This document discusses how ePortfolios can be used to link classroom work to career placement and introduce competency-based education. It provides examples of ePortfolio use cases from French universities where students self-evaluate skills, document experiences, define career paths, and showcase potential. The presentation outlines how the open source Karuta ePortfolio tool is being used flexibly in France to build portfolios that aggregate academic, professional and personal experiences according to different user workflows. It concludes that ePortfolios can help bridge the traditional "silos" between curriculum and career centers.
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
OpenCred Study – Recognition of open learning in Europe: some issues for inst...witthaus
Slides from a European University Association (EUA) Webinar on 19 Nov 2014. I spoke about the OpenCred study, which is part of the EU's OpenEdu project and investigates recognition practices for non-formal, open learning in Europe. The Webinar recording is at https://connect.sunet.se/p830rtdeaki/. My bit of the session is from 22:30 to 38:29.
Research processes (partial) - Project BPM in higher education institutionsTomislav Rozman
What is HEI-UP?
HEI-UP (Improving Business Processes in Higher Education Institutions) is a European project focused on upgrading BPM in HE (higher education) institutions through a common managerial model and offering an e-learning course for HEI managers under the umbrella of the European Certification and Qualification Association (ECQA).
Why business processes?
Business process management (BPM) has been argued to be a more effective and efficient way of managing organizations than a traditional hierarchical management approach.
Today, the most successful universities are business-oriented. An efficient BPM builds up an ideal environment for achieving a high level of pedagogical, research and administrative staff, and above all, student satisfaction.
What's in there for you and your institution?
The HEI-UP project gives you the opportunity to:
● Learn from and contribute to the managerial model developed within the project
● Become more aware of internal managerial efficiency through the tools and support provided
● Successfully align your business processes with the demands and needs of your students and faculty and
● Have free access to the BPM framework developed in the HEI-UP project.
What is expected from you?
We believe in the potentials and creative spirit of professional communities, so we expect that you:
● Engage in conversation with academics and BPM practitioners by sharing
good practices and challenges you or your institution have in relation to BPM,
● Share your BPM related research findings and thus contribute to BPM research or just exchange research ideas with fellow researchers or simply
● Observe and try to get out something good for your institution.
Improvement of Business Process Management in Higher Education institutionsTomislav Rozman
The purpose of the project is...
... to improve the visibility of HEI
processes to all stakeholders:
students, professors, management,
external stakeholders.
RPL toolkit portfolio presentation for e-portfolios and more conference 24 05...Gavin Clinch
My Experience - Recognising Prior Learning (RPL) with an ePortfolio assessment tool.’
Slides presented at the ePortfolios and More Dublin conference on 24-05-2018
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
MOOCs for employability, innovation and entrepreneurshipEADTU
Presentation on MOOCs for employability, innovation and entrepreneurship by Rebecca Ferguson during the Peer Learning Activity, MOOCs for the labour market.
Do we need a shared European MOOC platform?Tiago Santos
Presentation for the "Do we need a shared European MOOC platform?" paper in the HOME (http://home.eadtu.eu/) MOOC Conference "Mapping the European MOOC territory", Porto Nov 27th 2014.
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
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
OpenCred Study – Recognition of open learning in Europe: some issues for inst...witthaus
Slides from a European University Association (EUA) Webinar on 19 Nov 2014. I spoke about the OpenCred study, which is part of the EU's OpenEdu project and investigates recognition practices for non-formal, open learning in Europe. The Webinar recording is at https://connect.sunet.se/p830rtdeaki/. My bit of the session is from 22:30 to 38:29.
Research processes (partial) - Project BPM in higher education institutionsTomislav Rozman
What is HEI-UP?
HEI-UP (Improving Business Processes in Higher Education Institutions) is a European project focused on upgrading BPM in HE (higher education) institutions through a common managerial model and offering an e-learning course for HEI managers under the umbrella of the European Certification and Qualification Association (ECQA).
Why business processes?
Business process management (BPM) has been argued to be a more effective and efficient way of managing organizations than a traditional hierarchical management approach.
Today, the most successful universities are business-oriented. An efficient BPM builds up an ideal environment for achieving a high level of pedagogical, research and administrative staff, and above all, student satisfaction.
What's in there for you and your institution?
The HEI-UP project gives you the opportunity to:
● Learn from and contribute to the managerial model developed within the project
● Become more aware of internal managerial efficiency through the tools and support provided
● Successfully align your business processes with the demands and needs of your students and faculty and
● Have free access to the BPM framework developed in the HEI-UP project.
What is expected from you?
We believe in the potentials and creative spirit of professional communities, so we expect that you:
● Engage in conversation with academics and BPM practitioners by sharing
good practices and challenges you or your institution have in relation to BPM,
● Share your BPM related research findings and thus contribute to BPM research or just exchange research ideas with fellow researchers or simply
● Observe and try to get out something good for your institution.
