This presentation (audio coming soon) aims to provide a:
# clear idea of the types and possible uses of ePortfolios for students and staff in lifelong, lifewide learning
# increased awareness of some key ePortfolios platforms / tools and associated issues
# ideas around alternative assessment
# some strategies for starting your own ePortfolios / scaffolding students to develop their own ePortfololio
The presentation will be useful for the following groups:
Tutors and group leaders who are interested in assisting students to build up a portfolio of assignment and work
IT support/coordinators who might like to learn more about linking to student-driven portfolio systems
Careers advisers who would like to learn more about how students can share details with prospective employers and learning institutions
- Student support who would like to learn how students can share information with their tutors.
Links to video: http://www.youtube.com/watch?v=BFAVvAjCkKE
Link to video: http://www.youtube.com/watch?v=xYVRT54CWVE
Tactics for Implementing Test Automation for Legacy CodeJeff Gallimore
Slides used to introduce the DevOps Enterprise Forum whitepaper on tactics for implementing test automation for legacy code at the DevOps Enterprise Summit 2015 in San Francisco.
The slides from the session at the Hubbard Center outlining some of the practices and ideas for better presentations.
Channeling a lot of “Presentation Zen” by Garr Reynolds with a little Guy Kawasaki.
Since the dawn of the Internet and the Web, a broad series of hacking attack vectors have descended. Malicious hackers, researchers, and governments have demonstrated and deployed these attacks onto computers, mobile devices, and nuclear power plants. While we continue to build sophisticated technology to defend against many of these attacks, a new field of exciting research is taking place that uses side channels, physics, and low cost tools to employ powerful attacks against modern technology. We’ll explore some of these fascinating, and often secretive, methods and how you can use them or secure against them.
Tactics for Implementing Test Automation for Legacy CodeJeff Gallimore
Slides used to introduce the DevOps Enterprise Forum whitepaper on tactics for implementing test automation for legacy code at the DevOps Enterprise Summit 2015 in San Francisco.
The slides from the session at the Hubbard Center outlining some of the practices and ideas for better presentations.
Channeling a lot of “Presentation Zen” by Garr Reynolds with a little Guy Kawasaki.
Since the dawn of the Internet and the Web, a broad series of hacking attack vectors have descended. Malicious hackers, researchers, and governments have demonstrated and deployed these attacks onto computers, mobile devices, and nuclear power plants. While we continue to build sophisticated technology to defend against many of these attacks, a new field of exciting research is taking place that uses side channels, physics, and low cost tools to employ powerful attacks against modern technology. We’ll explore some of these fascinating, and often secretive, methods and how you can use them or secure against them.
Presentation at Oklahoma's 4-H Roundup. Topics covered include the Cooperative Alliances, the reasons to transition to higher education and degree completion.
Politics affect what content strategists do, in a big way -- and they also play a big role in the success or failure of UX contributions. If a site is built based on aspirations rather than reality, then while user needs might be satisfied, the organization's internal roilings may prevent the site from making a positive difference for the business. If the cloaks of accountabiliity remain unspoken, then it's incredibly challenging to tie digital efforts to metrics that are meaningful to the organization (and that ensure ongoing staffing and budget). And if the internal clients don’t have organizational buy-in, they may go down with that ship too.
Politics often dictate what goes on the home page, what can or can be cross-linked, and even what content is exempt from usability guidelines. We – content strategists, UX practitioners, and designers alike – need to have a shared understanding and speak with a common voice about the need to get past politics in order for the work we do to achieve its intended goals. This session will serve as a call to action and will forge a common path for our profession.
Boring! Get off the stage!
How many times have you wished you could say this to a presenter at a conference? Or a demoer at DemoCamp? This workshop will help developers understand that doing demos is a marketing task because it generates demand for the software.
Technologists and designers need to be able to create demand for their ideas. They need to be able to tell compelling stories that convince audiences that there is ‘wow’ in what they are doing. Successful demoers are more likely to raise money, have friends, and get laid.
Avoiding product and ux pitfalls for start-ups and enterprisesUxWorks
“Design is not just about making things more useful…Design is about figuring out what is the right thing to make”, Matías Duarte, Director of Android User Experience.
The presentation uncovers 12 common product and user experience pitfalls and provides solutions. Why asking potential users how much will they pay for an app is the 2nd worst question to ask? How are Kramer from Seinfeld and your mom related? See how it all boils to one button at real project
A presentation designed to introduce Grade 3 students to the importance of being good digital citizens. An intro into the responsibilities of having an online presence at our school and beyond.
Mind the Gap: Realising the Value of AgilityCraig Smith
Talk delivered by Craig Smith at LAST Conference Brisbane, Australia on 29 September 2017.
Agile has well and truly crossed the chasm and every organisation large or small seems to be in the middle of some sort of Agile transformation. Yet, look behind the covers and we have to ask ourselves the tough question of how well we are doing and how agile are we really?
So all aboard as we acknowledge some of gaps many organisations are facing and we question the true value we are delivering. More importantly, we will discuss how we might start to these issues, both inside our organisations and as individuals flying the agile flag.
It's not what you've got, it's how you use it...ePortfolios in actionHazel Owen
This session around ePortfolios will briefly consider the 'why' for learners and teachers, explore what is already working (for teachers with learners, and teachers as learners), and finally explore a couple of options of possible ePortfolio platforms, including Web 2.0 and Mahara.
Philosophically, I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in education (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment.
Just to give people who may be interested in this session some background to what I feel the potential of ePortfolios to be this is a recording of a keynote I gave in Australia last year -http://ictenhancedlearning.blip.tv/file/2751810/.
Please cite as: Owen, H. (2010). It's not what you've got, it's how you use it...ePortfolios in action Paper presented at the MoodleMoot NZ10, Christchurch Polytechnic Institute of Technology, New Zealand.
ePortfolios and unfamiliar spaces: Exploring the unknown, togetherHazel Owen
This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009.
Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT.
This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men's College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls."
Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.
Web 2.0 ePortfolios that work for both students and educators: Strategies and...Hazel Owen
*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later.
To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx
Abstract:
The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners' use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually 'look' like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios?
In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men's College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather 'static', and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys.
Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.
Presentation at Oklahoma's 4-H Roundup. Topics covered include the Cooperative Alliances, the reasons to transition to higher education and degree completion.
Politics affect what content strategists do, in a big way -- and they also play a big role in the success or failure of UX contributions. If a site is built based on aspirations rather than reality, then while user needs might be satisfied, the organization's internal roilings may prevent the site from making a positive difference for the business. If the cloaks of accountabiliity remain unspoken, then it's incredibly challenging to tie digital efforts to metrics that are meaningful to the organization (and that ensure ongoing staffing and budget). And if the internal clients don’t have organizational buy-in, they may go down with that ship too.
Politics often dictate what goes on the home page, what can or can be cross-linked, and even what content is exempt from usability guidelines. We – content strategists, UX practitioners, and designers alike – need to have a shared understanding and speak with a common voice about the need to get past politics in order for the work we do to achieve its intended goals. This session will serve as a call to action and will forge a common path for our profession.
Boring! Get off the stage!
How many times have you wished you could say this to a presenter at a conference? Or a demoer at DemoCamp? This workshop will help developers understand that doing demos is a marketing task because it generates demand for the software.
Technologists and designers need to be able to create demand for their ideas. They need to be able to tell compelling stories that convince audiences that there is ‘wow’ in what they are doing. Successful demoers are more likely to raise money, have friends, and get laid.
Avoiding product and ux pitfalls for start-ups and enterprisesUxWorks
“Design is not just about making things more useful…Design is about figuring out what is the right thing to make”, Matías Duarte, Director of Android User Experience.
The presentation uncovers 12 common product and user experience pitfalls and provides solutions. Why asking potential users how much will they pay for an app is the 2nd worst question to ask? How are Kramer from Seinfeld and your mom related? See how it all boils to one button at real project
A presentation designed to introduce Grade 3 students to the importance of being good digital citizens. An intro into the responsibilities of having an online presence at our school and beyond.
Mind the Gap: Realising the Value of AgilityCraig Smith
Talk delivered by Craig Smith at LAST Conference Brisbane, Australia on 29 September 2017.
Agile has well and truly crossed the chasm and every organisation large or small seems to be in the middle of some sort of Agile transformation. Yet, look behind the covers and we have to ask ourselves the tough question of how well we are doing and how agile are we really?
So all aboard as we acknowledge some of gaps many organisations are facing and we question the true value we are delivering. More importantly, we will discuss how we might start to these issues, both inside our organisations and as individuals flying the agile flag.
It's not what you've got, it's how you use it...ePortfolios in actionHazel Owen
This session around ePortfolios will briefly consider the 'why' for learners and teachers, explore what is already working (for teachers with learners, and teachers as learners), and finally explore a couple of options of possible ePortfolio platforms, including Web 2.0 and Mahara.
Philosophically, I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in education (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment.
Just to give people who may be interested in this session some background to what I feel the potential of ePortfolios to be this is a recording of a keynote I gave in Australia last year -http://ictenhancedlearning.blip.tv/file/2751810/.
Please cite as: Owen, H. (2010). It's not what you've got, it's how you use it...ePortfolios in action Paper presented at the MoodleMoot NZ10, Christchurch Polytechnic Institute of Technology, New Zealand.
ePortfolios and unfamiliar spaces: Exploring the unknown, togetherHazel Owen
This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009.
Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT.
This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men's College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls."
Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.
Web 2.0 ePortfolios that work for both students and educators: Strategies and...Hazel Owen
*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later.
