This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
ITpreneurs’ Intermediate blended training design uses a mix of training methods and logically structures training around Blooms’ pyramid, providing a more-effective training design.
Classroom:
By naturally tapping into the strengths and possibilities of the classroom, students are provided with a safe environment for the application of training using case studies, assignments, role plays, and so on.
Instructor-supported e-Learning:
Virtual instructor-supported e-learning modules allow students to complete the “knowing” component of the course at a time and pace convenient to them.
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Developing an Information System for E-Portfolio Based Knowledge Generation a...ePortfolios Australia
Developing an Information System for E-Portfolio Based Knowledge Generation and Sharing in Teacher Education
Mariamma Mathew, Thomas Uzhuvath, Tony Cherian and Aswathy G.
Peet Memorial Training College, Mavelikara, Kerala State, India
Abstract
This project, which aims to develop a professional portfolio for teacher educators and student teachers, is in its budding stage. The focus is to develop a Learning Management System with many of the social networking features.Student teachers can upload products including My Teaching Philosophy, Reflective Journal, Lesson Plans, Teaching Video and Photos in addition to detailed personal and academic profiles,.Every product is uploaded with a reflective note and there is a provision for comments and feedback. A major feature is to make performance assessment strategies as an integral part of the portfolio system. The self,peer, and mentor assessmentsare carried out using rubrics. Login to the system is also allowed for educational institutions, employers and guests and the public. It is expected that the system works as an effective tool for engaging student teachers and teacher educators to create and share a pool of pedagogical knowledge.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Similar to Which e-Portfolio Tool for What Purpose? (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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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.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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3. Future-Proofing PDP and e-Portfolio
Developments
Date: 18th June 2009
Venue: Centre for Career Management Skills
University of Reading
3 Future-Proofing PDP and e-Portfolio Developments
4. Contents
1 Introduction
2 Approach
3 Features of e-Portfolio Tools
4 Purpose of Use
5 Matching Purpose with Tools
4 Future-Proofing PDP and e-Portfolio Developments
5. 1 Introduction
ePortfolio History at the IOE
• 2003-2005: Level 10, custom project/group management tool
• 2006-2007: PebblePad pilot for Secondary PGCE
• since 2006: individual, small-scale efforts and explorations
• 2008-2009: TQEF ePortfolio project
5 Future-Proofing PDP and e-Portfolio Developments
6. 1 Introduction
Motivation
• Multiple academic staff members had sought advice on ePortfolios
• Variety of intended use cases
• Availability of tools at no further costs
6 Future-Proofing PDP and e-Portfolio Developments
7. 1 Introduction
Overview of our work
• Discussion with participants (staff and students)
• Review of previous ePortfolio trials, paper portfolios, electronic exchanges
• Developing contextualised models of ePortfolio use
• Implementation in five scenarios
• Evaluation of tools in three cases (with student input)
7 Future-Proofing PDP and e-Portfolio Developments
8. 2 Approach
Three Elements
A. Feature comparison of e-portfolio tools - Technology
B. Needs analysis - Pedagogy
C. Needs-based e-portfolio tool evaluation - Practice
8
9. 3 Features of e-Portfolio Tools
Available Tools:
a) Blackboard Basic Portfolio - without Bb Content System
b) Blackboard Personal Portfolio - without Bb Content System
c) Learning Objects Expo LX - Blackboard Building Block
d) Mahara - for evaluation purposes only
9 Future-Proofing PDP and e-Portfolio Developments
10. 3 Features of e-Portfolio Tools
Comparison of Features (1)
10 Future-Proofing PDP and e-Portfolio Developments
11. 3 Features of e-Portfolio Tools
Comparison of Features (2)
11 Future-Proofing PDP and e-Portfolio Developments
12. 4 Purpose of Use
Needs Analysis
1. The Doctoral School
2. MA in ICT in Education
3. Secondary PGCE ICT
4. Post-Compulsory PGCE (ESOL/Literacy)
5. MTeach
12 Future-Proofing PDP and e-Portfolio Developments
13. 4 Purpose of Use
Scenario 1: The Doctoral School
• Portfolios co-owned by student and supervisor
• Limited access for registry staff for tracking purposes
• Record of supervisory meetings, progress reviews, assignments,
attendance
• Evidence of doctoral level competencies
