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.
E-Portfolios and Assesment: Introduction to iWebfolioLisa Scheese
This document discusses how e-portfolios can be used to capture both explicit and tacit knowledge gained by students for assessment purposes. It notes that e-portfolios allow multimedia artifacts to be archived that demonstrate both types of knowledge. Some benefits of e-portfolios include providing students with a deliverable, allowing self-reflection, and assisting faculty with assessment. For institutions, e-portfolios can enhance assessment methods and potentially increase student retention and satisfaction.
e-Portfolios and Coninuing Professional DevelopmentGrahamAttwell
The document discusses e-portfolios and their role in continuing professional development. E-portfolios can serve multiple purposes like assessment, presentation, and personal development planning. Their development and use reflects engagement with changing demands for lifelong learning and more flexible, competence-based assessment. Key issues discussed include who provides, owns, and can access e-portfolios, what they should contain, and how to represent informal learning and facilitate reflection. Reflection through e-portfolios may work best in project-based learning when linked to activities. The document contrasts old and new models of learning and assessment.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
ALT-C Conference Presentation: Nailing Jelly to the WallJohn Couperthwaite
An e-portfolio is defined as a purposeful aggregation of digital items that presents selected evidence of a person's learning or abilities. However, definitions depend on context and purpose. E-portfolios can serve different functions such as self-representation, demonstrating competencies, or showcasing work. They may focus on the author or an activity. Successful e-portfolio implementation requires consideration of the intended audience, format, context, supporting practices and processes, available platforms, and methods of presentation. Defining e-portfolios is an ongoing process that depends on how they are applied and supported within institutions.
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.
E-Portfolios and Assesment: Introduction to iWebfolioLisa Scheese
This document discusses how e-portfolios can be used to capture both explicit and tacit knowledge gained by students for assessment purposes. It notes that e-portfolios allow multimedia artifacts to be archived that demonstrate both types of knowledge. Some benefits of e-portfolios include providing students with a deliverable, allowing self-reflection, and assisting faculty with assessment. For institutions, e-portfolios can enhance assessment methods and potentially increase student retention and satisfaction.
e-Portfolios and Coninuing Professional DevelopmentGrahamAttwell
The document discusses e-portfolios and their role in continuing professional development. E-portfolios can serve multiple purposes like assessment, presentation, and personal development planning. Their development and use reflects engagement with changing demands for lifelong learning and more flexible, competence-based assessment. Key issues discussed include who provides, owns, and can access e-portfolios, what they should contain, and how to represent informal learning and facilitate reflection. Reflection through e-portfolios may work best in project-based learning when linked to activities. The document contrasts old and new models of learning and assessment.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
ALT-C Conference Presentation: Nailing Jelly to the WallJohn Couperthwaite
An e-portfolio is defined as a purposeful aggregation of digital items that presents selected evidence of a person's learning or abilities. However, definitions depend on context and purpose. E-portfolios can serve different functions such as self-representation, demonstrating competencies, or showcasing work. They may focus on the author or an activity. Successful e-portfolio implementation requires consideration of the intended audience, format, context, supporting practices and processes, available platforms, and methods of presentation. Defining e-portfolios is an ongoing process that depends on how they are applied and supported within institutions.
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.
This document discusses ePortfolios and their value for student learning and professional development. It outlines how ePortfolios can be used to showcase student work and reflect on learning processes. Desire2Learn ePortfolios and OneNote are recommended as they allow students to easily create websites and integrate multimedia. Best practices for ePortfolio use include designing courses around meaningful portfolio activities and providing feedback. EPortfolios enhance job searches by demonstrating skills and accomplishments to employers.
This presentation discusses the use of ePortfolios in the Master of Distance Education (MDE) program at University of Maryland University College to promote lifelong learning. The goals of using ePortfolios are to showcase students' qualifications and demonstrate their knowledge and skills in various distance education contexts. Some challenges include balancing institutional and student ownership of ePortfolios, and encouraging continuous ePortfolio work throughout the program. The MDE program provides support for ePortfolios through tutorials, orientations, and an ePortfolio wiki. Future areas of focus include protecting student ownership and assessing ePortfolio outcomes.