To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx
Abstract:
The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners' use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually 'look' like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios?
In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men's College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather 'static', and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys.
Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.
ICTELT in action: Applying ICT Enhanced LearningHazel Owen
This was a paper given at ACEC 2010 (http://acec2010.info/)
Please cite as: Owen, H. (2010). ICTELT in action: Applying ICT enhanced learning. ACEC2010: Digital Diversity. Retrieved from http://www.scribd.com/full/20717788?access_key=key-1c46fstqw62m17mv5tr8
Abstract:
"At Unitec NZ practitioners have been involved in adapting existing programmes, and developing new ones, which integrate and exploit Information Communication Technology Enhanced Learning and Teaching (ICTELT). Although practitioners are frequently experienced course designers, they often focus on the technology as opposed to effective pedagogy and practice, and are sometimes overwhelmed by factors such as time pressure and ICT skills requirements.
The ICTELT process model, conceptual design framework, mindmap and self-diagnostic tools were therefore developed to guide practitioners through the design, implementation, and evaluation process. The resulting scaffolded approach is appropriate for small teams or individuals working with limited resources, as well as those working within highly-resourced environments. The structure of the ICTELT model is flexible enough for practitioners to blend approaches of their choice, while also encouraging the alignment of pedagogical perspectives and practice. Furthermore, an iterative approach is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time.
This paper has three main aims. The first is to ground the subject in current literature. Secondly, the ICTELT model and suite of tools will be described. Reference will finally be made to a case study conducted at Unitec NZ, along with associated implications."
Introduction to the web2practice project presented at the JISC conference 2009. This project will produce guides to how emergent technologies can enhance the practice of researchers, lectures and administrators.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
Considerations for creating meaningful assessments in MoodleHazel Owen
What does a meaningful assessment look and feel like? How can Moodle be used to enhance a learner's assessment experience? In this session I will cover a few of the key factors to consider when designing assessments, as well as some of the activity types in Moodle that can be used. I will also dip into a couple of example to illustrate what can work well ... and what might not. By the end of the session you should have some additional ideas to take away and use when creating assessments in Moodle, along with considerations that will help ensure that they work for your learners and for you.
Blended e learning and the e-learning planning frameworkHazel Owen
Shared with kind permission of Kathe Tawhiwhirangi. The description of the session she facilitated is as follows:
Table used during the session: http://bit.ly/KQ4qPL
Presentation for / Links shared during, this session:
Enabling eLearning: http://elearning.tki.org.nz/
eLearning planning framework: http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework2
What is Blended E-Learning? With the government’s focus in re-designing the Professional Learning Development (PLD) programme for our schools, there has been a re-shaping in how this support will be addressed.
From a Blended e-Learning perspective, one of the main tools being offered for schools to consider, is the e-Learning Planning Framework. There will most likely be a need to scrutinise this further and unpack with schools how the framework can be utilised to enhance their current practice in e-Learning.
The target groups of Māori, Pasifika and Special Education needs students, are to be kept to the forefront and whatever PLD is offered to schools, the outcomes must be seen in raising student achievement.
This session will look at the following
- Illustrate what Blended e-Learning (BeL) looks like in schools with students, leaders, teachers, communities
- Demonstrate what the e-Learning Planning Framework is and how it relates to programmes/initiatives in schools
- Explain what the BeL project is: who is involved; organization
- Explore strengths, areas to be strengthened, opportunities and areas to be aware of in order to be explicit about the way we work; could/should work; and identify opportunities for collaboration and sharing within BeL and across the Te Toi Tupu consortium, as the lead providers of E-learning Professional Development across New Zealand.
Group Communication - Working in teams (by Elizabeth Kernohan)Hazel Owen
This presentation was designed and developed by Elizabeth Kernohan and is shared here with her kind permission. It is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License
The presentation accompanies a session on team work and communication that Elizabeth has designed. To access the overview that accompanies the presentation, please go to: http://tpa.unitec.ac.nz/livingcurriculum/?p=233
the National Diploma of Architectural Technology (Jim Cornes)Hazel Owen
These images were all taken and kindly supplied by Jim Cornes who reserves all rights.
The pictures depict the students and environments visited by the students of the National Diploma of Architectural Technology, Unitec NZ. To find out more click this link http://tpa.unitec.ac.nz/livingcurriculum/?p=220
This presentation has been designed as a starting point for anyone thinking about online learning. It's a very brief overview that looks at some of the outcomes and interactions that might be desired, along with a tool that may be used to help achieve this (with careful learning design). It is not supposed to be exhaustive...more of an indication of potential and something that leads to more questions.
Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Pr...Hazel Owen
This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009.
To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l
Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.
Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...Hazel Owen
Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the 'big picture' of creativity in education (using Ken Robinson's TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ.