• Building a professional academic identity
13 Future-Proofing PDP and e-Portfolio Developments
14. 4 Purpose of Use
Scenario 1: The Doctoral School
Student
Supervisor
Registry
14 Future-Proofing PDP and e-Portfolio Developments
15. 4 Purpose of Use
Scenario 2: MA in ICT in Education
• Student-owned and generated portfolio
• Repository for student-created teaching resources
• Record reflections on personal/professional development (multi-media)
• Identity space (profiles)
• Bibliographic management system
• Peer comments/reviews
• Monitoring of tutor-generated portfolio tasks
15 Future-Proofing PDP and e-Portfolio Developments
16. 4 Purpose of Use
Scenario 2: MA in ICT in Education
Student
Peers
Tutor
16 Future-Proofing PDP and e-Portfolio Developments
17. 4 Purpose of Use
Scenario 3: Secondary PGCE in ICT
• Community of practice involving five stakeholder groups
• Collaborative production
• Monitoring of course requirements (tracking of deadlines)
• Checklist for QTS standards
• Mentoring log, lesson observations, assessment record file
• Career entry and professional development profile
17 Future-Proofing PDP and e-Portfolio Developments
18. 4 Purpose of Use
Scenario 3: Secondary PGCE in ICT
Trainee Teacher
IOE Tutor
School Mentor
Administrator
Subject Leader
18 Future-Proofing PDP and e-Portfolio Developments
19. 4 Purpose of Use
Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)
• Student-owned portfolio
• Tutors and mentors to contribute to selected portfolios
• Record of teaching practice
• Tracking progress over distances
19 Future-Proofing PDP and e-Portfolio Developments
20. 4 Purpose of Use
Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)
Trainee Teacher
IOE Tutor
School Mentor
20 Future-Proofing PDP and e-Portfolio Developments
21. 4 Purpose of Use
Scenario 5: Master of Teaching
• Collaborative community beyond the course context
• Portfolio as a starting point for post-graduation engagement
• Communication and sharing tool
• Politically skewed towards open source tools
21 Future-Proofing PDP and e-Portfolio Developments
22. 4 Purpose of Use
Scenario 5: Master of Teaching
Student
Colleagues
Peers
IOE Tutor Administrator
22 Future-Proofing PDP and e-Portfolio Developments
23. 4 Purpose of Use
Analysis: Multiple Themes
1. Model: What is an ePortfolio?
2. Ownership: Who controls what?
3. Access: How does collaboration work?
4. Use and purpose: Implications for learning, development and assessment
5. Issues: Training, support, portability
23 Future-Proofing PDP and e-Portfolio Developments
24. Theme Questions
Model What is an ePortfolio?
How can it be used to support learning, development, assessment?
How can/should it be organised/structured/managed?
Who would/should monitor development and progress?
Questions asked the benefits to the student, tutor, supervisor, mentor and/or Institution?
What are
Ownership Who is it for?
Who has overall control/ownership of it?
How, what, and with whom can it be shared?
Accessibility How can it be accessed?
Who can/should/needs to have access to it and at what level?
Tool Can it be integrated or linked to other systems, e.g. Registry?
What are the practical issues and implications of implementation?
What costs are involved?
Which system should be used and what are the alternatives?
Support What training is needed and how could this be delivered?
24 Future-Proofing PDP and e-Portfolio Developments
25. 4 Purpose of Use
Tutor and Administrators’ perceptions of ePortfolios as learning models
ePortfolio Model
Course Assessment Tool Shared Content Student Gen. Professional
Management Folio Tool Development
Tool (Repos./ Refl.) Tool
Doctoral School 2 (4) 1 (1) 4 (3) 3 (2)
MA in ICT 2 (4) 1 (1) 3 (2) 4 (3)
Sec PGCE ICT 2 (2) 1 (1) 4 (4) 3 (3)
PC PGCE 2 (3) 3 (2) 1 (1) 4 (4)
MTeach 4 (4) 2 (2) 1 (1) 3 (3)
Institution -------------------------------------------------------------- Student
25 Future-Proofing PDP and e-Portfolio Developments
26. 4 Purpose of Use
Perceptions around ownership and control of the ePortfolio
Superviso School or
Institution
rs or Link Work-
Course Students Course/ Registry
Course Tutors Based
Dept
Tutors Mentors
Doc Sch. 1 1 2 N/A N/A 2
MA in ICT 1 2 1 N/A N/A N/A
PGCE ICT 1 1 N/A 2 2 3
PC PGCE 1 2 1 3 3 2
MTeach 1 2 N/A 0 0 3
26 Future-Proofing PDP and e-Portfolio Developments
27. 5 Matching Purpose with Tools
Case 1: Blackboard Personal Portfolio
• Almost no collaborative features
• Sharing is limited to ‘viewing’
• Tracking difficult and time-consuming
• Good as online repository and reflection tool
27 Future-Proofing PDP and e-Portfolio Developments
28. 5 Matching Purpose with Tools
Case 2: Blackboard Personal Portfolio versus Mahara
Blackboard
Mahara
28
29. 5 Matching Purpose with Tools
Case 3: LO Expo LX Wiki Tool
29 Future-Proofing PDP and e-Portfolio Developments