This document discusses considerations for implementing electronic portfolios in K-12 education. Key questions include whether portfolios should be student-controlled or teacher-controlled, how to gain teacher and parent buy-in, and how to address issues of assessment, access management, and digital footprints. Effective portfolios require planning elements such as defining a vision and skills, allocating incentives, resources, time and money. Tools should match the intended purpose and can include expressive or structured models. Portfolios can enhance student literacy and engagement if they provide motivation for writing and a purpose for students' work. Both portfolio skills and technology skills are important to develop in students and teachers.
Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and delivered by Kate Mitchell, Tom Cotton and Dr Suneeti Rekhari
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and requires strategies like workshops and examples to help teachers at different stages of adoption implement the technology. Change agents like literacy coaches can help drive adoption by addressing needs, sharing information, and providing support.
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and takes time as it is an emerging technology. Strategies like workshops and examples can help more teachers adopt e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. It describes how e-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. It then outlines Rogers' innovation adoption model and discusses how e-portfolios have progressed through the different stages of adoption, from needs identification to commercialization. Key strategies are provided to help more teachers adopt the use of e-portfolios.
Connecting and transforming: Using ePortfolios to support employability and p...ePortfolios Australia
Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
Supporting educators to use ePortfolios - Andrew Hill & Marie FisherePortfolios Australia
The document discusses the experiences of Marie Fisher and Andrew Hill in supporting educators at the Australian Catholic University to use ePortfolios. Their roles allow them to advise faculty on initiatives and investigate pedagogical tools. Over three years, they helped staff adopt the ePortfolio tool Mahara and integrate it into teaching. They found the process was slow and revealed unexpected opportunities. Documenting their experiences helped others and their own development. Their model moved from a project team to a sanctioned community of practice to build knowledge sharing.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.
Edujournal is a Singapore based Learning Management System software company providing administration, documentation, tracking etc...
visit: https://www.edujournal.com/
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
This document summarizes an international conference presentation on implementing ePortfolios. It discusses worldwide implementations of ePortfolios in higher education, factors for successful implementation, common issues faced which include curriculum integration and stakeholder engagement, and upcoming areas of focus such as employability, standardization, and communities of practice.
The document presents a model for evaluating the quality of e-learning called E-learning Quality (ELQ) that was developed by the Swedish National Agency for Higher Education. The model identifies ten key quality aspects for e-learning: materials/content, structure/virtual environment, communication/interaction, student assessment, flexibility, support, staff qualifications, leadership, resource allocation, and a holistic process perspective. The report also discusses the need to integrate e-learning criteria into national quality assurance systems and ensure those evaluating e-learning have the necessary internal competence. It provides an overview of e-learning quality approaches in several other countries to help develop methods for evaluating different forms of e-learning.
Deakin University offers micro-credentials to recognize student achievement of learning outcomes and capabilities. Micro-credentials provide evidence of skills developed through authentic assessment tasks and are sometimes designed with industry partners. They can provide credit towards other qualifications and are conferred digitally with verified student identity. The Deputy Vice-Chancellor oversees micro-credentials to ensure quality assurance and reports annually on awards to the Academic Board.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
ePortfolios supporting training and the trainerJohn Pallister
The document discusses the use of ePortfolios to support training and professional development. It notes an increasing demand for retraining employees and the need for evidence of skills and competencies. An ePortfolio provides a way for learners to compile digital evidence of their skills, achievements, and reflections. This supports personalized learning and motivation. The ePortfolio process benefits both learners and trainers by facilitating reflection, planning, and feedback. The document recommends creating a learning environment that supports ePortfolios, integrating their use into policies, training teachers, and ensuring learners understand the process.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
This document discusses ePortfolios and their value for student learning and professional development. It outlines how ePortfolios can be used to showcase student work and reflect on learning processes. Desire2Learn ePortfolios and OneNote are recommended as they allow students to easily create websites and integrate multimedia. Best practices for ePortfolio use include designing courses around meaningful portfolio activities and providing feedback. EPortfolios enhance job searches by demonstrating skills and accomplishments to employers.