Supporting Academic Development To Enhance The Student ExperienceHazel Owen
Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009.
Abstract: "Students' learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner.
This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a 'tradeshow approach', fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions.
The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success.
Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications."
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.
Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.
The full paper is available from: http://www.scribd.com/doc/8459339/Owen
Using online tools to provide relevant, authentic and timely assessmentHazel Owen
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
Where do I Start? Integration of ICTELT into blended curriculaHazel Owen
Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.
This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.
The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.
The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.
The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."
Associated site: http://efest2008collaboratingbydesign.pbwiki.com/
Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
Overview of the Ict Enhanced Writing Study (DMC)Hazel Owen
This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men's College, UAE.
Presentation given at Unitec, New Zealand.
Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec: A Proposal. Auckland: Unitec New Zealand.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma DurhamHazel Owen
This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men's College. To listen to the audio: http://ictenhancedlearning.podomatic.com/
Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton YoungHazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007.
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing...Hazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it's hosted at: http://ictenhancedlearning.podomatic.com/
PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-(
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to 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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
Why, When and How? Considering ePortfolios
1. Why, When and How? Considering ePortfolios Hazel Owen Ethos Consultancy NZ
2. Image source http://www.flickr.com/photos/shareski/2917948156/ Overview Why? What is an ePortfolio? Types of ePortfolio Assessment Who is using ePortfolios? How? Tools / considerations Why?
18. Assessment Watch video here: http://www.youtube.com/watch?v=BFAVvAjCkKE Images - source: http://www.flickr.com/photos/epublicist/3509953286/ ; http://www.flickr.com/photos/24289877@N02/5551413239/sizes /m/in/photostream/ Another video on assessment in Mahara: http://www.markdrechsler.com/?p=112
19. Who is using them? How? Image source: http://www.flickr.com/photos/luisvieira/120052904/
20. Education practitioners To watch the video: http://www.youtube.com/watch?v=2FsQSM2m9ss&feature=player_embedded ; Image can be located at: http://www.flickr.com/photos/24289877@N02/4155679707/
21. NZ (Unitec NZ, Auckland) View the video here: http://ethosconsultancynz.ning.com/video/the-importance-of-choice Images - source: http://www.flickr.com/photos/24289877@N02/3994853500/in/set-72157622422056955/ http://www.flickr.com/photos/24289877@N02/3994089887/in/set-72157622422056955/
33. Thank you for your time...questions? [email_address] Images - source: http://www.flickr.com/photos/24289877@N02/3245327433/ , http://www.flickr.com/photos/24289877@N02/5031328500/sizes/s/in/set-72157625048058944/ , http://www.flickr.com/photos/24289877@N02/5031344360/sizes/s/in/set-72157625048058944/
Editor's Notes
Hello my name is Hazel Owen, and I am a consultant with Ethos Consultancy. Today I am going to talk about ePortfolios, but before I start I would just like to mention something I heard a the ACEC 2010 conference last week. One of the keynote speakers was telling us about a 10 year old student who is making a whole range of math videos to help her peers with math. She now also runs PD for teachers around how to facilitate students creating content as well. The videos are available online and many have had upwards of 3,000 hits. A video takes her about 2 hours to make initially, but then she receives feedback from peers, and from her global audience, as well as observing what happens when other students are using her videos. She uses this feedback to improve the videos in an iterative cycle of upgrading. When asked why she made the videos rather than doing her math homework (which she felt would only take her about 7 minutes) , given that she doesn’t receive an assessment grade (but does receive feedback from her teacher on the content), she replied that homework only benefitted herself, whereas her videos helped a whole heap of people, especially her classmates. In light of ePortfolios - if she were using an ePortfolio (and I don’t know if she is), then she would be able to upload the videos themselves, capture the reflective process - in turn increasing its impact, and include descriptions and media from the PD sessions and presentations that she has made. This would provide a rich record of the process and not just the product - something that she could carry forward with her.
This session around ePortfolios will briefly provide - an overview of how an e-portfolio could be used in student assessment - how it might add value to academic programmes (e.g.) managing student project submission. - what students are able to use it for while at BoP and when they leave - what is already working (for teachers with learners at other institutions - explore a couple of options of possible ePortfolio platforms, including Web 2.0 and Mahara. - IT support required for different types of hosting options Philosophically, I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in education (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment.
The contents of an ePortfolio can be numerous and are dependent on the identified purpose and audience. However, one of the central issues an education institution faces is where manifold purposes for ePortfolios have been identified, resulting in poorly defined or contradictory aims and outcomes. This situation can be exacerbated when overly prescriptive guidelines are mandated (Zeichner & Wray, 2001), or where unsuitable, inflexible tools are adopted (Hallam et al., 2008). Benefits of ePortfolios in tertiary education include helping students to become focussed critical thinkers who can apply theories and concepts to concrete, authentic situations (Hauge, 2006), as well as creating an archive of learning progression over time (Smith & Tillema, 2003). Further associated positive outcomes are an enhanced sense of empowerment and awareness of personal attributes (Darling, 2001; Young, 2002), plus improvements in creativity, design, planning, self-direction, communication, and organisation skills (Brown, 2002; Bull, Montgomery, Overton, & Kimball, 1999; Campbell, Cignetti, Melenyzer, Nettles, & Wyman, 2001). For academic faculty, the potential for fostering lifelong learning and Professional Development (PD) planning engendered by the use of ePortfolios is considerable (Hallam et al., 2008). Furthermore, other stakeholders, including employers and professional organisations, are showing increased interested in future possibilities, in particular those who employ graduates (ibid, 2008). The first question before how and what should be why... - for you - your learner - your programme - your discipline -your insitution
Your response might be 'why not?'. Or maybe you already have some ideas around why ePortfolios may be the way to go. This presentation, hopefully will help you to confirm or flesh out some of those ideas. In contrast to the positive aspects of using ePortfolios in tertiary education, there are several issues and concerns that have been recognised in the literature around learning and teaching, academic policy, pedagogy, institutional culture, implementation, training and tools: キ Tension between opinions around ‘value’, often with learners seeing the greatest value in Web 2.0 tools, and institutions in a fully-integrated ePortfolio system (Siemens, 2004); キ Unclear purpose, use and guidelines (Smith & Tillema, 2003); キ Over-prescriptive guidelines (Zeichner & Wray, 2001); キ Few existing examples of ePortfolios (Darling, 2001); キ Increased levels of learner confusion and anxiety when there is uncertainty about expectations and value of ePortfolios (Wade & Yarbrough, 1996); キ High levels of initial scaffolding required for learners and faculty (Smith & Tillema, 2003; Wade & Yarbrough, 1996); キ Approaches to feedback can sometimes be inappropriate (Smith & Tillema, 2003); キ Conflict of the goals of learners, the tutors, the institution, and the wider community (Butler, 2006; Zeichner & Wray, 2001); キ Disadvantages of interoperability standards and specifications of some ePortfolio systems can reduce flexibility for users (Siemens, 2004); キ Potential costs to an institution (licensing, development, maintenance, support, adaptation, resources, longevity, and ICT upskilling) (Hallam et al., 2008); キ Mis-match between assessment criteria, learning outcomes, and potential student competencies (Smith & Tillema, 2003); キ An uneasy dichotomy between development and the measurement of competency (Smith & Tillema, 2003); and キ Concerns about objectivity of assessment (Darling, 2001).
One thing you might find useful when thinking about ePortfolios is to go back to the question around why you are teacher. Why do you come to work every day (or teach online)? What are your motivations? How do you feel ePortfolios will help you and your learners?
Learning : facilitated by connections between the new and the familiar facilitated by 'deliberate practice' salient feedback that draws learner focus Deep learning (understanding) facilitates transfer Deep learning is time consuming Motivation matters (Bransford et al, 2000) Document ideas Capture inspiration Facilitate timely, formative feedback Constant connectivity Realtime flexibility Interaction with outside agencies (other people, not just immediate peers/staff) Mobilising learning levels of engagement/ creativity, and feelings of empowerment enhanced CULTURAL APPROPRIACY RPL LEARNING PREFERENCES 1. Presentation (showcase of ‘best’ work and accomplishments either during study or in the workplace); 2. Learning / process (includes guidance around reflection, analysing, thinking critically, making connections, identifying problems, and learning over time); 3. Assessment (evidence to demonstrate specific learning outcomes to an ‘authority’); 4. Personal development (used for registration, certification, professional development, and career progression. Usually involves a review process, action plan, and recognition of required professional criteria); 5. Multiple-owner (enables a group or organisation to represent research, projects and growth); and 6. Working (includes some or all of the characteristics identified in 1-5 above – hosted in a tool that facilitates flexible accessibility/privacy to discrete elements of the ePortfolio. Specific elements could for instance be selected from a working ePortfolio to create a presentation ePortfolio).
