This document discusses the use of interactive portfolios and web 2.0 tools to support assessment for learning. It describes how tools like blogs, wikis and Google apps can be used to enable teacher and peer feedback to improve student achievement. The document advocates for student-managed electronic portfolios that allow students to take ownership of their learning and set goals. It also discusses how portfolios can facilitate reflection, feedback, and social learning to engage students and support deep, lifelong learning.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Theories of Learning, Emerging Technologies & Authoring Tools for Course Desi...Remo-tito Aguilar
In an environment where there’s rapid, cyclic emergence of DE technologies, theories of learning should guide our choice of tools in designing and developing elearning courses. On the other hand, theories of learning should also be enriched by practice of this authoring technologies
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Theories of Learning, Emerging Technologies & Authoring Tools for Course Desi...Remo-tito Aguilar
In an environment where there’s rapid, cyclic emergence of DE technologies, theories of learning should guide our choice of tools in designing and developing elearning courses. On the other hand, theories of learning should also be enriched by practice of this authoring technologies
What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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How to Make a Field invisible in Odoo 17Celine George
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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 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.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
ISTE 2010
1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning Dr. Helen Barrett electronicportfolios.org Twitter: @eportfolios http://www.slideshare.net/eportfolios/
7. Draft National Educational Technology Plan (2010) Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
8. Technology & Reflection Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking 6
9. Learner-Centered Philosophy "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
10.
11. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 10
15. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
16. What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Capturing Process/ Journals Goals Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTER Change over time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
22. Review Examples of Scaffolding for Reflection http://sites.google.com/site/reflection4learning
23.
24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
26. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
27. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
33. Provides insights (and data) for the institutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
34. Crucial Distinction Assessment OF LearningHow much have students learned as of a particular point in time? Assessment FOR LearningHow can we use assessment to help students learn more? Rick StigginsAssessment Training Institute
36. Principles of Assessment FOR Learning Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)
40. Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase
46. Structure of E-Portfolio Types Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment or Showcase Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes) Portfolio as Process/ Workspace Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience
63. Interactive ePortfolios A book under development “Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”
64. Tentative Contents Intro -“Why”- Purposes Reflection in ePortfolios Assessment Web 2.0 Tools Planning & Change Balancing 2 Faces Lifelong ePortfolio Scenario Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional How-to’s- GoogleApps- WordPress Digital Storytelling in ePortfolios
70. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 53
80. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 57
81. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 58
82. Student Engagement! CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence] Find voice and passions through choice and personalization! Portfolio as Story Positive Digital Identity Development - Branding “Academic MySpace” 59
102. Draft National Educational Technology Plan (2010) Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
103. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
104. Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?
105. Goal: Balance in Electronic Portfolios Purpose Improvement (Student-Centered) (Or Course-Centered) Accountability/ Compliance (Institution-Centered) Along a Continuum ?? ?? Opportunity Cost
106. Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Formal Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost
107. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost
108. Goal: Balance in Electronic Portfolios Purpose Accountability Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Time Complexity Social Learning Opportunity Cost
109. Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management andstudent e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools forinteractivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video,into their e-portfolios Enable exporting e-portfolio to students’ lifetimepersonal webspace
110. Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio asworkspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios forvisual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity
111. Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!
112. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 79
113. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
114. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 81
115. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 82
116. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios
Editor's Notes
As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
Is this happening in your institution?
There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
Japanese!
Catalan
Spanish!
Mandarin
Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
Oregon in April, Colorado & Iowa yesterday.
Just like Social Networks
Perhaps most predominant in many teacher education programs today.
“Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton