This document discusses the use of ePortfolios at the Rovira i Virgili University in Spain. It provides context about the university's education reality and the goal of finding a viable solution to a previously identified problem. It then describes the ePortfolio initiative undertaken at the university, including how it was used for formative assessment. Key aspects that were considered in the initiative included whether the ePortfolio would be decentralized or centralized, open or closed, public or private, and long or short term. Reflection, interaction, self-assessment, and monitoring learning were also discussed.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Presentation by Sarah Guri-Rosenblit at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Presentation by Sarah Guri-Rosenblit at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This presentation was given by Florian Rampelt of kiron at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
MOOCs and their impact on the transformation of higher education institutionsEADTU
MOOCs and their impact on the transformation of higher education institutions and for international collaboration – an institutional and global perspective
Alejandro Tiana
Krakow 2014
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Another great experience shooting for the UofM Law School thanks to designer extraordinaire, Brian Amelang, and a communications executive, Cynthia Huff who "gets it"!
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This presentation was given by Florian Rampelt of kiron at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
MOOCs and their impact on the transformation of higher education institutionsEADTU
MOOCs and their impact on the transformation of higher education institutions and for international collaboration – an institutional and global perspective
Alejandro Tiana
Krakow 2014
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Another great experience shooting for the UofM Law School thanks to designer extraordinaire, Brian Amelang, and a communications executive, Cynthia Huff who "gets it"!
Treleven Photography XCEL ENERGY Annual ReportJoe Treleven
Yes, the annual report still lives! And lives well at Xcel Energy with the talents of Treleven Photography capturing the energy and power of the industrial arena.
Comtella: Adaptive Rewards Mechanism to Incentivize Participation in Online C...Julita Vassileva
This is a talk presenting the incentive mechanism of Comtella, an online bookmark-sharing community developed in the Madmuc Lab at the University of Saskatchewan
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Internship organisation in Digital Library post-graduate educational programs...Sara Valla
Presentation of a paper on a study about Internship organisation in Digital Library post-graduate educational programs: students' perceptions - presented on 30th January in Barcelona at Bobcatsss2014 international conference
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
Pedagogical and digital tool for the tertiary level
1. Andrea Ximena Castaño,URV, ES #ECER_2010 Helsinki-Finland 25th August 2010 Pedagogical and digital tool for the tertiary level: thelearning portfolio
9. EPORTFOLIO AS A LEARNING EVENT IN THE LATINA COURSE The LATINA course is presented by the LATINA / lab. This is a laboratory for research and production of e-learning for Oslo University College (OUC) and partners. LATINA stands for Learning and Teaching in a Digital World Photo retrieved from www.pedit.hio.no
10. Preparation Workshop Keep them blogging and reflecting Self evaluation criteria Evaluation formal criteria Figure retrieved from http://pedit.hio.no/~latina/wordpress/wp-content/uploads/2008/12/
11. I worked in two ways: writing the resource and presenting it, and it allowed me to learn to pass on information through the web and orally’. Participant. Course Spring 2009
13. Main objective of a project Finding a viable solution for a problem previouslyidentified in their educational realityDrawing on the resources availableConsidering the conditions imposed bythe task to be developed and by the context
23. Dicentralized Centralized Open Close Public Private Long Term Short Term Choosen Imposed Institutional control Personal control
24. Reflection Learners will create and Innovate If They Can express ideas and concepts in Space and Through Their Own expertise (Siemens )
25. Interaction People want to participate … but they will only do so one they have “permission” and a forum in which to utilize existing communication/technological skills(Siemens )
30. Rubric for an ePortfolio Self – Assesment Matching the learning outcomes of a course? How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning?
33. Theportfolio is the source from which students extract material to present digitally for examinationsPresentation of propose for improving of portfolio work with intentions of professional publishing
34.
35.
36. Strategies Provide self-assessment Tutoring and feedback Promote reflection on criteria Stablish and clarify a rubric Stablish a map performance criteria to assignments Develop the curriculum map Blogs as form of presentation portfolios
37. ePortfolio the conceptWe believe that the term is perhaps too general and becoming overtaken by events as the learning technology market evolves. On one hand I prefer the concept of a person’s individual learning space, such that the individual is in control of what they identify as their tailored learning space, which embraces their social networking space and which allows them to showcase and to grant access selectively.Rob Arntsen