Improvement of Business Process Management in Higher Education institutionsTomislav Rozman
The purpose of the project is...
... to improve the visibility of HEI
processes to all stakeholders:
students, professors, management,
external stakeholders.
RPL toolkit portfolio presentation for e-portfolios and more conference 24 05...Gavin Clinch
My Experience - Recognising Prior Learning (RPL) with an ePortfolio assessment tool.’
Slides presented at the ePortfolios and More Dublin conference on 24-05-2018
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
MOOCs for employability, innovation and entrepreneurshipEADTU
Presentation on MOOCs for employability, innovation and entrepreneurship by Rebecca Ferguson during the Peer Learning Activity, MOOCs for the labour market.
Do we need a shared European MOOC platform?Tiago Santos
Presentation for the "Do we need a shared European MOOC platform?" paper in the HOME (http://home.eadtu.eu/) MOOC Conference "Mapping the European MOOC territory", Porto Nov 27th 2014.
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
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
How to prepare an effective enterpreneurship education programme? Have a look at a presentation from the Workshop in Vienna which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP).
The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so that they acquire the skills needed for today's job market.
In this presentation the University of Applied Sciences BFI Vienna will take you through the course preparation aimed at fostering enterpreneurial mindset support based on the Entrepreneurship Competence Framework (EntreComp).
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Presentation 3
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Les portfolios électroniques et la mise-en-œuvre des approches programmes : o...Raynauld Jacques
Cette présentation revoit plusieurs exemples de portfolios électroniques construits à l'aide de Karuta OSP et offre des conseils pratiques aux designers pédagogiques intéressés par le sujet.
Karuta: Les fonctions esentielles d'un portfolio électronique libreRaynauld Jacques
L’objectif de la présentation est de montrer la toute dernière version de Karuta, un logiciel libre de portfolio. En plus d’une interface complètement remaniée, la version 2.0 offre de nouvelles fonctionnalités comme l’inclusion d’un réseau social libre (ELGG), le partage de portfolios et la création de tableaux de bord et de rapports. La très grande flexibilité de Karuta, l’affichage sur des appareils variés et sa compatibilité avec la norme d'interopérabilité IMS LTI en font un outil idéal pour tous les projets de portfolios, qu'ils soient individuels ou institutionnels.
Suivi du développement des compétences et et l’insertion professionnelle : qu...Raynauld Jacques
Depuis l'adoption du Cadre européen de certification (Bologne), les programmes universitaires font de plus en plus de place au développement des compétences et à l'assurance-qualité des apprentissages. Les objectifs de la présentation sont les suivants: i. démystifier le concept de compétences en proposant plusieurs exemples; ii. montrer comment les portfolios d'apprentissage peuvent appuyer une démarche compétence et favoriser l'insertion professionnelle; iii. montrer deux exemples concrets d'une démarche compétences (en sciences de l'éducation et à l'IUT-2 Grenoble) à l'aide du logiciel en code source libre KARUTA développé à la Chaire des technologies pour l'enseignement et l'apprentissage de la gestion.
Les technologies au service de l'apprentissage: entre le rêve et la réalitéRaynauld Jacques
Colloque Partageons 10 ans de Pratic's numériques, Campus numérique, Mons, 2 avril 2015
Les dix dernières années ont été très fertiles au plan des innovations techno-pédagogiques. Les enseignants ont maintenant accès à une panoplie d’outils et d’approches (classe inversée, livre numérique collectif, réseaux sociaux, clips vidéo éducatifs, portfolios d’apprentissages, questionnaires adaptatifs, enseignement hybride, télévoteurs, etc.) qu’il faut utiliser à bon escient pour favoriser l’apprentissage des étudiants. L’objectif de cette présentation est de faire le point sur la situation en adoptant le point d’un praticien qui a été impliqué activement dans cette mouvance technologique. Pour relever les défis complexes de l’économie du savoir, les établissements d’enseignement supérieurs devront développer des stratégies campus réalistes afin de profiter au maximum de ces avancées technologiques pour enrichir la pédagogie, mesurer plus finement les compétences acquises et favoriser ainsi la réussite des étudiants et leur insertion professionnelle.
Présentation at the ESUP-DAYS #19 & APEREO Europe 2015. February 6 2015.
Karuta is a next generation open source ePortfolio suite that has been created in the spirit of the Open Source Portfolio (OSP). Karuta 1.0, which is currently available for piloting, offers dramatic flexibility for designing learning portfolios with rubrics for the assessment of learning outcomes. The presentation will highlight several use cases on accreditation, showcasing, migration from OSP as well as an innovative use of Karuta by IUT-2 Grenoble on competences and professional development.
