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The document discusses the transition from a traditional educational paradigm to an emerging paradigm where students play a more active role in the educational process. It provides examples of ePortfolio prototypes developed for dental hygiene, dental therapy, and oral health degree programs. Feedback from students indicates the ePortfolios are more user-friendly than traditional learning management systems and foster a sense of community.
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The document discusses the "Develop Me! Support Me! Retain Me!" approach used at the University of Bradford to support student retention and transition. It provides an overview of the various digital tools and resources used in the approach, including an online social network, surveys, and mobile guides. It also describes the Skills and Personal Reflective Activity (SaPRA) which students complete to reflect on their skills and confidence in areas like academic reading/writing. The approach aims to help students socially and academically integrate into university life from the start through various online and in-person activities and resources.
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1) The British Council in China implemented a blended learning course combining online and face-to-face instruction to develop testing skills for test writers and teachers.
2) The course included a 4-day face-to-face session to shift mindsets and build trust, followed by 6 weeks of online learning on an e-moderated Moodle platform to provide information, support varied learning styles, and connect to workplace contexts.
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Formal teaching & learning: schemas, models and practices
1. The document discusses formal teaching and learning approaches from both the institutional and student perspective. It notes that while people can learn outside institutions, universities provide validated qualifications and accelerated learning.
2. From the student perspective, activities like lectures are seen as the core learning activity, while independent study is seen as less important. However, higher education is about acquiring skills like analysis and application, not just knowledge consumption.
3. It argues that the teaching/learning environment should be seen as an interconnected ecosystem, rather than independent and disconnected activities. There is a need to move beyond seeing lectures as the primary learning setting.
Otago vre-overview
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CSAFE CRE Presentation
The document discusses the difficulty that research organizations face in making collaborators across different geographical locations feel valued and engaged in collaborative research. It then outlines some key elements to consider when creating a virtual research environment, such as personal and group identity, knowledge management, project management, and co-construction of knowledge. The document also reviews initial exploration into virtual research environments from 2005 onward, including tools like wikis, blogs, and collaborative software, and the development of prototypes like the BeSTGRID and CSAFE virtual research environments.
H E D C Research Seminar Presentation
This seminar discusses using autovideography, where students create video recordings of their authentic technology use to support learning. The researchers chose autovideography to capture students' actual practices rather than perceptions. Some edited video footage from participants will be presented to illustrate how autovideography provides unique insights into technology use.
Teaching For Online Learning
This document discusses beliefs about online learning and teaching. It explores how beliefs about teaching as transmission of knowledge or learning in partnership impact approaches to online learning. It also discusses beliefs about learning as reproducing knowledge versus relating or transforming knowledge. The document then compares learner-centered versus teacher-centered approaches and how paradigms of learning have shifted from behaviorism to cognitivism to constructionism. Finally, it discusses goals of online conversations and categorizes types of online conversations.
Apple Presentation
The document discusses the transition from a traditional instructional paradigm in higher education to an emerging self-directed paradigm. Under the traditional model, faculty actively teach passive students. The emerging model views students as active constructors of knowledge through collaborative learning and personal transactions between students and faculty. This represents a more complex educational environment that blurs the boundaries between teaching and learning by making students an integral part of the process. The document advocates for harnessing collective student intelligence to continually improve the student experience.
Singapore Polytechnic
The document discusses two research initiatives at the University of Otago relating to eLearning: ePortfolios and social networking. It outlines a shift from a traditional instructional paradigm focused on knowledge transfer from faculty to students to a more emerging self-directed paradigm where students are active constructors of knowledge and learning is a collaborative process. The emerging model has the potential to harness student collective intelligence to continually improve the learning experience through more interaction.
Khon Kaen University 09
Russell Butson from the University of Otago developed three prototype ePortfolios for dental professionals in New Zealand to meet regulatory requirements. The portfolios include pre-built forms and sections for dental hygiene, dental therapy, and bachelor of oral health degree programs. Sections are organized by two-year cycles and include options for files, continuing professional development plans and records, and a curriculum vitae. The ePortfolio system allows for peer review and commenting on content before final publication. It uses a networked, multi-layered structure to enable reporting and whole of life access to the professional portfolios.
Op Staff Dev Presentation
The document discusses redefining resources in higher education. It describes the emerging paradigm of jointly constructing knowledge between students and faculty, rather than the traditional model of faculty transmitting knowledge to passive students. A staff development conference presented findings that students have "amazing resources" like YouTube videos and research blogs. This raises questions about whether providing resources is solely the responsibility of faculty. The emerging model views students as integral to knowledge construction rather than just receptacles of information. Resources should support knowledge construction and be supplied collaboratively by both students and faculty.
Centenary Presentation Of E P 2007
This document discusses an electronic portfolio system developed for Bachelor of Oral Health students at the University of Otago. The portfolio provides tools for students to create records, manage files, collaborate, reflect on their experiences, and evaluate their academic and professional education. Students can use the portfolio to develop CVs and record evidence of their abilities. It encourages students to reflect on their achievements and plan their professional futures. The portfolio also provides dental therapists and hygienists tools to document evidence required for practicing licenses.
Boh 08 Presentation
This document provides an overview of an ePortfolio project from 2008. It describes the original plan to work with students to understand how to best structure portfolios, but initial student feedback suggested they saw little relevance. There was more interest from staff in developing professional portfolios. The document outlines two professional portfolios that were created, growing interest in ePortfolios, ongoing development and testing of prototypes, and plans to continue working with staff and students to develop personal portfolios in 2008.