Developmental/showcase/professional Private/public space Trust/rapport Rehearse as a group as well as an individual Collection of 'projects' - some half-finished, some ready for the next production, some still in the concept phase, some abandoned Spend time as an apprentice, sweeping, painting scenery, learning the vocabulary Start to rehearse. Feedback from director/peers (work collaboratively to interpret a script) Personality - interpretation of the script (role/assessment/rubric) Audience - who are they? Appropriacy. Don't always know (global) Dress rehearsal/first night - iterative feedback loop A wide range of interpretations around what comprises an ePortfolio exists, partly around factors such as purpose and format, as well as around the tools utilised. As such, there is no uniform definition of ePortfolios (Hallam et al., 2008), which, in turn, increases the risk of placing the focus on ePortfolios as products as opposed to process (Barker, 2006; Smith & Tillema, 2003). Even in the use of the term ePortfolio, there is little consistency. Richardson and Ward (2005) discovered that one view of an ePortfolio involved the collection and storage of digital artifacts on a portable storage device that is not accessible from the Internet, such as a CD ROM. Alternatively, they also found that ‘webfolio’ is used to refer to digital artifacts hosted in a Web-based environment. Most definitions and descriptions recognise ePortfolios as “a collection of ‘works’...that represent physical evidence of achievements” (Mason, Cochrane, & Owen, 2008). For instance, in the UK, ePortfolios tend to be informed by the notion of Personal Development Records (PDRs) (Dearing, 1997), and are considered to be evidence of accomplishments, as well as an archive of associated reflections, which can be used to package and present learning and achievements (Richardson & Ward, 2005). Other basic definitions of ePortfolios include “a tightly integrated collection of Web-based multimedia documents that include curricular standards, course assignments, student artifacts [created] in response to assignments, and reviewer feedback to the student’s work” (Gathercoal, Love, Bryde, & McKean, 2002, p. 29). The JISC (2008) definition adds that the digital artifacts are used to express students’ experiences, achievements and learning. In contrast, this paper, with reference to the potential of Web 2.0 principles and tools, considers ePortfolios to have the scope to be “a multi-faceted forum, with areas for collaborative development, private reflection, and showcasing of achievements” (Owen, 2009).
Why use ePortfolios? Sociocultural theory indicates that the process of human development, cognition and context are not discrete factors. Learning occurs in social settings (Tharp & Gallimore, 1989) comprising communities, rules, tools, and activities, where there is potential for an individual’s higher mental functions such as logical memory, verbal and conceptual thought, and complex emotions to mature (Kublin, Wetherby, Crais, & Prizant, 1989). Importance is thereby placed on cultural and social aspects of learning experiences (Owen, 2006), in turn signifying Web 2.0 as potentially desirable for ePortfolios as discussed below. Development Excellence Reflective Creativity End point Competence Descriptive Guidelines ( Mason, C., Cochrane, T., & Owen, H. (2008, March). E-portfolios. Paper presented at the Centre for Teaching and Learning Innovation Lunchtime Series, Unitec New Zealand, Auckland.) Peer, family & professional support Individual learning Paced collaborative learning Student to student Student to community Teacher to student Community of learning/inquiry Structured learning resources Model of Online Learning - "Toward a Theory of Online Learning", Terry Anderson, Athabasca University 2004.
Identity: as a student / learner as an ‘ apprentice in a specific discipline as a social person with a variety of networks Chan Sook lives in Auckland, New Zealand, is twenty-years-old, and is enrolled on the The Bachelor of Business (Accountancy) at Unitec New Zealand. A second year student, Chan Sook has been building a Web 2.0 ePortfolio for over a year, after being encouraged to start one in her first year. She was already familiar with using Facebook, Flickr, You Tube, Twitter and Twine with her friends. However, she felt that her these spaces were part of her personal social community and she did not want to use them for what would become her professional profile. As such, she made the decision to set up new accounts specifically for use while studying, during internships, and for any other relevant experience, feedback, reflections and comments.
Unpack learning outcomes Use rubrics to help tie together learning outcomes (what will be learned); graduate profile (what they will be able to do); life after tertiary education (how the LOs and what they are able to do fit in with their career…before they leave) Continuing to work in consultation with her tutors, Chan Sook is constructing an ePortfolio that captures her learning journey and development as both a self-directed learner and an accountancy student. By updating and adding resources regularly from the activities she undertakes, Chan Sook considers that she is building a body of evidence and reflection for use during the course she is studying, as well as being easy to adapt to a showcase graduate portfolio once she has left Unitec NZ. As such, at the moment her ePortfolio is designed around the key competencies and learning outcomes required by the course she is studying even though she believes her ePortfolio will be something that is going to accompany throughout her working life.
Communities of practice (feedback / ideas) - medical discussion forum (ASCILITE) Vocabulary Demonstrations and simulations / case studies
Might follow a couple of eminent thinkers / doers blogs Join a community Read papers and articles Watch videos (newscasts / profession specific broadcasts) Listen to discussions (podcasts)
Organic Re-visited regularly What is the end goal, and what are the steps to get there - can be a broad framework and filled in along the way She would like to pursue a career in accountancy, initially with a large company either in New Zealand or Australia, and later she has the ambition of setting up her own accountancy firm. She is finding some of the course at Unitec NZ a little challenging at times, but is enjoying opportunities where she is able to develop technical accounting skills that help her analyse and evaluate accounting and business problems. Chan Sook enjoys working in groups some of the time and often takes on a leadership role, but as a self directed individual she also enjoys work where she can concentrate on things by herself.