Receive hands-on experience working with Karuta, a new open source portfolio created by HEC Montreal (in association with the University of Montreal) for use in assessing and showcasing learning. Karuta was developed in the spirit of the Open Source Portfolio (OSP) tools in Sakai. It offers many of the same benefits of OSP while providing more flexibility for designing and customizing portfolio workflows and reporting on results of their use. We aim to make learning more visible and reflective so that portfolio users become more aware of and in control of their own learning. Karuta is LTI-enabled for integration with the Sakai CLE and adapted for mobile devices. It is currently in use at the University of Montreal, HEC Montreal, IUT-2 Grenoble, and Kyoto University. Support for Karuta is available through Three Canoes LLC. Join our team for this hands-on session and learn how Karuta can be implemented to provide a unique portfolio solution for your institution.
The Open Source Portfolio(OSP) tools in the Sakai CLE are well known for their assessment matrices. Although these tools have served the community well, more flexibility, increased usability, improved customizability, and expanded reporting capabilities are required. Karuta, a new IMS-LTI ready open source portfolio software created in the spirit of OSP, provides highly customizable assessment portfolios. How does Karuta work? This presentation will provide an overview of the different components and technologies used (jQuery javascript library, Twitter Bootstrap, RestAPIs, MsSQL, XML). Karuta enrich the hierarchical structure of web pages with a comprehensive set of specialized resources and semantic tags. A designer can quickly construct very sophisticated workflows where different users (students, tutors, etc.) are assigned to a wide range of actions (reflect, upload files, comment, evaluate, etc.). This will be illustrated with practical use cases (assessment, accreditation).
L’innovation pédagogique et l’apprentissage à l’ère du numérique: une perspec...Raynauld Jacques
Plus que jamais, les universités sont interpellées au niveau de la formation des étudiants. Dans plusieurs pays avancés, les gouvernements ont révisé à la hausse leurs cibles de diplômés de l’enseignement supérieur tout en favorisant la mise en place de standards de qualité qui attestent des acquis de formation nécessaires à la qualification et la mobilité professionnelles. Dans un contexte de mouvance technologique rapide qui touche à la fois les outils, les pratiques, les coûts et les attitudes, les enseignants doivent composer avec des populations étudiantes de plus en plus hétérogènes. Pour relever ces défis complexes, les établissements d’enseignement supérieur nord-américain expérimentent présentement différentes solutions (data mining. flip class, crowd learning, rubrics, MOOC, learning portfolios, badges, etc.) qui seront discutées et associées à des stratégies campus pour enrichir la pédagogie, mesurer plus finement la progression des apprentissages réalisés et favoriser la réussite des étudiants.
How to leverage your portfolio resume section with semantic.
Most ePortfolio environments include a resume section. Students are either asked to upload a resume PDF file or fill a form with usual sections like contact information, education, experience, etc. In this presentation, we discuss two related issues: i. the potential benefits for students and employers of adding some standard semantic (EuroPass) to the resume section; ii. the idea of using the resume metaphor as the basis for building an enriched career or presentation portfolio with artefacts, campus activities and reflexive comments. These ideas are illustrated though a pilot conducted in a business school.
Les enseignants de tous les ordres d'enseignement sont de plus en plus appelés
à développer et à mettre en oeuvre de façon collaborative des programmes
ou des activités de formation reposant sur des référentiels de compétences.
L'objectif ultime est de s'assurer que les élèves ou les étudiants ont bien atteint
les objectifs visés et que les parcours d'apprentissage sont cohérents. Si ces
objectifs d'alignement curriculaire sont souhaitables et souhaités, la pratique
quotidienne montre des écueils opérationnels dans la mesure où les outils
actuels (ENA ou autres) ne sont pas conçus à cette fin. Dans cet exposé, nous
présentons brièvement deux outils (Sac d'école pour le primaire et le secondaire
et Open Syllabus pour le post-secondaire) conçus spécifiquement pour
soutenir les approches-programmes. Combinés avec des portfolios électroniques,
ces mêmes outils peuvent aussi servir à répondre aux exigences d'audit
externe ou d'organismes d'agrément.
In this presentation, we discuss the integration pf OpenSyllabus, a scenario creation tool, to EMAEVAL, a competency management and gradebook tool. OpenSyllabus proposes a model-based approach to create simple scenarios to describe activities, actors and resources (competencies, files, evaluation rubrics, comments, etc.). EMAEVAL offers extensive functionalities to describe competencies frameworks, coordinate the actors’ tasks including those of the tutors, validate students’ competencies, produce summary reports and emit proficiency certificates according to simple or elaborate rules. This integration offers a very nice flexibility for learning scenarios yet preserving a very robust back-end to monitor students’ accomplishments.
