Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
Learning analytics dashboard are tools developed to support awareness and reflection and aid learners in their learning process. However, we know little about how students make sense of the information presented on learner dashboards and what influences this process or its outcomes. In this research, we investigated whether learner goals and learners’ self-regulated learning skills have an effect on what dashboard design elements students find relevant for interpreting dashboards and deciding on next steps. We followed a two-step research design with an initial qualitative pre-study to gain initial insights into the research topic, followed by an extensive quantitative study with 179 university students at a Dutch university of applied sciences. We uncovered two underlying constructs for sense-making: transparency of design and support for action. Statistical analyses showed that self-regulated learning skills are predictors for how relevant students find these two constructs, but assigned learner goals, i.e., mastering a topic (being effective) or mastering a course (being efficient), did not have any significant effect on the perceived relevance of dashboard elements. With these findings, we can design more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
Learning analytics dashboard are tools developed to support awareness and reflection and aid learners in their learning process. However, we know little about how students make sense of the information presented on learner dashboards and what influences this process or its outcomes. In this research, we investigated whether learner goals and learners’ self-regulated learning skills have an effect on what dashboard design elements students find relevant for interpreting dashboards and deciding on next steps. We followed a two-step research design with an initial qualitative pre-study to gain initial insights into the research topic, followed by an extensive quantitative study with 179 university students at a Dutch university of applied sciences. We uncovered two underlying constructs for sense-making: transparency of design and support for action. Statistical analyses showed that self-regulated learning skills are predictors for how relevant students find these two constructs, but assigned learner goals, i.e., mastering a topic (being effective) or mastering a course (being efficient), did not have any significant effect on the perceived relevance of dashboard elements. With these findings, we can design more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
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.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
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.
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
6. 21 st century employability skills Ways of thinking Creativity and innovation; critical thinking, problem solving; learning to learn, metacognition Ways of working Communication; collaboration (teamwork) Tools for working Information literacy; ICT literacy; discipline resources and tools Living in the world Citizenship – local and global; life and career; personal and social responsibility
7.
8. Authentic learning and assessment – inverted curriculum approach http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
13. Quizzes: Applets Jmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online tools to obtain data to construct a response
25. Remote Labs Physical hardware can be connected to the internet. Students can use the equipment 14/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.
educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self & peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self & peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self & peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self & peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni