Documentation of placement hours, activities undertaken while on placement, and assessment of skills and competencies form an essential component of the clinical placement of midwifery education programs across the country.
The document discusses concerns about the inefficiency of tracking books in the NUCLEUS reference library and proposes creating a digital library system to address this problem. It recommends using Microsoft Access or Collectorz.com Book Collector as options for cataloging the library collection digitally. An assessment plan is outlined to evaluate the new system's usage and get user feedback over multiple years.
Recording student clinical experiences as potential future learning resources to support practical skills in veterinary science and dentistry education at the University of Bristol. A talk about software developed by the Institute for Learning and Research Technology, presented at the Higher Education Academy (HEA) science, technology, engineering, and mathematics (STEM) workshop on Crowdsourcing in Higher Education in February 2014, in Bristol.
The document outlines a four step approach to adopting a new learning management system (LMS) at Wisconsin Lutheran College:
1) Identify early adopters such as faculty who are enthusiastic about instructional technology.
2) Provide extra training to the early adopters on the new LMS before the wider rollout.
3) Build institutional support by having registrars and advisors use the LMS and provide demonstrations to faculty.
4) Investigate continuing to offer the old system for an extra year as there was no good way to transfer content between systems.
The North Tyneside Learning Platform was launched in 2004 as an information sharing portal for 14-19 education alongside the Blackboard VLE, and has since expanded to serve the entire school system. It averages 60,000 secure logins per month with over 100,000 additional hits on hosted websites, and is used across 11 secondary schools, 4 middle schools, and 57 primary schools. The platform provides a highly valued support structure, large content library, and community aspects while facing risks regarding staffing, coding, and hosting dependencies.
Running a repository on a shoestring Margaret Feetham Deputy University Librarian (Information Services and Systems) 27 January 2012
The document summarizes the challenges of running an institutional repository with limited funding and support. It discusses difficulties securing funding and buy-in from academic staff. It also outlines plans to increase adoption of the repository by key research groups and for housing theses, publications, and data from university research audits and future REF submissions. The goal is to gain benefits for the university like centralized archiving and improved retrieval of research information.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
The document discusses concerns about the inefficiency of tracking books in the NUCLEUS reference library and proposes creating a digital library system to address this problem. It recommends using Microsoft Access or Collectorz.com Book Collector as options for cataloging the library collection digitally. An assessment plan is outlined to evaluate the new system's usage and get user feedback over multiple years.
Recording student clinical experiences as potential future learning resources to support practical skills in veterinary science and dentistry education at the University of Bristol. A talk about software developed by the Institute for Learning and Research Technology, presented at the Higher Education Academy (HEA) science, technology, engineering, and mathematics (STEM) workshop on Crowdsourcing in Higher Education in February 2014, in Bristol.
The document outlines a four step approach to adopting a new learning management system (LMS) at Wisconsin Lutheran College:
1) Identify early adopters such as faculty who are enthusiastic about instructional technology.
2) Provide extra training to the early adopters on the new LMS before the wider rollout.
3) Build institutional support by having registrars and advisors use the LMS and provide demonstrations to faculty.
4) Investigate continuing to offer the old system for an extra year as there was no good way to transfer content between systems.
The North Tyneside Learning Platform was launched in 2004 as an information sharing portal for 14-19 education alongside the Blackboard VLE, and has since expanded to serve the entire school system. It averages 60,000 secure logins per month with over 100,000 additional hits on hosted websites, and is used across 11 secondary schools, 4 middle schools, and 57 primary schools. The platform provides a highly valued support structure, large content library, and community aspects while facing risks regarding staffing, coding, and hosting dependencies.
Running a repository on a shoestring Margaret Feetham Deputy University Librarian (Information Services and Systems) 27 January 2012
The document summarizes the challenges of running an institutional repository with limited funding and support. It discusses difficulties securing funding and buy-in from academic staff. It also outlines plans to increase adoption of the repository by key research groups and for housing theses, publications, and data from university research audits and future REF submissions. The goal is to gain benefits for the university like centralized archiving and improved retrieval of research information.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
1) The presentation discusses using simulation cases based on the ACGME Pediatrics Milestones to assess pediatric residents and correlate the evaluations with clinical evaluations and inservice exams.
