The use of ghost writing from sophisticated contract cheating websites is a serious challenge for educational institutions. Current anti-plagiarism solutions rarely catch contract cheaters because their purchased assessment tasks are individualised rather than from matching existing sources. Slade et al. (2016) suggests strengthening the verification of a student’s identity in the design of high stakes assessment tasks. EPortfolios can be a useful tool in combating contract cheating because of individualised responses, the professional practice context, completion over time, and opportunity for progress review and feedback. In this workshop, we will work in groups of 4-5 to identify potential problem areas and then redesign generic high stakes assessment tasks (other than exams) through the use of ePortfolios. At critical points each table will present to the whole group for feedback. The facilitator has run similar assessment workshops representing 16 universities and looks forward to the workshop discussion and assessment re/designs that embed ePortfolio use.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
A graduate employability lens for the Seven Pillars of Information LiteracyInformAll
Presentation to LILAC2016, in Dublin, 23/03/2016. This describes how information literacy contributes to employability. The presentation presents research on selected employability frameworks and on the relevance of information literacy on employment. It suggests five broad areas in which there is an alignment between graduate employability and information literacy, as a basis for this latest incarnation of SCONUL's Seven Pillars model
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
A graduate employability lens for the Seven Pillars of Information LiteracyInformAll
Presentation to LILAC2016, in Dublin, 23/03/2016. This describes how information literacy contributes to employability. The presentation presents research on selected employability frameworks and on the relevance of information literacy on employment. It suggests five broad areas in which there is an alignment between graduate employability and information literacy, as a basis for this latest incarnation of SCONUL's Seven Pillars model
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
Designing for Openness: Values Based Organisations Place in the Digital Lands...Ronald Macintyre
Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Similar to Using ePortfolios to strengthen assessment design: A response to contract cheating. Susan Rowland, Christine Slade (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
Co-Labs enable collaborative and experimental research opportunities based on themes and needs. This session will lead a conversation around how an Australasian eportfolio Co-Lab will function. Discussions will also cente around exploring the merits of key themes and priorities for 2021, and how to generate interest in this group.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
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.
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
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.
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.
2. Technology is driving global interaction and integration
Introduction
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Industry GovernmentPeople
Personal BrandingInteraction
3. Due to the expectations of industry to employ accomplished graduates in
competitive environments, students need discipline knowledge connected with
what they learn through professional development opportunities and experience.
Current curriculum tend to compartmentalized into separate:
• Courses/Units
• Formal and informal learning opportunities
• Theory versus practice
“It is challenging for students to connect their learning from
formal and informal settings, and from theory to practice,
across different contexts and over time.”
(Huber & Hutchings, 2004)
Introduction
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 3
4. “Integrative learning is a broad term that
captures a variety of integrative forms such as
interdisciplinary study, service-learning,
experiential learning, cooperative learning, and
the blending of in class and out of class
learning that could occur in almost any context”
(Kuh, 1995; Newell, 1999, 2001a; Thompson Klein, 2005b)
Integrative Learning
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Source: https://csumb.edu/tla/holistic-wellness-integrative-learning
“...making connections within a major, between
fields, between curriculum, cocurriculum, or
between academic knowledge and practice."
(Huber, Hutchings & Gale, 2005)
5. Dimension Description Explanation
1
Identify, demonstrate and adapt knowledge
gained within/across different contexts
The ability to recognize the tacit and explicit knowledge gained in specific
learning experiences and the capacity to adapt that knowledge to new
situations.
2
Adapt to differences in order to create
solutions
The ability to identify and adapt to different people, situations, etc., while
working with others to create positive change.
3 Understand and direct oneself as a learner
The ability to identify one’s prior knowledge, recognize one’s strengths
and gaps as a learner, and know how one is motivated to learn.
4
Become a reflexive, accountable and
relational learner
The ability to reflect on one’s practices and clarify expectations within
oneself while also seeking feedback from others.
5
Identify and discern one’s own and others’
perspectives
The ability to recognize the limitations of one’s perspective and seek out
and value the perspectives of others.
6 Develop a professional digital identity
The ability to imagine how one will use current knowledge and skills in
future roles and how one will create an intentional digital identity.
Source: Peet et al, 2011, p.12
Six Dimensions of Integrative Learning
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6. Current ePortfolio Practices
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Development
Tracks student performance
across chosen performance
indicators over time.
Collaboration
Provides a platform for the
creation of learning activities
based upon student
collaborative production and
peer assessment.
Reflection
Develops self- and peer-
reflective practices within
students. This allows students
to contextualise their work
within their academic and
professional growth.
Showcase
Provides students with a
means of presenting an
array of exemplary work.
Established ePortfolio practices at UQ:
7. Current ePortfolio Practice
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Development Collaboration Reflection Showcase
Established ePortfolio practices at UQ:
• Single use of each area, based on purpose
• Linear based, mainly focus on student learning progression may include showcase in capstone
8. is how you present your uniqueness, qualities and attribute to others.
Personal Branding …
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ePortfolio:
• Packages your attributes and artefacts together
• Allows you to share
• Conveys your personality, and expand the bullet points in your résumé
• Connect learning and experience
9. Integrated ePortfolio Curriculum
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Establish
personal
branding &
build
professional
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
10. CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 10
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
11. CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 11
Establish
personal
branding &
build
professional
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
12. Implication of the Model
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 12
Student
articulate
their current
perception
Guide student
with hypothetical
scenario
(pre-defined)
Mentor student
and prepare their
exit portfolio
Student refine
their exit portfolio
and network
13. • The integrative model facilitates transfer of knowledge from educators to students, and for students to
make connections.
• The model focuses on students building their digital professional identity and personal branding.
• The model also provides opportunities for educators to work as partners with students.