Dentistry Research Day 08
The document discusses the use of ePortfolios for continuing professional development in dentistry. It aims to explore how ePortfolios can help students and staff manage their professional development over time. Three prototype ePortfolios have been developed for dental hygiene, dental therapy, and oral health degree programs. However, there is a challenge to promote self-governance of professional development rather than just viewing ePortfolios as a regulatory requirement. The research uses a design-based approach to develop the ePortfolio prototypes iteratively based on user feedback.
R Smart Presentation
The document discusses the development of an ePortfolio system to help dental practitioners manage their continuing professional development (CPD) requirements. It notes that practitioners in New Zealand must maintain professional portfolios to demonstrate their competence for annual recertification. The aim of the project is to create an ePortfolio environment that allows practitioners to better organize and make sense of their academic and professional achievements over time. However, there is a challenge that practitioners may view the portfolios only as a regulatory requirement rather than as a tool to support career development. The research uses a design-based approach to develop prototype ePortfolios for different practitioner roles through an iterative design process involving users.
EPacode07
The document discusses introducing ePortfolios to dental students to help them take responsibility for their own learning and map out their academic and professional goals. It cites two rationales: educational, to center learning on students; and professional, due to New Zealand dental licensing requirements. Students can access portfolio templates and tools but initially did not see the value due to time constraints while studying. Further research is needed on encouraging students to adopt ePortfolios.
So B Teaching Better Seminar
The document summarizes a presentation exploring the merits of using a social networking site to facilitate collaborative learning for a management education course. A research project was conducted using a networked learning environment to encourage collaboration on student group projects. Findings showed that students struggled with collaborative online work and used the site mainly to arrange face-to-face meetings. Developing skills in online collaboration, group processes, and information management may better develop graduate attributes.
Family Focused Tele Intervention For Developmental Coordination Disorder V.2
This document discusses a preliminary study on a family-focused tele-intervention program for children with developmental coordination disorder (DCD) in New Zealand. The study involved developing materials and resources to support families in implementing home-based interventions via weekly telephone calls from a "teacher". Preliminary results showed improvements in movement skills based on assessments. The authors propose a larger feasibility study and national evaluation to further test the effectiveness of the tele-intervention approach for improving outcomes for children with DCD.
Presentation1 07
This document compares and contrasts two instructional paradigms - the self-directed paradigm and the traditional paradigm - for evaluating a virology website course. The self-directed paradigm views students as active learners who jointly construct knowledge with faculty through collaborative learning and personal relationships, while the traditional paradigm sees students as passive receivers of faculty knowledge within a competitive context.
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Oo U Presentation
- 1. PLE-SN-CoP. General Overview 2008 Russell Butson Higher Education Development Centre
- 2. Emerging Educational Paradigm Instructional Paradigm Traditional Self-Directed Paradigm Emerging Knowledge Transfer from faculty to students Jointly constructed by students and faculty Students Passive vessel to be filled by faculty’s knowledge Active constructor, discoverer, transformer of own knowledge Faculty Purpose Classify and sort students Develop students competencies and talents Relationships Impersonal relationships among students and between faculty and students Personal transactions among students and between faculty and students Context Competitive and individualistic Collaborative learning involving teams and faculty Assumptions Any expert can teach Teaching is complex and requires considerable training
- 3. In higher education the focus has been on content and the delivery of this content to the student. Adopting this new paradigm would see us harnessing the collective intelligence of our students to continually improve the student experience through a more intensive interaction in the educational process. This represents a far more complex environment than is presently in place. Students would be viewed not as receptacles for information but as an integral element of the educational process. In fact, to adopt this approach is to make students an essential part of the educational process in ways that blur the boundaries between our traditional conceptions of teaching and learning. The Potential of the Emerging Model
- 6. ePortfolio
- 7. Present Environment In New Zealand the implementation of the Health Practitioners Competency ACT 2003, has resulted in the Dental Council of New Zealand (DCNZ) requiring dental practitioners to maintain a professional portfolio 1 as evidence of their competence and fitness before they are recertified to practise through the issue of the annual practising certificate (APC). 1-Policy on the Recertification of Dental Hygienists, Dental Auxiliaries and Orthodontic Auxiliaries under the Health Practitioners Competence Assurance (HPCA) Act, 2003
- 8. Aim – To create an ePortfolio environment The aim of this project is to explore the potential of professional portfolios to assist staff and students to manage and control their continuing professional development in a manner that allows them to make sense of and map out their academic and professional expectations and subsequent achievements.
- 9. Challenge – Promote Self Governance of the CPD However, as with any compulsory activity it is inevitable that these portfolios are likely to be regarded by practitioners as a regulatory requirement, considerably weakening any prospect they might have of supporting career development.
- 10. Design-Based Research – The Intervention
- 13. Professional ePortfolio - Structure/Process 1 2 3
- 14. File Repository
- 18. Portfolio Sections - share
- 20. Comments
- 21. List of sections being shared
- 22. Comments others have made on my Portfolio Comments I have made on others Portfolio
- 26. Comments from Students... This site is much more user friendly than Blackboard and is actually enjoyable to use. I only use Blackboard because I have to. This site I use because I enjoy it. I think this site has been very successful. The best part is that we can post information and set up study groups very easily. It has been an excellent way to communicate and has enabled the class to get to know each other well.
Editor's Notes
- A selection of comments from students. Some of these comments were from face to face discussions, other were responses to questions we posted on the Web site.
- A selection of comments from students. Some of these comments were from face-to-face discussions, other were responses to questions we posted on the Web site.