This presentation discusses the use of ePortfolios in the Master of Distance Education (MDE) program at University of Maryland University College to promote lifelong learning. The goals of using ePortfolios are to showcase students' qualifications and demonstrate their knowledge and skills in various distance education contexts. Some challenges include balancing institutional and student ownership of ePortfolios, and encouraging continuous ePortfolio work throughout the program. The MDE program provides support for ePortfolios through tutorials, orientations, and an ePortfolio wiki. Future areas of focus include protecting student ownership and assessing ePortfolio outcomes.
This document discusses considerations for implementing electronic portfolios in K-12 education. Key questions include whether portfolios should be student-controlled or teacher-controlled, how to gain teacher and parent buy-in, and how to address issues of assessment, access management, and digital footprints. Effective portfolios require planning elements such as defining a vision and skills, allocating incentives, resources, time and money. Tools should match the intended purpose and can include expressive or structured models. Portfolios can enhance student literacy and engagement if they provide motivation for writing and a purpose for students' work. Both portfolio skills and technology skills are important to develop in students and teachers.
Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and delivered by Kate Mitchell, Tom Cotton and Dr Suneeti Rekhari
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and requires strategies like workshops and examples to help teachers at different stages of adoption implement the technology. Change agents like literacy coaches can help drive adoption by addressing needs, sharing information, and providing support.
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and takes time as it is an emerging technology. Strategies like workshops and examples can help more teachers adopt e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. It describes how e-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. It then outlines Rogers' innovation adoption model and discusses how e-portfolios have progressed through the different stages of adoption, from needs identification to commercialization. Key strategies are provided to help more teachers adopt the use of e-portfolios.
Connecting and transforming: Using ePortfolios to support employability and p...ePortfolios Australia
Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
Supporting educators to use ePortfolios - Andrew Hill & Marie FisherePortfolios Australia
The document discusses the experiences of Marie Fisher and Andrew Hill in supporting educators at the Australian Catholic University to use ePortfolios. Their roles allow them to advise faculty on initiatives and investigate pedagogical tools. Over three years, they helped staff adopt the ePortfolio tool Mahara and integrate it into teaching. They found the process was slow and revealed unexpected opportunities. Documenting their experiences helped others and their own development. Their model moved from a project team to a sanctioned community of practice to build knowledge sharing.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.
Edujournal is a Singapore based Learning Management System software company providing administration, documentation, tracking etc...
visit: https://www.edujournal.com/
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
This document summarizes an international conference presentation on implementing ePortfolios. It discusses worldwide implementations of ePortfolios in higher education, factors for successful implementation, common issues faced which include curriculum integration and stakeholder engagement, and upcoming areas of focus such as employability, standardization, and communities of practice.
The document presents a model for evaluating the quality of e-learning called E-learning Quality (ELQ) that was developed by the Swedish National Agency for Higher Education. The model identifies ten key quality aspects for e-learning: materials/content, structure/virtual environment, communication/interaction, student assessment, flexibility, support, staff qualifications, leadership, resource allocation, and a holistic process perspective. The report also discusses the need to integrate e-learning criteria into national quality assurance systems and ensure those evaluating e-learning have the necessary internal competence. It provides an overview of e-learning quality approaches in several other countries to help develop methods for evaluating different forms of e-learning.