Need to be taught how to reflect Different media to reflect (Unitec vid) Accessible to peers and tutors - feedback Iterative cycle becomes obvious - feeds into planning
expedite work-based learning, apprenticeships Voluntary work Internships Connect the new and the familiar POV cameras - feedback directly to the student as they work Ethics / permissions (teachable moments)
Publications Resources for learning (shared - e.g. bookmarks) When first starting to build and design her ePortfolio, Chan Sook was introduced to the ideas of collecting, selecting and reflecting, giving her some guidelines around what to include in the 'public' face of her ePortfolio. Through this work, Chan Sook became aware that 'less is more' and is not a repository for everything she has ever done and thought. Rather, her ePortfolio is an organic tool that will change as she does, and will need frequent revisiting to remove or replace resources that are no longer relevant - for instance, examples of competencies that she has since improved.
Competency - authentic, situated, depth On the job (POV) Environmental concerns キ Integrating into curricula / assessments; キ Using frequent, meaningful feedback from tutors and peers; キ Aligning / designing / refining using LOs and agreed graduate profile; キ Providing pedagogical / ICT support; キ Raising learner awareness (LOs/skills); and キ Choosing tools that empower not fetter.
Competency - authentic, situated, depth On the job (POV) Environmental concerns
Two examples from tertiary education (NZ & UK) One example from industry (the Netherlands) Students’ ICT literacy Teachers’ ICT literacy Embedding in programmes Ownership Portability Interoperability Security / shareability Storage Choice Design mobility
Driving a car; knowing about the engine and expecting to know how to drive Osteopathy Medical imaging Sport Business Don DoLs (group ePortfolio) TPA (reaction of TPA initially - defensive; Lata/Vickel) Promotion staff (reaction to begin with 2008; no real results - 2009 Daniel Performing Arts; Nicola Dunham Education) Unsolicited enquiries / interest / teacher in crisis all picked up ePFs Reflection / evaluation - what have we learned along the way? Resources (Amy Ling) Concepts - e.g. ePF as performance Motivation - reason for developing ePf Accessibility - of concepts and resources
Unitec NZ Eclectic - range of ages, ethnicities & backgrounds; certs to PhDs; big focus on vocational education / practical programmes (boat building, landscape design, vet nursing, sport science, architecture etc) Design programme (3 year degree) Use both ePortfolios and mobile technology (Thom Cochrane)
Dumfires and Galloway College Wolverhampton Uni Candid comments from 'Introduction to Construction Technician' students at on the perceived benefits and otherwise of e-portfolios and impact on employability Jenny Woodhams and Emma Purnell - Jenny Woodhams and Emma Purnell discuss the benefits of using an e-portolio to record their progress on a Post-Compulsory PGCE course
NedCar, situated in Born in the Limburg province, is the only large-scale automobile producer in the Netherlands. Staff training is an essential part of the company’s strategy to remain competitive, and to encourage employees to take responsibility for improving their own job prospects, both internally and externally. The problems at the Nedcar plant in the southeast of The Netherlands - decision made to stop the production of a specific model. NedCar expected to reduce the number of employees by 1.000 in a reorganization aimed at cutting production costs. Synergetics introducec the eXact Portfolio as the ePortfolio Management System (ePMS) for the Nedcar project. All 3000 employees will get their personal “EmployabilityPortfolio”. All employees will be enabled to develop and complete their personal Employability Portfolio, thus creating both a powerful, standards based tool that will help them to develop their NedCar career (internal employability) or assist them in the finding a new job (“shortest way to work”, external employability). The ePMS will also act as an instrument for the new continuity-HR policy of Nedcar, which is focusing on developing mobile, competency-aware employees thus providing mobility of work in the region. Strongly supported by the Dutch government and wider industry as well as education policies
TECHNOLOGY PEDAGOGY PRACTICE Commercial software - benefits & drawbacks No direct software development costs Licences must adapt to vendor’s pricing structure Technical support handled by the vendor Customer service and technical support may be poor Choice of software system Requests for adaptation may be slow and expensive CMS may have built-in ePortfolio solution, offering integrated environment Proprietary (in-house) systems - benefits and drawbacks Institution develops exactly what it wants Development costs can be prohibitive No software licence fees May require time and energy to build Institution owns intellectual property High levels of technical expertise required to build and maintain the system Need to retain expert staff to sustain and scale the system May be difficult/impossible for students to take their ePortfolios with them (compatibility) • 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 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 All decisions made around the choice, implementation and pedagogy underpinning ePortfolios and the choice of tools resonates in their future use by academic faculty and learners. For example, if an enterprise ePortfolio system is chosen one concern is that a mandated system might foster conformity and raise questions of ownership. Such applications tend to limit peer access, and the implication is that the ownership of artifacts and interactions hosted within it belong to the institution. Learner control is often limited to basic layout and colour scheme. On the other hand, if ePortfolios are to be used in a programme as a reflection and assessment tool, then some level of consistency is desirable.
