This project helped overseas trained teachers (OTTs) in New South Wales develop skills in creating reflective ePortfolios using emerging technologies. The OTTs were trained in tools like Moodle, Mahara and Adobe Pro 9 Extended. Through creating ePortfolios, the OTTs documented their qualifications, lesson plans, and reflections. This experience helped enhance their professional development and self-esteem as they pursue teaching careers in Australia.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
This essay is North Central University course "EL7002-8 Assignment four: Develop Successful Professional Development." The goal of EL7002-8 Assignment 4 is to provide students with deeper understandings of how the Technological Pedagogical Content Knowledge (TPACK) framework improves teaching and learning practices as well as identifies which learning environments comply with best practice. The assignment is written in APA format, includes references, and has been graded (A).
Active learning techniques in engineering educationeSAT Journals
Abstract The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which gives students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods where in student is involved diversely to learn the course. This paper gives a comprehensive study of past and present researches which is going on with flipped class room, thinks pair share activity and peer instruction. Keywords—Flipped classroom; Think pair share; Peer instruction; Active learning.
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Use of ICT in teaching of Islamic Studies and Urdu subjects. Engr.Sumera khalid
In Islam, the use of modern technology is encouraged as it helps towards the development of positive thinking, the ability to innovate and to trigger the drive for self-improvement.
The Qur’an states
“Those people who race to search for good deed, those are the people who will be more advanced.
(Sūrah Al-Mu'minūn 18 :61)”
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
This essay is North Central University course "EL7002-8 Assignment four: Develop Successful Professional Development." The goal of EL7002-8 Assignment 4 is to provide students with deeper understandings of how the Technological Pedagogical Content Knowledge (TPACK) framework improves teaching and learning practices as well as identifies which learning environments comply with best practice. The assignment is written in APA format, includes references, and has been graded (A).
Active learning techniques in engineering educationeSAT Journals
Abstract The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which gives students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods where in student is involved diversely to learn the course. This paper gives a comprehensive study of past and present researches which is going on with flipped class room, thinks pair share activity and peer instruction. Keywords—Flipped classroom; Think pair share; Peer instruction; Active learning.
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Use of ICT in teaching of Islamic Studies and Urdu subjects. Engr.Sumera khalid
In Islam, the use of modern technology is encouraged as it helps towards the development of positive thinking, the ability to innovate and to trigger the drive for self-improvement.
The Qur’an states
“Those people who race to search for good deed, those are the people who will be more advanced.
(Sūrah Al-Mu'minūn 18 :61)”
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
“Theory? What does this have to do with anything we’re doing?” Sound familiar? Students may not always verbalize this, but they often think it, especially in courses where the emphasis is on the development of technical skills and the application of those skills to the building of products. Presenting theory in a way that is relevant and engaging can be challenging under these circumstances. This article describes how we addressed this challenge by involving students in an analysis of their “best learning experiences” stories, and then helped them apply their discoveries to the products they built.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Examining the Psychometric Features of the Persian Computer-Assisted Language...Parisa Mehran
This study set out to investigate the psychometric quality of the Persian CALL instrument (P-CALLI). We used principal components analysis and rating scale model (RSM) to validate the instrument. A two-component solution was found to be the best model where cognitive and affective items clustered as one component and items regarding the use of CALL in learning English skills loaded on the second component. This finding is in line with the previous studies which showed that cognitive and affective dimensions are not empirically separable. To establish the validity of CALL attitude and attitude theories, it is important to use rigorous psychometrical methods which can examine the presence of construct-irrelevant factors. This requirement has not been fulfilled in a large number of previous studies which have relied heavily on the internal consistency of the instruments.
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Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for
young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.
However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,
the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into
the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,
2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good
students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different
confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus
encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best
and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to
make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the
learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the
learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal
provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult
learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and
immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...
chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on
sel ...
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
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 Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
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
Co-Labs enable collaborative and experimental research opportunities based on themes and needs. This session will lead a conversation around how an Australasian eportfolio Co-Lab will function. Discussions will also cente around exploring the merits of key themes and priorities for 2021, and how to generate interest in this group.
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. "
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Project Name: Reflective ePortfolios: Career Development in Education
Year of funding: 2010
This project assisted its learners achieve competence at an ISLPR of 4
specifically in the following:
• NSWTSUS403B Apply sustainability practices;
• NSWTPLG402A Initiate, plan and manage a project to build capability in
an industry or community context;
• NSWTPLG403A Evaluate options for career development;
• NSWTTCH402A Apply emerging technology to communicate with others.