Deakin University offers micro-credentials to recognize student achievement of learning outcomes and capabilities. Micro-credentials provide evidence of skills developed through authentic assessment tasks and are sometimes designed with industry partners. They can provide credit towards other qualifications and are conferred digitally with verified student identity. The Deputy Vice-Chancellor oversees micro-credentials to ensure quality assurance and reports annually on awards to the Academic Board.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
ePortfolios supporting training and the trainerJohn Pallister
The document discusses the use of ePortfolios to support training and professional development. It notes an increasing demand for retraining employees and the need for evidence of skills and competencies. An ePortfolio provides a way for learners to compile digital evidence of their skills, achievements, and reflections. This supports personalized learning and motivation. The ePortfolio process benefits both learners and trainers by facilitating reflection, planning, and feedback. The document recommends creating a learning environment that supports ePortfolios, integrating their use into policies, training teachers, and ensuring learners understand the process.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
Mindset, skillset, toolset: transforming the digital landscapeJisc
The document discusses how South Eastern Regional College transformed its digital landscape after a merger. It established a digital infrastructure, developed support systems to track performance, and implemented a process of continuous review and enhancement. Staff skills were improved through a robust continuous professional development program that included mentoring and online training resources. Innovations like a student case conference app and online enrollment system improved support for students. Project-based learning and an annual enterprise week were used to develop student entrepreneurial skills. Technology-enabled learning was expanded through a whole-college Moodle strategy and virtual/augmented reality tools to enhance learning environments.
Developing An Institutional E Portfolio Project At Memorial University Sloan Cjoanbutler
Memorial University initiated an institutional ePortfolio project in partnership with its Distance Education and Learning Technologies department. They conducted several pilot ePortfolio programs to test the platform's potential for teaching and learning. Initial pilots included staff professional development portfolios, a student work program, and graduate and undergraduate education courses. Lessons learned emphasized using ePortfolios within a full program over time, identifying supportive faculty, and providing guidance on assessment and rationale for its educational value.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
The project aimed to build on previous AFLF research on embedding e-learning innovation and investigate models for overcoming barriers to e-learning implementation. The barriers identified were lack of time, poor alignment with work priorities, insufficient management support and a lack of organizational strategic focus on e-learning. The project involved staff from TNQ TAFE reflecting on e-learning competencies, refining resources and strategies, and reinvigorating their professional learning approach through collaborative action learning projects using an online platform. A review found both enablers and barriers to the professional development model used.
Supporting QUT academics to use the ePortfolio approach to learning and devel...ePortfolios Australia
This document discusses supporting academics at QUT to use ePortfolios for learning and development. It notes that ePortfolios are most effective when embedded in curriculum design, with appropriate support mechanisms and infrastructure in place. The ePortfolio team at QUT supports academics in using the student and staff ePortfolios. For students, this includes lab sessions, consultations, and guides to help minimize workload barriers for academics. Academics require similar technology and reflective support to engage with ePortfolios for performance planning and professional development.
The document outlines a proposed project management strategy called the PALM Project aimed at developing teaching, learning and assessment capabilities within an organization. It involves a 5 phase approach over 5 months that includes developing learning plans, attending workshops, collaborating in project teams, and implementing and sharing outcomes. The goal is to take a holistic approach and design professional development from within the organization by integrating technology, facilitating social learning processes, and gaining support from stakeholders.
This document discusses the use of Project Sites on the Vula learning management system for student ePortfolios in the Postgraduate Diploma in Educational Technology program at the University of Cape Town. It provides context on the definition and purpose of ePortfolios, outlines previous ePortfolio initiatives at UCT, and describes how Project Sites have been implemented for the PG Diploma students. The document also discusses challenges with ePortfolio initiatives and considerations for designing effective ePortfolio processes and platforms.
The document outlines the stages of developing portfolios for assessment in adult education classrooms:
1) Decide if portfolios align with teaching philosophy. 2) Plan the portfolio process and criteria. 3) Implement by having students collect work in folders and select pieces for the portfolio. 4) Evaluate the process and make revisions. It then discusses benefits of digitizing portfolios, such as accessibility, incorporating multimedia, and developing technology skills. Considerations include available resources, students' technology skills, and ensuring the tool supports the learning process and students' authentic voice.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
ePortfolio as a Catalyst for Departmental Change - Business and Technology, L...Jiyeon Lee
ePortfolio as a Catalyst for Departmental
Change
Business and Technology, LaGuardia Community College
How does one get an entire department to buy into change? The Business and Technology Department of LaGuardia
Community College has fully embraced the ePortfolio. Indeed, all business students are required to develop and maintain an ePortfolio in their first semester at the college. In this session, faculty from the business department
will discuss their use of ePortfolio and the ways in which ePortfolio is “threaded” throughout the various business programs.
