staff supported the continued use and rollout of the platform to year 3 students
Students:
A clear message that came out of the data for the students is that they valued the reflective capability of the ePortfolio. They felt that the platform did enable them to be a bit more reflective in their practice. Students also valued the future focus of the ePortfolio platform. They could see the links to the Nursing Council competencies for registered nurses (2012). Interestingly enough, students were fairly neutral in whether or not the ePortfolio supported them better than a paper portfolio.
Overall however, students did find using an ePortfolio platform useful, rather than not, although not by a large margin.
Staff:
Overall staff found the system useful, especially when compared with a paper portfolio system. Staff could see the potential for it for ongoing nursing practice and the way that an ePortfolio system could be linked with providing evidence of ongoing competence.
Giving feedback was a topic that came up frequently for staff. Staff clearly stated that students appear to be getting more feedback on Pathbrite, especially at formative assessment, and that this feedback is at a high quality than previous
Time consuming
Students:
Overall, students found the system easy to use. Some students were obviously frustrated by aspects of the system and found it difficult, however most found it enjoyable, straightforward and relatively simple. Students were neutral in whether or not they received enough support. Obviously some needed more support than others. There were some skills that the students had difficulty with and they turned to the lecturing staff and their peers for guidance and support.
Staff:
Some staff found the platform easy to use, and others found it difficult to use. Staff did feel however that it didn’t take overly long to get used to the system once they got started, but would have liked more training and support with this, and continue to want this. There were a fair amount of technical issues that came up during the course of this research, that the researchers have either taken on board for further development, or have taken to Pathbrite to be addressed.
Staff felt that it was easier to spot students who were struggling, and were able to support students better in their learning.
Students:
Most students had a positive attitude towards the ePortfolio platform. They were however neutral in the depth of learning that they received from it. They didn’t feel that the ePorfolio platform added to their workload.
There were a number of aspects that the students did like. These included that it was accessible, convenient and private. They liked that it enabled resubmissions and reflection, and they could gain feedback from lecturers, although they clearly stated that they wanted more feedback, in a consistent and timely manner. Students also stated that the ePortfolio platform was sustainable, and saved on printing costs. They liked that they could view their work in one place, and that lecturers could also view their work, prior to seeing them on placement.
There were aspects that the students did not like about the platform. Many of these were around technology problems (connectivity, browsers, time to upload), and some related to features of the platform that the students didn’t know about. (such as viewing it in Pathbrite, rather than in the moodle window, access after finishing the course, resubmissions, finding where feedback is written).
Staff:
Many staff were not keen on the introduction of an ePortfolio platform. Staff were daunted by a new piece of technology that they had to learn and become competent with. They were frustrated with the extra time it took to do things, and that the system didn’t always work as expected.
Staff felt that ePortfolios made the moderation process much more transparent and robust. The online portfolios were easier to view, read and comment on the students work in a timely manner, before seeing the student at a set time. There was general agreement that the ePortfolio platform increases the depth of learning that the student experiences.
Students:
Students could see the benefit of having a skill in developing a portfolio electronically, in their future nursing practice. Many students indicated that they would use an ePortfolio tool in their ongoing practice. Students strongly felt that an ePortfolio could clearly demonstrate Nursing Council competencies, and they would potentially share the portfolio with an employer.
They did feel that although it is a good skill and there was an intention to continue to use this platform, there was still the need for support, training, development and refinement of the use of the system .
Staff:
Overall, staff felt that using an ePortfolio system was the direction that the School needed to go in, and majority of staff were supportive in the ongoing use and development of the system. Staff appeared to accept that ePortfolios are inevitable and therefore they are committed to using it, but want to be using it well. Staff also felt that the students are gaining a highly transferrable skill by using it.
Therefore the staff displayed a behavioural intention to continue using the platform, but, they wanted ongoing support, training, and time to use the system effectively.
So, in summary…….
I don’t think it has anything to do with this particular platform, I think it is more about a change in the way we do things. Nurses are very traditional with their paper portfolios and this is hard for them to give up.
However, the question posed at the beginning of this project was to evaluate whether or not Pathbrite will be acceptable as an ongoing ePortfolio solution for undergraduate nursing students at Otago Polytechnic. While the school continued to progress and develop this tool in 2016, prior to this report coming out (such as roll out to year 3 BN students, some training and support for students through drop in clinics, work with students about portfolios for ongoing practice, creation of programme portfolios), there is still a considerable amount of work still to complete to truly consolidate this piece of technology.
There are a number of recommendations that have come from this study (Read above)
Other, more local recommendations include
Work on consistency across staff in regards to how staff are viewing, marking and giving feedback to students
increasing staff capability
on-going support for students through a variety of ways such as increasing staff capability, dedicated resource person, drop in clinics, flow charts, other relevant resources, troubleshooting technological issues as they arise (tips and tricks for users)
continued collaborative relationship with Pathbrite
We already instigated drop in clinics this year for students, and are making a plan to continue work on this in 2017
We, as a school continue to support the need for electronic portfolios.
Our students will graduate with this skill and will hopefully go on to using an electronic portfolio in their clinical practice
All RNs must have a portfolio to evidence practice, so what we are asking students to do is not just to do while they are here with us, it is a lifelong skill they are using.
We are future focused and dedicated to getting it right – we are well on our way there