This document provides an overview of ePortfolios, including definitions of key terms like reflection and reflective learning. It discusses different types of ePortfolios for learning, assessment, and professional purposes. Benefits are described such as increased engagement and preparation for professional practice. Examples of ePortfolios are provided. Guidance is offered on designing ePortfolio tasks and assessments. A five-stage model for developing ePortfolios is also summarized.
Presentación utilizada en el curso Taller de Integración de Conocimientos VI "Implementación" de la Licenciatura en Matemática Educativa que imparto en la Universidad Autónoma de San Luis Potosí
Presentación utilizada en el curso Taller de Integración de Conocimientos VI "Implementación" de la Licenciatura en Matemática Educativa que imparto en la Universidad Autónoma de San Luis Potosí
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
Theoretical or conceptual frameworks for dissertations or theses 2016DoctoralNet Limited
What is the difference between and usefulness of conceptual vs theoretical frameworks in research? These slides and the corresponding webinar considered each, testing our ideas and using them as a step towards the significance of our work?
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
Theoretical or conceptual frameworks for dissertations or theses 2016DoctoralNet Limited
What is the difference between and usefulness of conceptual vs theoretical frameworks in research? These slides and the corresponding webinar considered each, testing our ideas and using them as a step towards the significance of our work?
Julie Hughes. Supporting teachers’ CPD through e-portfolio based learning in ...EPNET-Europortfolio
Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar"
Read more about Europortfolio at www.europortfolio.org
ePortfolios & Open Badges to the Service of Learning QualitySerge Ravet
A presentation at a seminar organised by FIED (Fédération Interuniversitaire de l'Education à Distance) on quality in education where I present the concept of eQuality and explore how Open Badges and ePortfolios can contribute to the continuous improvement of individual and organisational learning.
What and What Not, Portfolio Lead Retrospects (In Enterprise Agile context)yashasree
Being agile enables the software development groups in Enterprises to deliver high value and high quality software with speed. However legacy applications along with the overall Enterprise landscape pose their own challenges that are outside of the scrum framework to solve. Multiple small scrum teams though working on separate applications need to be cohesive with a big picture. As a portfolio lead, who owns multiple applications and teams related to a portfolio within an Enterprise is a Chicken in scrum terminology. The expectation from the role is that of leader, scrum master as well as an Architect providing technical and functional oversight to the teams within the portfolio.
This session is about a retrospective of our work life as a Portfolio Lead who takes care of multiple scrum teams, and applications. We would like to speak about the top 3 challenges faced such as Scaling Production Support / Knowledge Retention for applications delivered through Scrum, Impact of Organizational Transformation initiatives on the scrum teams, and Multiple Stakeholder Expectations / Conflict Management through real life examples of our work. We would retrospect what we did, and discuss and debate what worked well, and what did not.
The session would focus on top 3 challenges faced:
Production Support / Knowledge Retention for applications delivered through Scrum
Impact of Organizational Transformation initiatives on the scrum teams
Multiple Stakeholder Expectations / Conflict Management
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Brief overview of e-portfolios and facilitated discussion on how e-portfolios could be used as proof of competency in traditional skills based disciplines like welding.
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and online sources
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
ePortfolios empower students to emphasize individual strengths, therefore, allowing them to become key players in their own learning. Join the presenter as she discusses the development and implementation of ePortfolios.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
The networked nurse: Using virtual communication systems for practice develop...Sarah Stewart
This is the presentation I gave at the Virtual Nurse Practice Development Conference on the 13th May 2015.
Many factors impact on the nurse's ability to develop practice. Lack of access to research, organisational barriers to implementation of evidence-based practice, managerial or even collegial constraints, as well as lack of personal critical-thinking and reflective skills. Developing virtual networks using online communication tools such as social media, and initiatives like the VIDPC allows nurses to break down traditional barriers to learning, and facilitates collaboration, sharing, scholarship and campaigns. Using examples from her own experience I will discuss how nurses can harness online networking for practice development at both individual and professional levels
Frivolous fun or innovative learning? Using social media to deliver professio...Sarah Stewart
The story of how the Virtual International Day of the Midwife Conference uses social media to facilitate learning and CPD to midwives. Talk give to OZELIVE 2014 conference: http://australianeducators.ning.com/accepted-presentations/frivolous-fun-or-innovative-learning-using-social-media-to-delive
Using social media for collaboration and engagement in associations and organ...Sarah Stewart
This is the presentation I put together to support my workshop with the staff of the Australian College of Midwives in January 2014 - more information here: http://sarah-stewart.blogspot.com.au/2014/01/acm-workshop-january-15-2014-use-social.html
Midwifery: isn't there an app for that?Sarah Stewart
This is the framework for a workshop I facilitated at the 2013 Australian College of Midwives conference in Hobart, on the 30th September, about midwives' use of social media. This year my focus is moving away from the actual tools, to how we use them in a professional manner.
Social media and midwifery postgraduate educationSarah Stewart
Some thoughts to consider if you're wanting to embed social media into postgraduate midwifery education - presentation given in Denmark, September 2012
Presentation about what to think about if/when you consider using virtual worlds and Second Life for midwifery (or any kind) education, given at the University of the West Country, UK on September 3rd 2012.
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Presentation about how you can use social media for teaching and learning in higher education, given at the University of the West Country, UK on September 3rd 2012.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thinking about implementing e-portfolio in education
1. Starting to think about
ePortfolios
Prepared for School of Nursing
Bronwyn Hegarty and Sarah Stewart 2012
2. Overview of what is covered
What do you want to get out of this session?
What are the different types of ePortfolio
Examples
Definitions – reflection, reflective learning, etc.
Critical thinking overview
Designing tasks for a portfolio
Barrett’s Five-stage model
Where to from here?
3. Why use ePortfolios?
• Increases engagement – “the engaged learner,
one who records and interprets and evaluates his
or her own learning, is the best learner” (Yancey
2001b, p. 83).
• Provides constructivist learning and active
learning, develops metacognition and deeper
learning (Dibiase, 2002).
• Develops digital information literacy skills
(Lorenzo & Ittelson, 2005).
• Prepares student for professional practice
5. Student portfolios
Types of portfolios
•Learning - evidence of learning, personal
growth, planning and monitoring learning
•Assessment – collection of work which is
assessed
•Showcase (Professional) - competencies for
practice and APC, and presentation to
employers
6. The Learning Portfolio – what is it?
• A record of the learning process - reflections, goals
• A personalised learning space which the student controls
• An evidence repository – achievements, learning
• A medium for encouraging:
– Engagement and deeper learning – active, experiential
– Critical thinking and reflective learning
– Metacognition – awareness of knowledge and
experiences, goals, actions, monitoring or self-regulation
(Flavell, 1998)
– Formative feedback
– Development of community of practice
9. Benefits for learning
A learning portfolio can encourage deep learning through
reflection, reflective learning and critical thinking, and provide
evidence of professional learning and reflective practice.
Example: http://sarahstewart-eportfolio.wikispaces.com/
10. Assessment ePortfolio
• Present specific pieces of work for
assessment, maybe at the end of a course ,
year or program.
• What do you want to assess – the process of
learning or outcomes of learning?
• Need to think about how you will assess ie
marking rubric
11. Benefits of an Assessment
ePortfolio
• Easily stored, accessible and edited
• Facilitates different modes of technology and
assessment
• Facilitates group work
• Increases student motivation
Example:
http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa07
13. Benefits
• Facilitates different approach to presentation
• Easily accessible and stored
• Supports use of different media
Example:
http://cml.weebly.com/index.html
http://www-personal.umich.edu/~cheem/index.html
http://www.nzno.org.nz/membership/member_tools/professional_portfolio
http://www.linkedin.com/in/sarahmargaretstewart
14. What goes in the ePortfolio?
• Collection of artefacts (evidence)
• Reflections
• Assignments
• Cases
• Articles – annotations
• Goals for learning
• Achievements in subjects
17. Definition of reflection
Reflection is deliberate and mindful thinking about one’s
experiences and the self-evaluation of feelings, decisions,
understandings and actions, which may lead to development of
professional learning for professional practice (based on: Boud &
Walker, 1990; Boud et al., 1985; Rodgers, 2002b; Tremmel,
1993). (Hegarty, 2011.)
18. Reflective learning
Used as a process for understanding new material while also
making connections to existing knowledge (Boud, Keogh &
Walker, 1985; Moon, 2004).
Reflective questions to stimulate inquiry about learning.
•What did I learn?
•How did I learn?
•Why did I learn?
•What will I do with my learning?
•What are my goals and actions for learning?
19. Core Critical Thinking Skills
To use CT as a tool of inquiry, the following skills are needed:
•Interpretation
•Analysis
•Inference
•Evaluation
•Explanation
•Self-regulation
(Facione, 2011)
21. Definitions
Professional learning: Learning which has relevance to
professional practice and occurs when new knowledge and
understanding, skills and insights are gained and may lead to the
achievement of professional goals
Reflective Practice: A process associated with professional
learning, which includes effective reflection and the
development of metacognition, and leads to decisions for
action, learning, achievement of goals and changes to
immediate and future practice.