• Edward Goodman, Associate Professor
• Hector Fernandez, Assistant Professor
• Nicole Maguire, Adjunct Lecturer
• Michael Napolitano, Chair
Using HESS to support FD Professional PracticeHazelSaesneg
The document discusses the development and use of the Higher Education Study Skills (HESS) tool to support blended learning at the University of Plymouth (UPC). HESS was designed to provide online study skills resources for students, including tools to support the Professional Practice module. It was developed based on student and staff feedback to offer flexible, accessible skills support. HESS includes resources mapped to different academic levels and is integrated into relevant modules. Students access materials from HESS to help meet learning outcomes, such as assessing skills and understanding regulatory frameworks.
The document provides an overview of integrative learning portfolios implemented at the University of Michigan School of Social Work. It discusses how portfolios were initially piloted in 2004 and have since been expanded and integrated more fully across the curriculum. The school's approach emphasizes using portfolios to help students critically reflect on their experiences, make connections between classroom and fieldwork learning, and apply knowledge from one context to another. The document outlines how portfolios are currently implemented through a seminar course and describes plans to further scale up the use of portfolios by infusing reflective exercises and content generation throughout the entire curriculum.
This document summarizes an introduction to ePortfolios presentation given at the University of British Columbia. It provides examples of how ePortfolios are being used at UBC in different faculties like Education, Nursing, and Dentistry. It also discusses the history of ePortfolio use at UBC over a three-year initiative and examples from other institutions. Hands-on activities are suggested to have attendees create their own ePortfolio using WordPress. Challenges and opportunities around sustaining an ePortfolio community of practice are discussed.
The document discusses the use of ePortfolios at the tertiary education level. It provides an overview of ePortfolio concepts and cases studies from Rovira i Virgili University and Oslo University College. EPortfolios are presented as tools that can support lifelong learning by allowing students to develop skills, reflect on their learning, and create a record of their academic achievements and experience. Guidelines for implementing ePortfolio frameworks at institutions are also discussed.
ePortfolios can benefit learning when used as part of a comprehensive teaching and learning approach. They support both academic and social development for students of varying abilities by making progress visible. Positive outcomes include increased student involvement, improved communication between school and home, and celebrating learning achievements with a broader audience. Effective implementation requires leadership support, adequate resources, and a focus on teaching and learning rather than technical aspects. Quality artefacts in an ePortfolio provide evidence of progress towards learning goals and curriculum standards through samples, feedback, and self-assessment.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
5. Why are e-portfolios important? Their potential to transform learning Emerging and often powerful evidence from practitioners and learners of the value of developing e-portfolios….adding value to personalised and reflective models of learning Supporting transition, assessment, application, professional development, personal development planning…..
6. Here and There(Hear and Bologna) e-portfolios.. ‘…an important tool for helping learners relate their higher education learning and wider experiences to the things that employers are interested in’ Burgess Report 2007 e-Portfolios have the potential to act as a mechanism for meeting some of the Bologna objectives and assisting with the wider strategic aim of internationalisation. ‘Students today and in the future will be competing for jobs in a global marketplace, and so it is vital that engaging them in the Bologna Process is prioritised.’ Module marks and other achievements including the European Diploma Supplement Wes Streeting, President, National Union of Students - BBC News, April 2007 2010-11 graduates
7. Everywhere:Getting people on board Learners – integrate into the curriculum Assessment e-portfolio Learners – identify the purpose + make relevant to them now CV e-portfolio Mature learners value PDP Reflection e-portfolio ‘The success [of the e-portfolios] did not seem to depend on the level of the learner, their age or gender but on marrying the enthusiasm of staff with the appropriate software for the learner.’ FILE-PASS final report, p.4
8. Everywhere:Getting people on board Staff – continuing professional accreditation Staff development Staff - link to staff appraisals sharing Staff – PDP and CPD Teaching observation Thanet College has made a film about the experience of staff in 'Taking ownership of CPD' and their use of e-portfolios. Linked to Institute for Learning
9. Emerging lessons…. Think about requirements All stakeholders Technical and pedagogic Think about the context Successful use depends on a careful analysis of the teaching and learning context Embed into the curriculum – activities need to be meaningful and purposeful, language should be appropriate Win hearts and minds – think about the benefits to all groups Staff engagement is key to learner engagement Timing – staff need time to think about how to best use the tools before learners are introduced to it Personalisation is key Reflection is hard – providing some structure helps Listen to the learner and staff voices Training – not just technical Longevity – learners won’t be motivated to use their e-portfolios unless they know they have continued access ‘e-portfolios are as diverse and unique as the individuals that populate them…’ ePistle Final Report
14. Preparing for Success: Threshold Concepts Akin to a portal, opening up a new and previously inaccessible way of thinking about something http://www.dovka.com/photos10.htm Transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress
15. Ongoing e-portfolio activity Transforming Curriculum Delivery: October 2008 – Oct 2010 How technology can support developing reflective learners, enhance provision of and engagement with feedback, support creative conversations and collaborative learning Institutional approaches to curriculum design: Sept 2008 – Sept 2012 How technology can support the design of curricula Lifelong learning and workforce development: April 2009 – March 2011 Using e-portfolio tools to support work-based learning, developing professional skills and competencies, developing reflective, lifelong learners Study on e-Portfolios and assessment Case studies and comparison of practice Draft final report under review
The World of e-portfolios: highlight effective practice, some emerging themes and considerations for successful implementationWe have them here and there but really we want them everywhere – so I’ll include some experiences as to how others have managed to enthuse learners and staff.
To put e-portfolios into context:What are the policy drivers and trends – these are usually the pushes for institutions (and the heads!)Retention – could also be hearts as we all want learners to succeed – but politically this means money (or claw-back from hefce for many from the current round of audits)Prof bodies eg Institute for Learning, physiotherapists etcMention Bologna & HEAR later
e-portfolio journeyAs a student …
As a professional music therapist ….
Burgess Report:A Model to form the basis of the Higher Education Achievement Report (HEAR) is attached as an annexe to the report and provides an illustrative example of the type of content that could feature in the HEAR which includes, in this instance, a Personal Development Portfolio based around a students’ experiences abroad, this portfolio has many similarities to an e-portfolio in that it comprises check lists; skills audit; PDP; log book; diary; a series of structured questionnaires for use at intervals throughout the year; an end of year summary report and a review section. The trialling is taking place to ensure that the HEAR is practical, helpful and useful to institutions, students and employers before a decision is made about final adoption. The Higher Education Achievement Report (HEAR) is an attempt to both pull together and increase the amount of information available about an individual student’s achievement.The Bologna Process aims to create a European Higher Education Area (EHEA) by 2010 and the European Diploma Supplement (EDS) as well as the European Credit Transfer System (ECTS) are among the tools which aim to achieve greater transparency and comparability of qualifications, enable greater mobility and improve employability and lifelong learning.
Encouraging uptakeGetting everyone on boardmature learners are more likely to see the link between e-portfolio and employability and hence value PDP. Their life experiences may mean that PDP is more relevant to their studies and aspirationsTutor engagement is vital to the successful implementation of e-portfolios. Learners will not commit to developing and maintaining an e-portfolio if there is no continuing support provided by tutors‘The success [of the e-portfolios] did not seem to depend on the level of the learner, their age or gender but on marrying the enthusiasm of staff with the appropriate software for the learner.’FILE-PASS final report, p.4
Thanks case study authors for contribution to infoKit + all staff and students who contributed to the growing body of effective practice and emerging guidelines + Louisa for allowing me to use her as a case study – as a musician she is available for weddings, parties, ceileighs etc …..