Over the last year, the OSP community has done some interesting work on describing the portfolio requirements of an assessment scenario. It encompasses setting up learning/competency objectives, guiding students in the construction of artefacts, providing simple forms for rubrics-type feedback and evaluation and generating appropriate reports. In this presentation, we demonstrate a Sakai OAE type environment currently in development at MATI Montreal that addresses all these needs. Key to this work is the use of open source solutions for building forms, sequencing tasks, and generating reports using a unique competency gradebook.
Open Syllabus (OSyl) is now a fully functional Sakai 2.7 contrib tool that helps instructors quickly organise their course's material to provide a coherent learning environment for their students.
Learning portfolios workshop: a structured approachRaynauld Jacques
nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.
Inspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. We show how this kind of learning environment can be implemented in Sakai 2.6 and hopefully Sakai 3.0 by adapting and extending the OpenSyllabus structured approach.
Open Syllabus is now a fully functional Sakai 2.6 contrib tool that helps instructors quickly organize their course's material. In this presentation, we sketch its most important features including the seamless integration with resources, citations and assignments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter 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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Toward Competency-Based Programs as a Bridge to Career ePortfolios: Karuta Open Source Portfolio Use Cases from French Universities
1. Toward Competency-Based
Programs as a Bridge to Career
ePortfolios: Karuta Open Source
Portfolio Use Cases from French
Universities
Jacques Raynauld, HEC Montréal, ePortfolium
Janice Smith, Karuta Open source Project
2018 Sakai Virtual Conference
1
2. Competency-based education has many different interpretations. In its purest form, students develop
the required skills at their own pace by completing a series of authentic projects under the guidance
of their instructors. In a less dramatic version, students are asked in certain courses, projects, or
internship programs to self-evaluate their performance according to a set of skills using pre-defined
criteria. In all cases, students are asked to become much more reflective in their learning, to identify
their strengths and weaknesses, and to submit action plans. This process is often required of
students when they access their university career centers for assistance in producing a winning
resume. In this presentation, we will review several Karuta Open Source Portfolio use cases from
French universities where students 1) Self-evaluate and receive evaluation of their skills
development in learning activities; 2) Formalize and decode their academic and non-academic
experiences; 3) Define and affirm chosen career paths; and 4) Showcase their professional potential.
These use cases show how simple ePortfolios can link classroom work to career placement and
provide a pathway to a gradual introduction of competency-based education.
Abstract
2
3. Session overview ?
● Silos : curriculum and career
centers
● Competency-based education: A
French approach
● French Universities : some
interesting use cases
● Karuta Open Source Portfolios :
building real prototypes
● Demo of a generic curriculum-
career ePortfolio
● Conclusion: Bridging the silos
3
4. Take away ?
● Explore the idea of preparing
your students to the job market
● Think big! Start small!
● Find the right actors
4
7. ● Research suggests that students are not
using career services on college campuses.
● Foster discussions in the classroom related
to professional objectives
● Link to career services resources
● Professional speakers
● Cover the top skills employers seek in
candidates and on the resumes.
7
9. Competency definition
Competence means the
proven ability to use
knowledge, skills and
personal, social and/ or
methodological abilities, in
work or study situations and in
professional and personal
development.
https://ec.europa.eu/ploteus/sites/eac-
eqf/files/broch_en.pdf
9
15. Karuta ePortfolios in France (17)
IUT-2 Grenoble Alps
IDEFI Promising Grenoble Alps
Grenoble School of Management
Polytech Annecy-Chambéry
Université de Poitiers (Médecine)
Université de la Rochelle
CNAM
Grenoble-INP
EPF Sceaux
Université de Valenciennes
...
...
Running
Pilot
Discussion 15
16. The IUT2 ePortfolio with Karuta
Documenting academic, professional, and personal experiences
16
Aggregated view of all
documented experiences:
- Academic Degrees
- Professional Experiences
- Other Training
- Personal Experiences
- Second Languages
- Intercultural Quiz
Apereo Teaching and Learning Awards (ATLAS) for 2018.
19. Karuta Project
● A next generation open source
portfolio tool
● Created in the spirit of the Open
Source Portfolio Project (OSP)
tools in Sakai
● Partners: HEC Montréal, IUT-2
Grenoble, Kyoto University
● International board
● Commercial affiliate : ePortfolium
● Release of Karuta 2.3: Spring 2018
19
20. Karuta: A flexible tool to build portfolios
● Organize different resources
(text, documents, rubrics,
comments, etc.) …
● … according to a workflow for
different users (students,
instructors, evaluators, etc.)
20
21. Demo of a generic curriculum-career ePortfolio
21