These units form part of the compulsory requirement should these
learners seek to complete their Certificate IV in Career Development
(9040).
3. OTTs in NSW come from culturally and linguistically diverse
backgrounds. They are predominantly female migrants/non-
English speaking background learners, who have been
experienced teachers of Language, Mathematics and
Science, as well as other key learning areas, in their first
homelands. In NSW, they have usually migrated to a life in
suburbs that are geographically widely dispersed and
hence, they often find blended learning an especially
attractive option.
4. Overseas trained teachers (OTTs) in NSW need to achieve four
As in the Professional English Assessment for Teachers
(PEAT), an extremely challenging vocational English test unique
to the registration requirements for teachers in this state, before
they can obtain approval to work in NSW Public Schools.
This project sought to address the attitudes held by OTTs to
this test and the task of developing their careers as educators
in a new country, by empowering them through an introduction
to, training and practice in :
• the creation of a range of written text types;
• use of emerging technologies for the purpose of
creating ePortfoliosthat were reflective.
5. • ePortfolios seemed somewhat technologically daunting
• Reflection initially appeared a little vague
6. OTTs embraced the opportunities that new technologies have
opened up; for example, using interactive whiteboards (IWBs)
and connecting to schools remotely.
Training was offered (e.g. in
Moodle, Mahara, Tale, Interactive
Whiteboards, Connected Classroom, Adobe) and shared
with
everyone in the project.
“I felt speechless when I saw the new technology in Australia.”
7. Reflection occurs when light rays
“bounce” off a surface.
Regular reflection occurs at a smooth
surface like metal, and forms a clear
image.
Diffuse reflection occurs on an
uneven surface, where a clear image
cannot be seen.
8.
9. The law of reflection is that the angle of the
incoming ray is always equal to the angle
of the reflected ray.
Periscopes work because the reflection
of a mirror reflects down onto another
mirror, letting the person looking through
the periscope see the reflection above.
10. A securely attached infant is often
given to illustrate how personality
can be a positive result of the bond
formed between the mother and the
child during infancy. Further, this
“secure” type of infant may develop
personality traits that are a reflection
of the intimate relationships formed
throughout his or her lifetime, and
especially the love the infant feels
reflected in the mother‟s gaze on him
or her.
12. A genre approach to teaching was adopted
in order to introduce culturally appropriate written text types
(personal, informal and formal) as well as relevant technologies
(Moodle, Mahara and Adobe Pro 9 Extended) and also
the concept of reflection itself.
13. The OTTs were thereby upskilled: they incorporated in these
Reflective ePortfolios a record of their
qualifications, achievements, lesson plans, methodologies and
reflections.
They have since been able to use this learning experience to
enhance their professional personas and self-esteem as they
endeavour to embark on a teaching career in a new country.
14. Levels of Reflection
Hatton and Smith (1995) identified four levels in reflective writing:
1. Descriptive
The writing is not considered to show evidence of reflection.
2. Descriptive reflective
This shows some evidence of deeper consideration in fairly descriptive
language. However, there may be no real evidence of the notion of
alternative viewpoints.
3. Dialogic reflection
The reflection is analytical or integrative, linking factors and
perspectives.
4. Critical reflection
This writing takes into account the views and motives of others and considers
them against your own . . .This writing shows evidence that you are aware
that actions and events may be „located within and explicable by' multiple
perspectives, and are located in and influenced by multiple and socio–
political contexts‟.
Source: UNISA, Introduction to Reflective Practice at unisa:
http://resource.unisa.edu.au/mod/resource/view.php?id=834
15. Structures for encouraging dialogic reflection
When it came to the ____________________________________________, I really
wanted to do it well. In the event, the session was
____________________________________________ and left me feeling
_____________________________________________________________________
___________________ ____________________________________________. I
need to think about why ____________________________________________could
have such an effect on me.
I am reading what I wrote earlier about it. Now I return to it, I do have a slightly
different perspective. I think that it was
____________________________________________. I have talked to
____________________________________________. I notice that my confidence
____________________________________________. However, I am feeling
____________________________________________ and I can begin to analyse what
I could do better in the ____________________________________________. It is
interesting to see the change in my attitude after a week.
Several of my colleagues told me afterwards that
____________________________________________ and they commented that I
handled ____________________________________________. That is interesting
because
___________________________________________________________________
____________________________________________. I need to do some thinking
16. NSWTPLG402A Initiate, plan and manage a project to build capability in
an industry or community context
This unit in the Certificate IV 9040 Career Development (PEAT) aims to
assist learners develop the skills and knowledge required to initiate and
manage a project to advance an organization‟s goals, or their own
goals, thereby building capability, in a work, community or educational
context.