2) The study aims to determine if simulation case evaluations can predict how well residents progress in their clinical training.
3) The presenter seeks input on which competencies/milestones are best to assess through simulation and whether other programs have addressed using simulation to evaluate residents against the Pediatrics Milestones.
Application of toolbox so far… how to benefit from tool box in educationGlobal Water Partnership
Central European universities offer limited programs in water resource management, and existing courses are not sustainable. Interest in IWRM research has increased among lecturers and students, but study materials are inconsistent. There is no forum for sharing experiences between lecturers. Lecturers have limited English skills limiting use of online resources. Toolbox provides a structured overview of IWRM and case studies that could be used as templates, but may be difficult to incorporate into academic curricula as it is not academically accredited and focuses on practical examples over theory. More case studies covering a broader range of topics could make Toolbox more useful for education.
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.
Introduction to Naviance for Higher Education - ELCANaviance
This document provides an introduction and overview of Naviance, a college and career readiness platform. It discusses what Naviance is, its student lifecycle features, and how it can be used by schools, counselors, and higher education institutions. Key points include that Naviance is used by over 8,000 schools and 7 million students, and that it allows schools to track college applications and sends documents to colleges on behalf of students. The document also provides an agenda that includes demonstrations of the Family Connection tools for students and parents, counselor workflow features, and how higher education institutions can connect with prospective students using Naviance.
Exploring &evaluating eportfolio based pedagogies for work-based learnersSarah Chesney
The document provides an agenda for an event exploring eportfolio pedagogies for work-based learners. The event will take place on May 11, 2011 at the University of Wolverhampton and include presentations on eportfolios and JISC projects, discussions on key principles of eportfolio pedagogies and using eportfolios for accrediting prior learning, and information on using an online forum to build an eportfolio community of practice.
Virtual labs aim to provide remote access to laboratory experiments for students in science and engineering. They allow students to practice experiments involving sophisticated instruments from distant locations. Virtual labs can also share costly equipment between institutions. They develop a learning management system for students to access resources like video lectures and practice self-evaluation. The Ministry of Human Resource Development in India initiated virtual labs to address issues of physical access and resource scarcity in education.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
This document discusses the sustainable business model for the TU Delft Extension School. It aims to educate the world through high-quality open and online education. The Extension School offers a range of products from open online courses to professional certificates and degrees. These products generate revenue through various sources such as course enrollments, corporate partnerships, and campus reputation and visibility. The document recommends that the Extension School think globally, offer credits for MOOCs, and collaborate on MOOC development to build a sustainable business model.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
MOOCs and Assessment - version for CSUed conferenceSandra Wills
The document discusses MOOCs and assessment challenges. It describes how MOOCs have disrupted traditional university education models by unbundling courses. However, assessing and granting credit for MOOC learning remains difficult. The document also outlines a five step process for obtaining low-cost, high quality bachelor's degrees through credit-by-examination and the use of open educational resources and online capstone courses.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Associate Provost Carey Hatch delivers the Open SUNY update at the SLN SOLsummit 2014 on February 26, 2014 in New York City at the SUNY Global Center.
http://slnsolsummit2014.edublogs.org/registration/materials/
The Claremont Colleges Library is developing a process for cancelling subscriptions due to budget constraints. They will gather information on collection overlap, costs, usage statistics, and faculty input to determine what to cancel. Cancellations will focus on overlapping content and indexing before full text. Faculty will have opportunities to provide input through online forms and meetings in February and March. Recommendations will be finalized in April for cancellations to take effect in the fall semester.
This document discusses the open and online learning model at Charles Sturt University in Australia. Some key points:
- CSU has 40,000 students, with 70% in distance education and all courses available online.
- The university aims to connect all courses with indigenous concerns and professional practice.
- CSU's learning model focuses on co-created and connected learning spaces for lectures, professional practice, and developing resources.