• The connections made between professional and personal identity can be developed into Life Long
Learning.
Summary
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 13
14. Integrated ePortfolio Curriculum
Questions and Feedback
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 14
Establish
personal
branding &
build
professiona
l
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-
Learning
(Learning Skills)
Collaborati
on
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
15. Thank you
Dr. Christine Slade | Lecturer in Higher Education
Institute for Teaching and Learning Innovation
c.slade@uq.edu.au
Jessica Tsai | eLearning Coordinator
Faculty of Health and Behavioural Sciences
j.tsai@uq.edu.au
Contact Details:
Editor's Notes
At University of Queensland, we have implemented an university wide ePortfolio system in 2017, the uptake and the depth of use various between different faculties and schools.
Christine and I had put together a discussion paper to generate conversation on how we can embed more ePortfolio practices within curriculum.
Technology is driving global interaction and integration of people, industry and government.
It is essential for today’s graduates to demonstrate more than disciplinary skills.
Graduates also need to demonstrate their ability to interact and integrate with other people and systems, and confident in their own personal branding.
Due to the expectations of industry to employ accomplished graduates in competitive environments, students need discipline knowledge connected with what they learn through professional development opportunities and experience.
Yet curriculum in higher education tends to be compartmentalised into separate courses/units, formal or informal learning opportunities, theory versus practice.
It is challenging for students to connect their learning, students may miss connections between the different areas that they need for the development of their unique professional identity.
The term integrative learning comes in many varieties.
The definition of Integrative learning is yet to be clearly defined.
And, educators might not be familiar with the term integrative learning and how to translate into curriculum.
Melissa Peet of University of Michigan has defined these 6 dimensions through a study with 620 students in various learning environments, it was published in the 2011 International ePortfolio Journal.
The results from the study found that students can achieve significant gains through such an approach, but support is needed in the curriculum design.
I think current curriculum design covers most of the dimensions, however more work need to be done on the 6th dimension.
In a lot of the cases, at UQ, professional digital identity is usually addressed at capstone, as students are about to graduate.
ePortfolio has the potential to facilitate these dimensions however current practice tends to use ePortfolio in silo ways.
These are the 4 main models of use we defined at UQ.
Developmental, tracks student performance across chosen performance indicators over time.
Collaborate, provides a platform for the creation learning activities based upon student collaborative production and peer assessment.
Reflection, develops self and or peer reflective practices within students, and allows students to contextualise their work within their academic and professional growth.
Showcase, provides students with a means of presenting an array of exemplary work.
The emphasis placed on each of the model is different in disciplines or schools, depending on educators’ knowledge around ePortfolio, purposes and desired usage.
Usually, in early stages of implementation, the focus is on one significant area, such as developmental assessment and/or reflection.
The learning process tends to be linear based on student progression throughout the program, from 1st year to final year, which may include the showcase at capstone or final year or semester.
There is a need for integrated ePortfolio pedagogies across curriculum for students, so they can ultimately develop their unique professional identity.
We envisage students should experience the integration of all models to establish their personal branding and build their professional connections.
When we talk about personal branding, it’s how you present your uniqueness, qualities and attributes to others.
ePortfolio can package your attributes and artefacts together in a stylish portable format that you can share.
It also provides an opportunity to convey your personality, and expand the bullet points in your resume.
ePortfolios can also be used to facilitate the connection of learning and experience for students, so they are better equipped to recognise and develop their unique identity or personal brand, and be competitive in today’s workplace.
Integrated ePortfolios in curriculum pushes the boundaries of linear mapping as it introduces important extra-curricular elements, subjective moments of personal development, and encourages self-authorship and personal branding before the final semester or year.
We would like to present this heuristic framework to support educators in using integrated ePortfolio approach, by scaffolding student learning across a program.
The aim of this model is to facilitate transfer of knowledge from school to students and enable students to make connection at personal and professional level.
This model is based on a common program duration of 4 years.
Students move from initial exposure to immersion, to competency and to mastery. Students begin at the knowing stage and progresses to the doing stage.
We still utilizing the 4 models of use.
The model covers different students’ skills sets, the discipline skills, people skills, learning skills, personal skills and experience.
It starts from year 1, exposure, the knowing stage, School providing the knowledge, for students to acquire the knowledge.
In year 2, immersion, students synthesis or interpret the knowledge, school guides the students in controlled environment, and start collection artefacts.
In year 3, competency, students interpret the knowledge and incorporate personal attribute in the field of study, making their study relevant or being able to relate at personal level.
In year 4, mastery, the doing stage, joining the dots between professional and personal connections, and establish personal branding.
To apply the model, firstly we need to get the educators on board, establish the same goal or outcome, that is, by the end of the program students would establish their personal branding in the specific profession, allowing students to build professional connection.
With the common goal, we can look at each components of the model and review the curriculum, identify courses that might already be covering similar topics or activities if any.
This allows us to evaluate the level of adjustment required within the curriculum and for us to negotiate changes to reach the common goal.
An example of how we can apply the model, in first year, students to articulate their current perception of professional identity or personal branding, e.g. do you think professional identity or personal branding is important?
In second year, educators guide the student with hypothetical identity or branding purpose or scenario.
In third year, educators mentor the students in preparation of their exit portfolio with discipline artefacts, and establish students’ own purpose, target audience and goal of the branding.
In fourth year, students refine their exit portfolio, their own brand to convey themselves to the industry, and start networking.
The Integrated ePortfolio Curriculum Model facilitates transfer of knowledge from educators to students, and for students to make connections.
It focuses on students building their digital professional identity and personal branding.
It also provides opportunities for educators to work as partners with students, emphasise on personal learning with useful output, a portfolio at the end of study that student will be able to utilise when they graduate.
The connections made between professional and personal identity can be developed into Life Long Learning.