The document describes an ePortfolio implementation strategy for teacher training at Rovira i Virgili University in Spain. It discusses (1) integrating the ePortfolio tool Mahara into classroom settings by having students do reflective activities, collaborate online, and do self-assessments; (2) positive student perceptions of developing technology skills and attitudes towards ePortfolios; and (3) next steps to improve the strategy through more collaborative activities, applying an ePortfolio conceptual framework, and exploring the role of tutors and teachers in professional development.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
Continuous and Comprehensive Evaluation and Grading System: Conceptual Overview and Ground Realities presented in National Seminar at Dayalbagh Educational Institute (DEI) Deemed University, Agra (UP)
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
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Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
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With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Asynchronous curriculum creation and id modelsekramer4
This presentation is of a paper that looks at the three traditional models of instructional design, their stages, and their adaptability to create online courses; ADDIE, Dick and Carey, and the Kemp models. It also examines the ITD model and the use of learning objects as two examples of instructional design models that were created specifically for online learning. This presentation was given March, 2013 at the Society for Information and Teacher Education International Conference.
Continuous and Comprehensive Evaluation and Grading System: Conceptual Overview and Ground Realities presented in National Seminar at Dayalbagh Educational Institute (DEI) Deemed University, Agra (UP)
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Asynchronous curriculum creation and id modelsekramer4
This presentation is of a paper that looks at the three traditional models of instructional design, their stages, and their adaptability to create online courses; ADDIE, Dick and Carey, and the Kemp models. It also examines the ITD model and the use of learning objects as two examples of instructional design models that were created specifically for online learning. This presentation was given March, 2013 at the Society for Information and Teacher Education International Conference.
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In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
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ePortfolio EPIC-2012
1. Design and
Implementation of an
ePortfolio strategy aimed
at Teachers Training:
making sense of the
process of learning
Ms Andrea Ximena Castaño
Dr José Miguel Jimenez
Dr Ángel Pío González Soto
Rovira i Virgili University
Educational Sciences
Department
Spain
EPIC 2012 – ePortfolios & Identity
#eporforall
2. 1. Situation of ePortfolio in Spain
2. Purpose for ePortfolio Implementation
3. Integration of ePortfolio Mahara in Classroom
4. Learning from the experience, next
steps
3. 1. Situation of ePortfolio in Spain 2. Purpose for ePortfolio
Implementation
3. Integration of ePortfolio Mahara in 4.Learning from the experience, next
Classroom steps
4.
5. ePortfolio Network
Spanish Context
Eportfolio Needs
Process
• The need for more institutional support
• There is lack of knowledge of good
practices
• To address didactic and pedagogic
strategies for ePortfolios
• More Integration with digital
tools, software for ePortfolios and Web 2.0
6. EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
7. ePortfolios at Teacher Training
• Short cycle Higher Education
• We have worked with e-portfolios and
Master Degree Erasmus Mundus during 2011
One academic year
• Mahara ePortfolio implementation and
integration with the course
8. How ePortfolio Mahara can
be integrated into the
classroom settings?
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
9. ePortfolio activities Professional Development
Curriculum integration
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
11. 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 )
13. activities that show reflection
Reflection on professional experiences
Reflection about their understanding of
conceptual meanings
Reflection on team work and collaboration
Web 2.0 evidences
Self-asessment Jhonson, 2006
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
14. Assessing at the end of the course following an self-assessment rubric
We have developed a rubric with which 8 areas of the portfolio are
assessed
Activity Initial In Progress Intermediate Advanced
Reflection All reflections Most of the Algunas de las Ninguna de las
clearly reflections reflexio-nes refle-xiones
describe the that describe describen el describen el
growth, the growth creci-miento e cre-cimiento y
progress and and include incluyen metas no incluyen
achievements goals for de aprendizaje metas de
, and include continued contínuo aprendizaje
continuous learning. contínuo.
learning goals
(long and
• Quality of entries short term).
• Selection of
evidence
• Critical Thinking
• Goal Definition
• Direction
• Construction of
evidences
• Quality of writing
• Use of Web Media
• Design of elements
and text
15.
16. ePortfolio activities
• Reflection on professional experiences
• Reflection about their understanding of conceptual
meanings
• Reflection on team work and collaboration
• Web 2.0 evidences
• Self-asessment
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.z
17. Integration with the curriculum
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
18. Students perceptions
• Initial perceptions
• Technolgy skill development
• Attitudes regard ePortfolio
• Assessment Experience Questionaire
• Perceptions of the assessment practice
• Influence on learning
19. Concept of Educator
Purpose
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.
25. Findings
Student's selection of artifacts may
lead to deeper learning experience as
they wrestled with understanding of
the connections between what they
did and the standards
Those who adopt deep approach to
learning perceive the making of a
portfolio as stimulating their thinking
as requiring a deep understanding of
the learning materials
26. Findings
Students acting on the feedback, this
means teachers encouranging studetns
to make explicit how they used
feedback to reorient their reflections
or adding value to the process.
More quality of assessment with
ePortfolios
Better strategies to involved Teachers
and Tutors in ePortfolio integration
The rubric should have detailed
criteria combined with rating scales
and a detailed guideline for the e-
portfolio design.
27. Next steps
• Aplication of more collaborative activities
using Web 2.0 tools
• Apply a conceptual framework for
application of ePortfolio at Higher
Education
• Setting a more careful PDP for students for
Teachers with Institutional support
• The issue of attitudes towards reflective
writing
• Need for more exploration of the role of
Tutors and Teachers in the attitudes on
Professional Development