- The university explores open learning through MOOCs, blended courses, credit for prior learning, and open educational resources.
- CSU questions how far open learning could go, such as fully assessing and granting credit for other institutions' MOOCs and courses.
Success and Sustainability - Resource development for supporting ePortfolio e...ePortfolios Australia
(1) The document discusses the evolution of ePortfolio support at QUT from 2003 to the present, focusing on reflective practice and curriculum integration.
(2) A holistic integrated support model was developed including engagement with students, careers services, and faculties to provide workshops, presentations and curriculum collaboration.
(3) Support resources were created including websites, hands-on sessions, videos and step-by-step guides to help students use ePortfolios and develop reflective writing skills in relation to industry standards and career development.
The enacted learners identities Framework: the potential e-portfolios use in ...ePortfolios Australia
The document discusses the potential use of e-portfolios in vocational education to support learners' negotiated identities. It outlines different types of learner identities that can develop, including resistant, persistent, transitioning, and enacted identities. Key elements that shape learner identities are discussed, such as purpose, networks, identity resources, and agency. The document advocates recognizing diverse knowledge systems and contextualizing learning objects for vocational learners.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
1) The presentation discusses using simulation cases based on the ACGME Pediatrics Milestones to assess pediatric residents and correlate the evaluations with clinical evaluations and inservice exams.
2) The study aims to determine if simulation case evaluations can predict how well residents progress in their clinical training.
3) The presenter seeks input on which competencies/milestones are best to assess through simulation and whether other programs have addressed using simulation to evaluate residents against the Pediatrics Milestones.
Application of toolbox so far… how to benefit from tool box in educationGlobal Water Partnership
Central European universities offer limited programs in water resource management, and existing courses are not sustainable. Interest in IWRM research has increased among lecturers and students, but study materials are inconsistent. There is no forum for sharing experiences between lecturers. Lecturers have limited English skills limiting use of online resources. Toolbox provides a structured overview of IWRM and case studies that could be used as templates, but may be difficult to incorporate into academic curricula as it is not academically accredited and focuses on practical examples over theory. More case studies covering a broader range of topics could make Toolbox more useful for education.
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.
Introduction to Naviance for Higher Education - ELCANaviance
This document provides an introduction and overview of Naviance, a college and career readiness platform. It discusses what Naviance is, its student lifecycle features, and how it can be used by schools, counselors, and higher education institutions. Key points include that Naviance is used by over 8,000 schools and 7 million students, and that it allows schools to track college applications and sends documents to colleges on behalf of students. The document also provides an agenda that includes demonstrations of the Family Connection tools for students and parents, counselor workflow features, and how higher education institutions can connect with prospective students using Naviance.
Exploring &evaluating eportfolio based pedagogies for work-based learnersSarah Chesney
The document provides an agenda for an event exploring eportfolio pedagogies for work-based learners. The event will take place on May 11, 2011 at the University of Wolverhampton and include presentations on eportfolios and JISC projects, discussions on key principles of eportfolio pedagogies and using eportfolios for accrediting prior learning, and information on using an online forum to build an eportfolio community of practice.
Virtual labs aim to provide remote access to laboratory experiments for students in science and engineering. They allow students to practice experiments involving sophisticated instruments from distant locations. Virtual labs can also share costly equipment between institutions. They develop a learning management system for students to access resources like video lectures and practice self-evaluation. The Ministry of Human Resource Development in India initiated virtual labs to address issues of physical access and resource scarcity in education.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
This document discusses the sustainable business model for the TU Delft Extension School. It aims to educate the world through high-quality open and online education. The Extension School offers a range of products from open online courses to professional certificates and degrees. These products generate revenue through various sources such as course enrollments, corporate partnerships, and campus reputation and visibility. The document recommends that the Extension School think globally, offer credits for MOOCs, and collaborate on MOOC development to build a sustainable business model.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
MOOCs and Assessment - version for CSUed conferenceSandra Wills
The document discusses MOOCs and assessment challenges. It describes how MOOCs have disrupted traditional university education models by unbundling courses. However, assessing and granting credit for MOOC learning remains difficult. The document also outlines a five step process for obtaining low-cost, high quality bachelor's degrees through credit-by-examination and the use of open educational resources and online capstone courses.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Associate Provost Carey Hatch delivers the Open SUNY update at the SLN SOLsummit 2014 on February 26, 2014 in New York City at the SUNY Global Center.
http://slnsolsummit2014.edublogs.org/registration/materials/
The Claremont Colleges Library is developing a process for cancelling subscriptions due to budget constraints. They will gather information on collection overlap, costs, usage statistics, and faculty input to determine what to cancel. Cancellations will focus on overlapping content and indexing before full text. Faculty will have opportunities to provide input through online forms and meetings in February and March. Recommendations will be finalized in April for cancellations to take effect in the fall semester.
This document discusses the open and online learning model at Charles Sturt University in Australia. Some key points:
- CSU has 40,000 students, with 70% in distance education and all courses available online.
- The university aims to connect all courses with indigenous concerns and professional practice.
- CSU's learning model focuses on co-created and connected learning spaces for lectures, professional practice, and developing resources.
- The university explores open learning through MOOCs, blended courses, credit for prior learning, and open educational resources.
- CSU questions how far open learning could go, such as fully assessing and granting credit for other institutions' MOOCs and courses.
Success and Sustainability - Resource development for supporting ePortfolio e...ePortfolios Australia
(1) The document discusses the evolution of ePortfolio support at QUT from 2003 to the present, focusing on reflective practice and curriculum integration.
(2) A holistic integrated support model was developed including engagement with students, careers services, and faculties to provide workshops, presentations and curriculum collaboration.
(3) Support resources were created including websites, hands-on sessions, videos and step-by-step guides to help students use ePortfolios and develop reflective writing skills in relation to industry standards and career development.
The enacted learners identities Framework: the potential e-portfolios use in ...ePortfolios Australia
The document discusses the potential use of e-portfolios in vocational education to support learners' negotiated identities. It outlines different types of learner identities that can develop, including resistant, persistent, transitioning, and enacted identities. Key elements that shape learner identities are discussed, such as purpose, networks, identity resources, and agency. The document advocates recognizing diverse knowledge systems and contextualizing learning objects for vocational learners.
Leading the journey towards implementing eportfolios at the University of Waikato. An overview of the eportfolio landscape in New Zealand in relation to universities and the story of managing eportfolio developments within one university starting out on the eportfolio journey.
This document discusses the use of ePortfolios at a carpentry pre-trade program to facilitate assessment, moderation, and improve teaching practices. Students collect evidence of their learning in ePortfolios, which are assessed according to a matrix of units. Feedback is provided live during marking. EPortfolios allow for collaboration and accurate evidence. Staff receive training to effectively use ePortfolios. Surveys found ePortfolios improved assessment over paper and improved teaching practices.
Using Mahara to develop life-long learning skills via collaboration through p...ePortfolios Australia
The document discusses eportfolios and institutional change. It explores eportfolios as products or processes and issues of ownership and control between students and institutions. Next generation learning environments are examined, including interoperability, personalization, analytics, collaboration and accessibility. Tensions are outlined between student and institutional focus regarding control, ownership, integration and structure. Trends in unbundling education and micro-credentials are mentioned. The workshop materials focused on introducing eportfolios as personal learning environments, their benefits, current education trends, and overcoming barriers to change.
Eportfolios are increasing seen as a pedagogical tool to meet the external and internal requirements of a higher education institution. How to approach the embedding of eportfolios can be a challenge in a changing institutional environment. One option is a trial method which can falter if the institutional will for implementation is not forthcoming. Alternatively, course champions can travel the solo road but wider adoption may be a problem. The University of the Sunshine Coast recently undertook a six month Feasibility Study to determine whether the university community value using ePortfolios for student learning. This model enables a stepwise progression towards a staged sustainable eportfolio implementation by gauging interest and collecting evidence through collegiate workplace practices to gaining high level institutional support. The study resulted in a fully supported Early Adopter Phase in 2013 with two programs implementing ePortfolios and a larger staged implementation process to be undertaken next year.