PERFORMANCE CRITERIA:
3. Conduct and manage projectby allocating regular time for reflection in
which to answer critical questions about lexico-
grammar, register, layout, content, audience and time management
3.4 Maintain effective communication with stakeholders
4. Devise improvement strategies by brainstorming key success indicators
and using
a ‘best’ and ‘worst’ activity and/or ‘what if’ scenario to encourage learners to
reflect
4.1 Evaluate project against key success indicators
4.2 Evaluate own performance
4.3 Document strategies to improve procedures and personal performance
17. “This unit explores electrical energy use and its impact on the
environment in the context of students‟ personal consumption of
energy in their everyday use of technological devices and other
electricity-powered objects. From this personal perspective,
the unit then expands to a global context looking at the future of
energy use.
The name iEnergy 2.0 reflects this context. The „i‟ in front of
energy represents the personal focus of the unit: it is about how
much energy each student uses, what volume of fossil fuels
were used to produce that energy, the waste products which
were produced and ultimately the impact of those waste
products on the environment. This will be conducted as a
personal energy use monitoring project where the students
monitor their own usage of electrical devices and correlate this
with their ecological footprint. ”
21. Summary &
Comments
Supplementary funding for this project meant that
valuable time could be spent developing relevant
models and practice materials.
The common theme of sustainability further
motivated students as they have found it can be
applied in a range of teaching areas and levels.
22. “A good education and access to top facilities and opportunities to learn is critical
to providing students with the best start in life. In Australia, this new technology
plays a significant role in education.
In my previous experience, as a Maths teacher, I taught students from families
with limited education and resources. The students in my class used this
technology only in the school and not at home. Though I am well trained in
Microsoft PowerPoint in my teaching, which helps me to teach my syllabus more
easily, I felt speechless when I saw the new technology in Australia.
To be frank with you all, my technology skills need to be updated now. It is
necessary for me too. Overall, these powers of technology can enhance language
awareness and better understanding of subjects.”
23. Example of Hot Potatoes quiz created for
Sustainability.
http://sielearning2.tafensw.edu.au
24. “Sharing our reflections as teachers is a great idea and I believe
it opens the gate and gives us opportunities not only to share
but also receive some new ideas.”
“I understand the benefit of writing the reflection now, because
it is allowing me to realize what I could have done differently,
so that I can teach the same or a similar lesson more effectively
in the future.”
Paraphrase: “I feel sad” . . . after we had the lesson on
reflection because we never had time or guidance to do this
in Fiji . . .
25. “Then I had a game online on verbs which we did as a sum up of
my lesson. It went well I asked Anastasia about it, she said
that it was good, and maybe I could have given them
something to write as I had few minutes left from my time.
After talking with her, I thought of so many ways I could have
made the lesson more effective; one of them could be that
after playing that game I could have asked them to write five
sentences with a verb in it and underline their verb. I will keep
this in mind when I do something similar next time . . .”
26. Selected references
Cope, B., &Kalantzis, M., (Eds.). (1993). The powers of literacy: A genre approach to teaching writing. London, UK:
Falmer Press.
Halliday, M.A.K., &Matthiessen, C.M.I.M. (2004). An introduction to functional grammar (3rd ed.). London, UK: Arnold.
Johnson, M. (2004). A philosophy of second language acquisition. New Haven and London: Yale University Press.
Kaplan, R. (2001). Cultural thought patterns in inter-cultural
education. In T. Silva & P. K. Matsuda (Eds.), Landmark essays on ESL writing. (pp. 11-25). Mahwah, NJ: Lawrence
Erlbaum Associates.
Paas, F. (2010). Evolutionary educational psychology: How a new view of cognition can advance research in
educational and cognitive psychology (PowerPoint). Rotterdam: Erasmus University & the University of
Wollongong.
Smith, D., & Hatton, N. (1993). Reflection in teacher education: A study in progress. Education Research and
Perspectives, 20(1), (pp. 13-23). The University of Western Australia.
Swain, M., Kinnear, P., & Steinmann, L., (2011). Sociocultural theory in second language education. Bristol, UK:
Multilingual Matters.
Swales, J.M. (1990.) Genre Analysis. English in academic and research settings. Cambridge, UK: Cambridge
University Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner,
S. Scribner & E. Souberman (Eds.), London: Harvard University Press.