Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?

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Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men's College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment. Several benefits beyond the 'static' ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios." Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009. Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com

Why use ePortfolios and what do Web 2.0 Tools have to Offer? Hazel Owen ( [email_address] )

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],June 7, 2009 Hazel Owen OVERVIEW

June 7, 2009 Hazel Owen “ strictly a collection of ‘works’...that represent physical evidence of achievements” (Mason, Cochrane, Owen, 2008) A PORTFOLIO IS…

June 7, 2009 Hazel Owen CV? Reflective journal? Professional showcase? Promotion? Assessment tool? PURPOSE OF AN EPORTFOLIO?

June 7, 2009 Hazel Owen Privacy / shareability Portability Choice Design Ownership (inc. backups) Flexibility TOOLS: CONSIDERATIONS

WEB 2.0

June 7, 2009 Hazel Owen potentially, using Web 2.0 principles & tools, a multi-faceted forum, with areas for collaborative development, private reflection, & showcasing of achievements. AN EPORTFOLIO CAN BE…

June 7, 2009 CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

Learning Outcomes June 7, 2009 Hazel Owen & Helen Martin

June 7, 2009 Hazel Owen DUBAI MEN’S COLLEGE

June 7, 2009 Hazel Owen & Helen Martin

June 7, 2009 Hazel Owen & Helen Martin INTEGRATION INTO SYLLABUS

June 7, 2009 Hazel Owen

June 7, 2009 Hazel Owen

June 7, 2009 Hazel Owen & Helen Martin

June 7, 2009 Hazel Owen & Helen Martin

DECISION ANALYSIS

June 7, 2009 Hazel Owen CAREER CONSIDERATIONS

June 7, 2009 Hazel Owen & Helen Martin

June 7, 2009 Hazel Owen & Helen Martin SOCIAL AWARENESS

June 7, 2009 Hazel Owen

COLLABORATIVE SKILLS

June 7, 2009 Hazel Owen ACADEMIC LITERACY

RUBRICS

POSITIVES & NOT SO POSITIVES

June 7, 2009 Hazel Owen UNITEC NEW ZEALAND

June 7, 2009 Hazel Owen PILOTS

June 7, 2009 Hazel Owen PILOTS

TOOLS

June 7, 2009 Hazel Owen SUPPORT

June 7, 2009 Hazel Owen

June 7, 2009 Hazel Owen PLANNING

REFLECTION

June 7, 2009 Hazel Owen INTERACTION

June 7, 2009 Hazel Owen COLLABORATION

June 7, 2009 Hazel Owen SHARING

POSITIVES & NOT SO POSITIVES

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],June 7, 2009 Hazel Owen CONCLUSION

[object Object],[object Object],[object Object],June 7, 2009 Hazel Owen REFERENCES & RESOURCES

[object Object],June 7, 2009 Hazel Owen ANY QUESTIONS PLEASE?

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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.

Considerations for creating meaningful assessments in Moodle

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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?

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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.

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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

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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

Why, When and How? Considering ePortfolios

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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.

ICT Enhanced Learning & Teaching Potential

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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.

It's not what you've got, it's how you use it...ePortfolios in action

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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."

ICTELT in action: Applying ICT Enhanced Learning

ICTELT in action: Applying ICT Enhanced Learning

ICTELT in action: Applying ICT Enhanced Learning

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.

ePortfolios and unfamiliar spaces: Exploring the unknown, together

ePortfolios and unfamiliar spaces: Exploring the unknown, together

ePortfolios and unfamiliar spaces: Exploring the unknown, together

*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.

Web 2.0 ePortfolios that work for both students and educators: Strategies and...

Web 2.0 ePortfolios that work for both students and educators: Strategies and...

Web 2.0 ePortfolios that work for both students and educators: Strategies and...

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.

Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Pr...

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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.

Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...

Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...

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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."

Supporting Academic Development To Enhance The Student Experience

Supporting Academic Development To Enhance The Student Experience

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The Learning Technologies Team at CTLI, Unitec NZ

The Learning Technologies Team at CTLI, Unitec NZ

The Learning Technologies Team at CTLI, Unitec NZ

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

Learners Reshaping Learning Landscapes Owen

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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.

Using online tools to provide relevant, authentic and timely assessment

Using online tools to provide relevant, authentic and timely assessment

Using online tools to provide relevant, authentic and timely assessment

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.

Where do I Start? Integration of ICTELT into blended curricula

Where do I Start? Integration of ICTELT into blended curricula

Where do I Start? Integration of ICTELT into blended curricula

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Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?

1. Why use ePortfolios and what do Web 2.0 Tools have to Offer? Hazel Owen ( [email_address] )

2.

3. June 7, 2009 Hazel Owen “ strictly a collection of ‘works’...that represent physical evidence of achievements” (Mason, Cochrane, Owen, 2008) A PORTFOLIO IS…

4. June 7, 2009 Hazel Owen CV? Reflective journal? Professional showcase? Promotion? Assessment tool? PURPOSE OF AN EPORTFOLIO?

5. June 7, 2009 Hazel Owen Privacy / shareability Portability Choice Design Ownership (inc. backups) Flexibility TOOLS: CONSIDERATIONS

7. June 7, 2009 Hazel Owen potentially, using Web 2.0 principles & tools, a multi-faceted forum, with areas for collaborative development, private reflection, & showcasing of achievements. AN EPORTFOLIO CAN BE…

8. June 7, 2009 CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

9. Learning Outcomes June 7, 2009 Hazel Owen & Helen Martin

10. June 7, 2009 Hazel Owen DUBAI MEN’S COLLEGE

11.

12.

13. June 7, 2009 Hazel Owen & Helen Martin

14. June 7, 2009 Hazel Owen & Helen Martin INTEGRATION INTO SYLLABUS

15. June 7, 2009 Hazel Owen

16. June 7, 2009 Hazel Owen

17. June 7, 2009 Hazel Owen & Helen Martin

18. June 7, 2009 Hazel Owen & Helen Martin

19. DECISION ANALYSIS

20. June 7, 2009 Hazel Owen CAREER CONSIDERATIONS

21. June 7, 2009 Hazel Owen & Helen Martin

22. June 7, 2009 Hazel Owen & Helen Martin SOCIAL AWARENESS

23. June 7, 2009 Hazel Owen

24. COLLABORATIVE SKILLS

25. June 7, 2009 Hazel Owen ACADEMIC LITERACY

27. POSITIVES & NOT SO POSITIVES

28. June 7, 2009 Hazel Owen UNITEC NEW ZEALAND

29. June 7, 2009 Hazel Owen PILOTS

30. June 7, 2009 Hazel Owen PILOTS

32. June 7, 2009 Hazel Owen SUPPORT

33. June 7, 2009 Hazel Owen

34. June 7, 2009 Hazel Owen PLANNING

36. June 7, 2009 Hazel Owen INTERACTION

37. June 7, 2009 Hazel Owen COLLABORATION

38. June 7, 2009 Hazel Owen SHARING

39. POSITIVES & NOT SO POSITIVES

40.

41.

42.

Notas del editor

1. <a href=&quot;http://flickr.com/photos/21042979@N00/155271030/&quot;>Essential Liberties</a>, 2. <a href=&quot;http://flickr.com/photos/37444971@N00/172769641/&quot;>travelling light</a>, 3. <a href=&quot;http://flickr.com/photos/78199439@N00/2238588124/&quot;>suitcases</a>, 4. <a href=&quot;http://flickr.com/photos/62752875@N00/195590736/&quot;>suitcases (version 2)</a>