Explain what open source is Hosted by a provider online - e.g. foliospaces Open source ePortfolio software (OSPI) - benefits and drawbacks No charge for open source software Costs associated with technical support and maintenance Members of OPSI participate in software development Possibility of open source initiative drying out and/or the community disbanding Software and development may not keep pace with needs Mahara (Māori for ‘think’or ‘thought’) NZ’sTertiary Education Commission's e-learning Collaborative Development Fund (eCDF) 2006/2007 • Massey University, Auckland University of Technology, The Open Polytechnic of New Zealand and Victoria University of Wellington • Ministry of Education to support School Leaver Profiles • Mahara is maintained by Flexible Learning Network and Catalyst IT Integrates with Moodle particularly well, but can also be used with Blackboard and other LMSs Student driven, focus on individual rather than course Can create any number of different views Assign access to unlimited individuals and groups Social networking functionality Users can set permissions of access to groups
Improvements in technology and connectivity have progressed hand-in-hand with a change in ethos around the use of the Internet, which was dubbed Web 2.0 by Dale Dougherty in 2004 (O’Reilly, 2005). Creativity, collaboration and sharing became key underpinning foci. Companies, rather than supplying the content, started to supply the platform for users to publish their own content, which is often in rich, multimedia formats. In turn, people around the world have the ability to collaborate, comment and communicate with the original creator, sometimes resulting in the formation of communities with a common interest. Copyright is shifting alongside these developments, with creative commons licenses giving a wide continuum of usage rights (Owen, 2009). Web 2.0 tools – benefits and drawbacks More creative ePortfolios are possible Students may need web authoring skills ePortfolio creators can design and enter artefacts in any way they choose Low software costs
Example - can see here that all the functionality is via easily accessible, usually free, portable tools Can disappear (but easy to have another option up and running) - spread the risk Accessible from anywhere in the world If one thing is down likely the others are still working Collating / sharing ‘views’ = issues Web 2.0 tools had the scope to offer ease of use, accessibility from most mobile devices (Cochrane, 2008), the possibility of collaboration, informal learning and peer input, and other benefits such as authentic access to experts in the discipline and/or profession. Furthermore, because Web 2.0 ePortfolios can be created and developed by any New Zealander with access to the Internet, opportunities for access to lifelong learning are increased.
Learning Work load Accessibility standardisation Design Cost Buy in / motivation Wider communities IT support Learner support These are some of the key considerations, and I am going to look briefly at a couple of them
There are a range of skills that need to be considered for both students and staff. Some are obvious ones such as technical skills and familiarity with a specific tool, while others are less so, such as digital citizenship (including cybersafety). TRAINING (staff & students) - Re-visiting programme design / integration into curricula - PD - faculty, - Self-access scaffolding / how to videos - Peer support - Models - Rubrics - Build in at least a couple of sessions at the beginning of a programme to get to grips with the concepts of ePortfolios and to set up profiles etc - Have a forum for students to ask questions / FAQs / virtual office hours - to clarify concepts, discuss expectations, and mentor choices
TECHNICAL / INFRASTRUCTURE - 24/7 IT response (crashing) - server - ensure it has enough capacity up front if the ePortfolio is being hosted on site rather than in the cloud - Wireless capability - Power points around the institution - Access to computers / bringing in own mobile devices - Upgrades / updates (not an issue with Web 2.0)...except where tools are upgraded (and you don't have a say) and you need to update scaffolding
Returning to the question of 'why'...you as an organisation, as a department, and as an individual to embrace ePortfolios for many reasons - some of which have been touched on today - but whatever your reasons it is important to capture those and to speak to learners and ask them to evaluate ePortfolios if and when the decision is made to implement them. The answers you give will help shape policy and practice, and in turn help ensure that you are prepared and supported.
Your answers to 'why' - the purpose will help answer many questions around how ePortfolios use will integrate into your programme curriculum, as well as the types of scaffolding and support students and staff will require, and finally, the platform and tools that are decided upon. キ Ensuring clarity of purpose; キ Opening dialogue with learners; キ Supporting / encouraging academic faculty; キ Working across sectors; キ Enabling / valuing casual and peer learning; キ Selecting tool(s) that are easy to use, but sophisticated enough to enable creativity/personalisation; I would suggest though, that the shift in ways of learning and assessment that ePortfolios offer, has the potential to engage learners in the creative production and publication of written, audio, and visual artifacts for an authentic audience. Furthermore, the empowering, collaborative nature of Web 2.0 can also lead to the cultivation of a community of learning, personalised learning networks, sharing and discussion of ideas, co-construction of knowledge, improvement of ICT and Web literacy skills, and a greater sense of freedom and independence as a learner (Hallam et al., 2008).