This document discusses e-portfolios and their use for supporting learner outcomes in vocational education and training (VET). It outlines how e-portfolios can help with learner transitions into, through, and out of VET programs by facilitating skills profiling, recognition of prior learning, workplace learning and assessment, and further education. It also summarizes findings from trials of e-portfolio implementations in 2009-2010, including benefits to learners, teachers, workplaces and training organizations.
ePortfolios in Professional Practice - The Use of PebblePad by Professional A...ePortfolios Australia
The Institute for Learning (IfL) uses PebblePad's REfLECT ePortfolio tool to help its over 200,000 members demonstrate compliance with ongoing professional development (CPD) requirements. Members can record their CPD activities privately in REfLECT and choose what information to share with the IfL. This allows the IfL to verify members have met CPD hour requirements while protecting members' privacy. Surveys found over half of IfL members used REfLECT to record CPD and most found it a useful tool for formalizing and reflecting on their learning and development.
Supporting the storage requirements of learner e-portfolio contentePortfolios Australia
The document discusses supporting the storage requirements of learner e-portfolios. It summarizes research on e-portfolio storage, including guidelines on long-term access, appropriate file formats, and the use of common standards. Research findings showed that portability between systems and compatible file formats are important. Considerations around the purpose of e-portfolios, privacy, security, and bandwidth must also be made. Effective implementation requires planning for storage needs as part of the overall design.
This document summarizes a workshop about designing and delivering a massive open online course (MOOC) on e-portfolios. The MOOC was completed by over 300 participants and was designed to be facilitated, collaborative, self-directed and networked. It included goals and badges to guide participants, online discussions, webinars, and reflective blogs. Ongoing research, newsletters, and feedback ensured the course was challenging, supportive and continuously improved. In the end, most participants achieved the course goals as reflected in final surveys and evaluations.
This document discusses developing tools to facilitate integrated reflection. It provides context on e-portfolios and defines reflection and reflective practice. The document identifies opportunities to develop new tools that support inquiry-based learning and questioning. In particular, tools that facilitate question generation and answering could help scaffold learning by exposing students to more high-quality inquiry. Overall, the document argues reflection is important for learning but current tools provide limited support, and there is potential to develop new technologies that better facilitate integrated reflection.
In 2014, the Monash University Foundation Year Subject Review identified that the assessment currently being used in the English course was not appropriately assessing student ability. As a consequence, the Program Development and Quality Unit oversaw the introduction of an ePortfolio as a major assessment item, allowing for both formative and summative learning practice to be valued. The reviewed curriculum requires students to develop an ePortfolio of learning evidence documenting the development of academic skills in preparation for articulation into university. Specific challenges regarding authentication, academic integrity, global locations and platforms and development of specific criteria and rubrics have necessitated a completely new and creative view of assessment in the pre-university environment.
Sophie McKenzie 2014 - Incorporating career portfolios as a course-wide learn...ePortfolios Australia
In the field of Information Technology the need for students to be career ready upon leaving University is more important than ever. Employers are reporting a shortage of graduates with adequate skills, arguing that students are often unprepared for the workforce. In an effort to address employability concerns tertiary curriculum is looking towards portfolios as a way of presenting a picture of students skills. This presentation will focus on the efforts of the School of IT at Deakin University in using a course wide portfolio approach to support and produce graduates that meet the requisite skill set as required by industry. Using resources provided in the Information Technology Course Hub, hosted in the Learning Management System Desire2Learn, IT students build a portfolio that provides evidence of their achievements with respect to relevant learning outcomes, and showcases their skills, achievements and career competencies. The process of building the course hub, and outcomes so far, will be presented in this session.