(Hegarty, 2011.)
22. Designing activities for an
ePortfolio
• What type of activities are you already using which could
transfer to an ePortfolio?
• What are you expecting students’ to demonstrate?
• Categorise the learning you would like them to engage in -
mastery, engagement, deeper learning, experiential learning,
critical thinking, reflective learning, metacognition,
achievement etc.
23. Designing new tasks for a portfolio
• What will they look like?
Reflection Documentation/ Collaboration/
Evidence Mentoring
5. What kinds of reflective questions would you ask students to
address?
6. What kinds of evidence would be most useful?
7. How would you engage students in collaboration and
mentoring in the process?
24. Designing ePortfolio assessments
• What type of assessments are you already
using which could transfer to an ePortfolio?
• How would you develop assessment criteria?
• How would you support the student?
25. Thinking about Showcase
(Professional) ePortfolio
• How would you scaffold students into this?
• What are the professional issues in relation to
APC?
• What is the thinking at a professional level
about portfolio, competency demonstration
and moving into an electronic (online)
environment?
26. Barrett’s Five-stage model
1. Define portfolio context and goals;
2. Working portfolio - content and evidence,
standards to be demonstrated;
3. Reflective portfolio - record of self-reflection,
goal-setting;
4. Connected portfolio - organization of digital
content using hypertext links;
5. Presentation portfolio - storage and
presentation medium e.g. server, CDRom
(Barrett, 2000).
27. Factors to consider
• Purpose
• Audience – feedback, community of practice
• Content – evidence, reflection
• Location – open web (blog and wiki), Google
Sites, platform (Mahara, Pebblepad.
• Formats – text, images, video, audio
• Security and professionalism
• Portability
• Digital literacy – students and teachers
28. Portfolio platforms
Google sites template for building eportfolios:
https://sites.google.com/a/pdx.edu/sample-student-eportfolio/Home
https://sites.google.com/site/bronlearningportfolio/
Mahara - http://mahara.org/about/eportfolios
Mahara Otago Polytechnic - https://mahara.op.ac.nz/
Pebblepad - http://www.pebblepad.co.uk/
Blogger – http://www.blogger.com
Wiki – http://www.wikispaces.com
Moodle
29. Summary
Ideally, portfolios are student-centred, student-
owned and located on accessible platforms that
the students can continue to use long after their
course of study is completed.
30. Where to from here?
Teachers who keep a professional portfolio of their learning and
practice experiences have an advantage. They are better placed
to support students with their portfolios.
Teachers who develop skills in creating an electronic portfolio
can guide students more confidently.
31. Examples and references we used can be found in the Flexible
Learning Guidebook References section located at:
http://tinyurl.com/74x5p67
Authentic assessment Toolbox –
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
32. Resources
• Sarah Stewart’s ePortfolio “musings”:
http://sarah-stewart.blogspot.co.nz/search/label/ePortfo
• Eportfolio Community of Practice:
https://groups.google.com/forum/?fromgroups#!f
• More ePortfolio examples:
http://www.scoop.it/t/eportfolios-examples
33. References
• Barrett, H. (2000). Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful
Professional Development. In D. Willis, J. Price & J. Willis (Eds), Proceedings of Society for Information
Technology & Teacher Education International Conference 2000 (pp. 1111-1116). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15787
• Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: a model. In D. Boud, R. Keogh,
& D. Walker (Eds.), Reflection: turning experience into learning (pp. 18-40). London: Kogan Page.
• DiBiase, D. et al. (2002) . Using e-Portfolios at Penn State to Enhance Student Learning Status, Prospects,
and Strategies. Penn State University. https://www.e-education.psu.edu/files/e-port_report.pdf
• Facione, P.A. (2011). Critical thinking: What is it and why it counts. California:Insight Assessment – a
Division of California Press. Retrieved from http://www.insightassessment.com/
• Hegarty, B. (2011). A Framework to Guide Professional Learning and Reflective Practice. Doctoral thesis.
NSW: University of Wollongong.
• Lorenzo, G. & Ittelson, J. (2005). An overview of e-Portfolios. ELI Paper 1, Educause. Retrieved from
http://net.educause.edu/ir/library/pdf/ELI3001.pdf
• Moon, J. (2004). A handbook of reflective and experiential learning: theory and practice. New York:
RoutledgeFalmer.
• Yancey, Kathleen Blake (2001) General Patterns and the Future. In Barbara Cambridge and others (Eds),
Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning. Washington, DC:
American Association of Higher Education, 83-87.
• Zubizarreta, J. (2005). The learning portfolio: Reflective practice for improving student learning. South
Carolina, USA: Columbia College.