"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
David W. Deeds: AIE World Conference 2016: Engaging with Digital DifferenceDavid W. Deeds
David W. Deeds' presentation for the Alliance for International Education's 2016 World Conference: "Engaging with Digital Difference." Overall conference theme: "Engaging with Difference: Finding Ways Forward." Your students are (almost!) ready for technology integration. Are your teachers and administrators ready? Use the NMC K-12 Horizon Report as a framework to get started.
Digital Retreat - Liz Alvey, Andrew Lews. "Who cares? Communicating with sta...telshef
Part of the Digital Retreat session.
This presentation concerns the experience of staff members creating a short online course to benefit final year students
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
David W. Deeds: AIE World Conference 2016: Engaging with Digital DifferenceDavid W. Deeds
David W. Deeds' presentation for the Alliance for International Education's 2016 World Conference: "Engaging with Digital Difference." Overall conference theme: "Engaging with Difference: Finding Ways Forward." Your students are (almost!) ready for technology integration. Are your teachers and administrators ready? Use the NMC K-12 Horizon Report as a framework to get started.
Digital Retreat - Liz Alvey, Andrew Lews. "Who cares? Communicating with sta...telshef
Part of the Digital Retreat session.
This presentation concerns the experience of staff members creating a short online course to benefit final year students
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Reference copy of some thoughts about engaging students in online learning, slides for a professional development workshop. first time talking about this so there's lots in these that I would now adapt/ develop further
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
Is Open Education between the Cathedral and the Bazaar?: m?: the promise and pitfalls of borrowing models and metaphors for the OER community. R. John Robertson and Lorna Campbell , Phil Barker, and Li Yuan JISC CETIS
Presentation at OER 11, Manchester, May 11th 2011
Librarians and Open Educational Resources: a match made in...R. John Robertson
Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
Finding and using OERs - an introduction. Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
The paper trail:steps towards a reference model for the metadata ecologyR. John Robertson
The paper trail: steps towards a reference model for the metadata ecology, presentation at ~CoLIS5 workshop. Presentation with Jane Barton. http://mwi.cdlr.strath.ac.uk/Colisworkshop.htm
Archiving- from June 2005.
please note this presentation is currently all rights reserved until i contact the other author.
semi final version of presentation for opened2010; currently lacking decent alt text for graphs and clear licensing in the ppt - posted as backup; will update version after the event
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
Approaches to supporting Open Educational Resource projectsR. John Robertson
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
This paper examines CETIS experience of supporting a nationwide programme to release Open Educational Resources (the JISC Higher Education Academy UKOER Pilot Programme ). We consider how our model of support could inform others and be adapted to encourage sustainable technical support networks for Open Course Ware initiatives. As a national initiative involving universities throughout the UK, the UKOER programme involved a diverse range of OER providers, including individual educators, discipline-based consortia and institutions. Given this diversity it was recognised from the outset that no single technical solution would fit all projects, and therefore no specific tools, descriptive standards, exchange or dissemination mechanisms were mandated (apart from a requirement that the resources produced be represented in a national repository of learning materials ). In supporting this programme we have had to address diverse approaches and communities and it is likely that any similar pan-institutional initiative for supporting the release of OERs would face similar challenges.
Our approach to programme support has sought to move from the detail of specific support issues towards underlying support principles; thereby anticipating other issues and promoting good practice.
Our method has been: to provoke conversation through technical presentations and discussion opportunities at meetings or through blog posts; to investigate the technical choices made by individual projects through technical review conversations and record summary details of these conversations publicly online through an interface supporting searching and browsing; and to respond to issues arising from these calls or from project blogs.
In considering how this approach could be used more widely we will look at the challenges of working openly, the organisational overhead of this approach, its adaptability, and the role we think it has played in supporting the management and dissemination of OERs for this programme.
What do academic libraries have to do with open educational resourcesR. John Robertson
This paper (preprint for Open Ed 2010) will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
One Standard to rule them all?: Descriptive Choices for Open Education, OCWC2010 Hanoi, May 5-7 2010
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1 1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Digital Tools and AI for Teaching Learning and Research
Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW
1. Reflecting evidence and integration:
highlighting a spectrum of ePortfolio
use at UW
R. John Robertson, ePortfolio and Online Learning Support, UWOshkosh and Saundra Solum, Instructional Technology Coordinator,
UW-La Crosse
April 25th 2013
2. Abstract
We will highlight how our campuses (UW-L
and UWO) are using, exploring, or developing
ePortfolios at different stages of student
progression and for different purposes noting
the challenges and the potential of such an
approach.