The Challenges of Maintaining a Professional Midwifery ePortfolio in the CloudePortfolios Australia
Professional midwives in New Zealand and Australia are required to maintain an ePortfolio to showcase their competencies, professional development, clinical skills, and reflections on practice. The author discusses her experience using a cloud-based ePortfolio that includes a blog, presentations on sites like SlideShare, and videos on YouTube. However, when reviewed by her professional board, the reviewers lacked an understanding of online portfolios and digital literacy, did not view her full ePortfolio online, and required a paper copy instead. The author advocates for improving digital literacy skills for all those evaluating ePortfolios.
Program Level Design Using Eportfolios: Getting the Big Picture - Sherrie Lov...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.
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.
Engaging nutrition and dietetic students with food law through the use of an ...ePortfolios Australia
This presentation will outline the use of an EPortfolio (PebblePad) to teach second year Nutrition and Dietetic students to identify and interpret Australian food law in relation to food composition, classification, production, processing and retailing. An understanding of food law is essential for all Nutrition and Dietetic graduates, however given the complex nature of this area (e.g. language used in law), students in the past have noted that it is difficult to engage with this topic. In Semester 1 2016, a workbook was introduced as a tool to engage students in this topic area in the NUT201 Food Studies course. This presentation outlines how the workbook was integrated into this course and tailored to the weekly content and learning outcomes, and presents student and staff feedback on the EPortfolio workbook as a learning tool.
ePortfolios, social constructivism and assessment - Stephen Bright (Universit...ePortfolios Australia
This short presentation seeks to explore the potential relationship between a well-known theoretical pedagogical framework (social constructivism) and a particular eportfolio software tool (Mahara). The presentation proposes that the congruence between these two elements can then provide a framework for teaching and learning activities involving eportfolios, and in particular, designing quality learning and assessment activities using eportfolios. Note however, that although this matching exercise has been referenced to a specific software tool, the principles may also be applied to other software tools which are used for creating eportfolios.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
Evidence Based Practice – Aspiration vs Reality - Terry Young, Kate Mitchell ...ePortfolios Australia
Portfolios are an ideal medium to facilitate the collection of evidence of learning by students. Increasingly institutions are required to achieve accreditation of courses by reporting evidence of student learning to professional bodies. In this presentation, we will outline the methods by which La Trobe University, School of Education have shifted their teaching courses and assessment for AITSL in light of new requirements to include evidence-based practice. We will discuss the strategies and design methodologies we undertook as well as the real world challenges and issues we faced, and make links to lessons learned and how they could be applied to other fields.
Catherine Paul and Emily Renoe from the University of British Columbia presented on the history and use of ePortfolios at UBC. They provided many examples of how ePortfolios have been implemented across different faculties and disciplines at UBC. The presentation covered the objectives, agenda, brief history of ePortfolios at UBC, challenges and successes from past pilots, examples of tools and current ePortfolio projects, and plans to revive the ePortfolio community of practice. It concluded with a discussion portion and opportunities for hands-on practice with ePortfolio platforms.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
This slidepack is to showcase our inaugural WATSUP event held at Curtin University in Western Australia.
We had representation from 5 institutions, Curtin, Murdoch, Edith Cowan and Notre Dame Universities and also the North Metropolitan TAFE. This truly was a cross institutional, discipline specific event and a fabulous opportunity for academics and professionals to connect with and learn more from others in their field. Our theme was Innovate, Collaborate, Accelerate. The main purpose was to share innovative ideas with collaboration also being a key factor.
The Master of Nursing Program at La Trobe University would like to move from a cumbersome paper based Clinical Practice Assessment tool to an online system. Terry Young will present the results of the pilot project conducted in Semester 1 2013. The project used the new workbook function in PebblePad 3 which includes self-evaluation, provision of evidence and external user validation.
The document outlines a teaching and learning technologies program at Harvard with the following key points:
1. The program aims to provide a continually evolving set of faculty-friendly and student-focused technologies to support teaching and learning across Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
2. The plan is to provide core teaching and learning technologies to all schools, support pedagogical innovation and research, establish partnerships with faculty and staff, and cultivate an open source community around technology development.
3. A major initiative is migrating courses from existing platforms to Canvas, with projected timelines and numbers of courses outlined. Feedback from faculty and students will be gathered through surveys to inform
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
Delivering RARPA: a college-wide digital approachJisc
Speakers:
Matthew Bowler, service leader technology, Wiltshire College
Michelle Capes, online learning development officer, Wiltshire College
Simon Bowler, learning technologies and resources manager, Wiltshire College
Clive Carey, learning and skills development coach, Wiltshire College
Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important.
Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college.
This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
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.
The document summarizes a presentation by Associate Professor Michael Sankey at Christchurch Polytechnic Institute of Technology about key matters relating to technology enhanced learning at the University of Southern Queensland. It provides details about USQ's student enrollment numbers, strategies for online learning, trends in digital technologies, and frameworks for quality management in online education. The presentation emphasizes establishing consistent standards, supporting staff development, and building a distributed model of leadership around technology enhanced learning.
Brightspace Halifax Connection - Going Beyond Courses with Brightspace – Ken ...D2L Barry
Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswick. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
THE ABCD OF DELIVERING CAREER EDUCATION IN A CROWDED UNIVERSITY CURRICULUMJason Brown
Less than 40% of university students engage in activities to make themselves ‘career ready’ (Radlof
and Coates, 2009). A major challenge facing university careers services is getting the attention of the
majority of students who have given little thought to how they will transition from university to the
professional workforce. Embedding careers education into the curriculum is the ‘easiest’ way to
increase the proportion of students developing career readiness; however gaining institutional
support to embed career education into a crowded curriculum is not so simple. The Career
Development Centre at La Trobe University is focussing on a strategy that enables sustainable
expansion into the curriculum via a multi-modal delivery of five core career education modules and
the development and teaching of three accredited career development subjects to undergraduate
students. Combined, the modules and subjects address all eleven career management competencies
from the Australian Blueprint for Career Development (MCEEDYA, 2010). This workshop will explore
the design and delivery of the approach to delivering career education to students in a multi-campus institution.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Using MyProgress to Assess Nurses in Clinical Practicemyknowledgemap
This document summarizes a trial using digital media to assess competencies of student nurses. It discusses that the university trains over 10,000 health and education students, including 1500 student nurses. It conducted a trial with 30 pediatric student nurses using electronic competency tracking on tablets without internet. The rationale is that this system allows for electronic completion and assessment of portfolios compared to traditional paper. It has potential to enhance practice learning, assessment, and support of mentors. Challenges include clinical governance, device storage, understanding of assessments, and engagement. The next steps are to introduce it to 180 student nurses in 2014 and 25 work-based learning students in 2016.
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
Similar to Michelle Newton 2014 - Moving midwifery placements online (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.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Michelle Newton 2014 - Moving midwifery placements online
1. Moving midwifery placements online
Michelle Newton (BNBM Course Coordinator)
Terry Young (Online T&L Developer PLS)
Sarah Hay (Lecturer)
ePortfolios Australia
2nd October 2014
latrobe.edu.au CRICOS Provider 00115M
3. Image area
Problems with the paper based system
• Report integrity questionable
• Limited reporting capacity
• Administrative burden
• Reduces the risk of the old ‘the dog ate
my homework’
La Trobe University 3
4. Moving to the on-line environment
Design
• Scope
• Design
• Plan
• Requirements
Develop
• Prototype
• Test/Simulate
• Review/Modify
Implement
• Release
• Training
• Support
La Trobe University 4
5. Moving to the on-line environment
Develop
• Prototype
• Test/Simulate
• Student view
• Clinical Educator view
• Subj. Coordinator view
• Review/Modify
La Trobe University 5
6. Moving to the on-line environment
Implement
• Test Clinical sites
• Release
• Training
• Students
• Clinical Educators
• Subj. Coordinators
• Support
• Online videos
• Help instructions
• Discussion forum
La Trobe University 6
7. Pilot of a first year clinical report tool
La Trobe University 7
8. Outcomes - usability
Feedback from the pilot was extremely positive from all three user groups
• Students:
• Encouraged an ‘ownership’ of their placement documentation
• Clinical educators:
• More engaged in their responsibility of verifying placement documentation
• Provided insight into the reflective process of the students
• Academic staff:
• Ease of reporting clinical completion
• Expedited release of results
• Nor reliant on students physically delivering the reports
• Confidence around integrity of reports
La Trobe University 8
9. Outcomes - modifications
Additions:
• ‘Flag’ to indicate need for follow-up post clinical (student or clinical educator
initiated)
• Feedback tab for verification of
final sign off (date, time and academic name)
La Trobe University 9
10. So where is the capacity for growth into e-portfolios
• Could all placement
documentation ‘live’ in the
PebblePad space to enable
students to build an e-portfolio of
their midwifery experiences
without losing the functionality of
the current tools??