3. Introductions
R. John Robertson, ePortfolio and Online
Learning Support, UW-Oshkosh
Saundra Solum, Instructional Technology
Coordinator, UW-La Crosse
4. What is an ePortfolio?
An ePortfolio (electronic portfolio) is an
electronic collection of artifacts that shows your
learning over time.
Artifacts may include writing samples, photos,
videos, observations...
Reflections are the key component, telling
why the artifacts was chosen, what you learned
from the process...
5. Theory of ePortfolios
“Many people writing about e-portfolios believe
that the benefit of e-portfolios has more to do
with the active process of e-portfolio
development than with the portfolio product
itself. They see the development of the ePortfolio over time as key.”
Stefani, Mason, Pegler (2007)The Educational Potential of ePortfolios:
supporting personal development and reflective learning p19
6. Why a learning ePortfolio?
"The use of the ePortfolio provides students with
opportunities to comment on their own learning using their
own words. Traditionally, students have received feedback
from others. In the ePortfolio process, students are
critically analyzing their own learning, making connections
and planning next steps in the evolution of their learning.
They are becoming aware of their own learning strengths
and can build upon them as continue in their learning
journey."
Carleen vande Zande,
UWO Assistant Vice Chancellor Curricular Affairs & Student Academic
Achievement
7. Using D2L for ePortfolios
Remember there are many platforms that
could be used to create an ePortfolio of
student work.
Assessing ePortfolio use is a balance of
pedagogical fit, reliability, usability,
appropriateness, and support needs.
8. D2L ePortfolio
Integrated into D2L, providing a studentoriented file store and tools to craft web-based
presentations or showcase of work without
needing to code with HTML.
http://www.uwosh.edu/usp/eportfolio
http://www.uwlax.edu/its/student/d2l_ep/
9. ePortfolio
● Admission to major
● Individual course project/Senior showcase
or capstone project
● Major and/or department assessment
● Program assessment
● Professional development plan/Career
10. Admission to Major
UW Oshkosh College
of Business uses
ePortfolios as part of
their process of
admission to their
majors.
11. Senior Capstone Project
Several UW-L departments have their seniors
create an ePortfolio showcase or capstone
project using a variety of structures, from
competencies, projects, service/volunteer
experience, and so on.
Community Health Education
Political Science
Student Affairs Administration
School Psychology
Women's, Gender, and Sexuality Studies
12. Course ePortfolio
Several courses use a course based ePortfolio,
which has been used by our interviewing class,
several English writing classes, education
classes, and art classes.
13.
14.
15. Major/Department Assessment
School of Education at UW-L and UWO use
the ePortfolio for program assessment. At
UW-L each student creates a pre student
teaching ePortfolio and a post student
teaching ePortfolio. Faculty complete a rubric
for each ePortfolio.
16. SOE ePortfolio
The students collect artifacts that illustrate how
they teach and how they think about teaching
and learning in a variety of contexts in which
teaching and learning occur for each standard;
and write a reflective narrative that includes
their knowledge, skill, and disposition for each
standard.
http://www.uwlax.edu/soe/portfolio/
17.
18. Program ePortfolio
In the context of the University Studies
Program at UWO our larger reform of our
General Education Program the ePortfolio is
used at program level.
20. USP is seeking to help
students relate their courses
to a larger framework
Signature
Questions
Liberal
Education
Essential
Learning
Outcomes
Disciplinary
Knowledge
21. Program ePortfolio
Students use this ePortfolio content in the
Connect course - a transition point in their 4th
or 5th semester. They reflect on their ePortfolio
of work and their progress so far and undertake
a related significant piece of advanced writing.
22. Career/Professional
Development
Although many UW Careers Services already
use ePortfolios in some form, the introduction
of myD2L this spring provides further
opportunities to transition their ePortfolio
beyond their studies.
There is an opportunity for the UW Career
Services to use the ePortfolio for job and career
portfolios.