• Establish an e-portfolio for students
from their course commencement to
completion
OR
• Capacity for an automated export into a
master document
La Trobe University 10
11. Image area
Challenges
Expertise and allocation of workload
required for:
• workbook development
• workspace creation
• enrolment of members
Capacity for troubleshooting on a day to
day basis
• where does the expertise sit within the
organisation?
• how will students and clinical facilitators
access it?
• what capacity do academic staff have to
provide assistance ?
La Trobe University 11
12. Where to from here…
• Establish automated reports linked to clinical placement progression
• Reporting to Registering Authority
La Trobe University 12
13. Where to from here…
• Reports in a Pebble Pad format to be progressively rolled across all years of the
curriculum (completed by 2016)
• Exploring capacity for tool to feed into an e-Portfolio ??
• With user acceptance , it may be timely to explore moving the whole ‘Blue
Book’ to the on-line environment (mobile platforms needed)
La Trobe University 13
14. Where to from here…
• Increasing access on mobile platforms for ease of use in the clinical setting
La Trobe University 14
Since the course inception in 2001 there has been little change in the documentation and recording of the midwifery placements for the BNBM.
Students carry a ‘blue book’ used for documenting the various activities that are undertaken during the clinical placement.
At the end of the placement the student and clinical educator summarise the contents of the blue book that are relevant to the specific placement into a Clinical Practicum Progress report. The student is responsible for the submission of this report to the Subject Coordinator., who then verifies all of the information in the report before deeming that the clinical placement requirements have been met.
The tool, (along with every other clinical tool that the student uses – totalling 13 over the full four years of their course) are sent to the administration team, who are responsible for the filing of these reports
Into the individual student report, where it is stored until after course completion
As obliging as the clinical staff are, they tell me that this is not their favourite part of their role.
All of this is undertaken because of the documentation and reporting requirements of the registering authority – to ensure that students have met the requirements for registration to practice as a midwife in accordance with the education standards that were applicable at the time of curriculum approval.
Report integrity questionable
student responsible for the final submission after the clinical educator has finalised the document
Limited reporting capacity
Audits on specific aspects require every report to be pulled from the file of the students
Administrative burden
Filing and storage
Students requests for certified copies of the reports for job applications
Initial consultation with staff
Developed a project plan.Who, what, how, when and Why
Identified parameters/requirements for a pilot
The form was migrated to a PebblePad Workbook
Draft demonstrated for feedback
Workbook modified based on feedback
Testing as a student, clinical facilitator and LTU Staff
Training to Clinical facilitators, including demonstration video and documentation
Orientation to students, including demonstration video and documentation
Created a support forum within the LMS for discussion around issues
Review pilot
Modify processes based on review feedback for next iteration
Emphasize the need to test/simulate under the 3 perspectives, student, Clinical Educator and subject coordinator.
This will identify any issues and inform the modifications required.
All 3 stakeholder groups have different custom training needs.
Online support resources essential for reference
We initially ran a pilot with first year students of the Bachelor of Nursing / Bachelor of Midwifery, La Trobe University using an on-line version of the existing reporting form.
Participants included 70 students, 20 Clinical facilitators (from 5 different hospitals) and 5 La Trobe academic staff.
The primary aim of the pilot was to assess acceptability and usability of the on-line environment for documentation of the placement requirements