Implementing ePortfolios in a multi-site medicine course Jennifer Lindley

•Descargar como PPTX, PDF•

1 recomendación•39 vistas

Use of digital resources to facilitate work-based learning and assessment tasks has become an increasing priority for implementation of curricula in clinical workplaces. This year the medicine program at Monash introduced the use of PepplePad as a platform to provide an ePortfolio to collect work-based assessment completed by students in their first clinical year (Year 3 of the course). This year approximately 400 students located across several clinical sites have been completing ePortfolios for work-based assessment tasks. This required translation of existing assessment tools into the ePortfolio as well as navigating implementation and user issues. Communication with and training for staff and students across multiple locations has been complex and differing attitudes and expectations across stakeholder groups has been evident. Introduction of this initiative has created some challenges but has also provided benefits in terms of monitoring and recording student performance of assessment tasks.

Educación

Implementing ePortfolios in a
multi-site medicine course
Jennifer Lindley
2019 e-Portfolio Forum
20-21 November 2019
Canberra ACT

Monash BMedSc/MD course
Campus based Hospital/Community Based
Theme I
Theme II
Theme III
Theme IV
Foundations
Ethics/Law
Population
sciences
Social sciences
Basic sciences
Clinical skills
Year 1
2 x 12 week semesters
Foundations
Ethics/Law
Community
Engagement
Research skills
Population
sciences
Social Sciences
Basic Sciences
Clinical Skills
Year 2
2 x 12 week semesters
Integration and
Teams
General Practice
Children’s Health
Women’s Health
Psychiatry
Year 4C
2 x 18 week semesters
Preparing for
Practice
Medicine
Surgery
Emergency
Medicine
Aged Care
Specialty
Scholarly
intensive
Patient safety
Year 5D
2 x 18 week semesters
Foundations in
Clinical Medicine
Population
Health
Medicine
Surgery
Pathology
Year3B
2 x 18 week semesters

Longitudinal Assessment and Monitoring
Key challenges:
•reporting proformas/documentation
•data recording and processing
•time lag identify ‘at risk’ students
Aims:
•longitudinal assessment
•accessible documentation across sites
•proactive monitoring, remediation and reporting

Does
Knows how
Shows how
Knows
Does
Knows how
Shows how
Knows
Competency framework Assessment workload

Skills assessments (simulation)
Written examination (MCQ)
Written assignments
Year 1
Does
Year 2
Year 3
Year 4
Year 5
Knows how
Shows how
KnowsOSCEs
Written examination (MCQ)
Written assignment
Observed clinical encounters
Pre-Intern Appraisal (PIA)
Clinical simulation assessments
Written examination (EMQ)
OSCEs
Observed clinical encounters
Skills assessments (simulation)
Case presentations
Written examination (EMQ)
OSCEs
Observed clinical encounters
Case reports
Written examination (EMQ)
Assessment Overview

Skills assessments (simulation)
Year 1
Year 2
Year 3
Year 4
Year 5 Does
Knows how
Shows how
KnowsOSCEs
Observed clinical encounters
Pre-Intern Appraisal (PIA)
Clinical simulation assessments
OSCEs
Observed clinical encounters
Skills assessments (simulation)
Case presentations
OSCEs
Observed clinical encounters
Case reports
Assessment Overview

ASSESSMENT
UNIT
School
School
School
Site
Site Site
Data flow

Principle: Transfer existing forms
Does
Knows how
Shows how
Knows

Effectiveness
•Implementation
•Value
•Perceptions

Impact
•Monitoring of students
•Administrative workload
•Data integrity

Organisational factors
•Training
•Pre-existing perception
•Communication
•Digital literacy
•Administrative processes

Unanticipated outcomes
•Engagement
•Pedagogical/learning approaches
•Assessment
•Monitoring

Más contenido relacionado

Similar a Implementing ePortfolios in a multi-site medicine course Jennifer Lindley

Symposium D: 'Physiology learning through social education' by Aléchia van Wyk

mdxaltc

Global Health Informatics: Novel Approaches & Applications: Jacqueline Woltin...

UWGlobalHealth

Research and Distance Education

Angel Jones

panel-medical-education-in-the-21st-century.pptx

JeffO14

Matabi Ayuk Sandra CV 2023.pdf

Sandra M

Developing a Junior Scientist Badge with a local youth service – community ba...

clairemcdonnell5

Seizing the gift horse: working across the university on information literacy...

IL Group (CILIP Information Literacy Group)

1/24/11 Issues Presentation

colbyseniors

Research and distance education

swatts9124

Student Involvement in Quality & Safety at Pritzker

Vineet Arora

Changing states Transmogrification_Revised 27113013

Juanita Fernando

1/12/2018 General Academic Information and Policies | Ashford University https://www.ashford.edu/general-academic-information-policies.htm#catalog11207 1/68 University Program Offerings Associate’s, Bachelor’s and Master’s online programs are administered by the Forbes School of Business & Technology at Ashford University and three colleges: the College of Education, the College of Health, Human Services and Science and the College of Liberal Arts. For more information about on-time completion rates, the medial loan debt of students who complete each program listed below, and other important information, please visit www.ashford.edu/pd <http://www.ashford.edu/pd.>. General Education Curriculum Philosophy and Purpose The higher education offered by the University and other colleges and universities differs from other forms of postsecondary education in the belief that education involves preparation for living life as a whole rather than simply training a student for a specific job. Typically, colleges and universities have sought to provide such preparation by requiring that students devote a substantial portion—often about one-third—of their coursework to General Education programs that provide sufficient breadth of education and mastery of essential learning skills to enable them to understand and to adapt to a changing world as well as to contribute to its betterment. While virtually all institutions of higher education have some sort of General Education requirements, there is much variety, and the pattern that a college's General Education program takes says a great deal about its values, its view of the world, and its personality. The University's General Education requirements are grounded firmly in the University's mission statement, which places the University squarely within the liberal arts tradition of higher education. It speaks of intellectual growth and of a shared search for truth within a community that values diversity in ways of learning and forms of knowledge as well as in terms of the people the University seeks to serve. In crafting a General Education program that reflects the mission statement, the faculty believed that students graduating from the University should first of all possess certain competencies that define a college-educated person. In curricular terms, this takes the form of a competency block in which students must demonstrate proficiency in applied ethics, information technology, critical thinking, mathematics, and written and oral communication. These learning skills are valuable in and of themselves and, doubly so, when used as means to realize the intellectual growth and shared search for truth of the mission statement. They are also skills much in demand by employers. A liberal arts education is rooted in the idea of preparing a person for life as a citizen in a free society and, so, demands breadth. In structuring this part of the General Education program, the faculty formulated eight gen ...

1122018 General Academic Information and Policies Ashford .docx

moggdede

COVID-19 burden among medical student learning

KarrarRaafat1

General Academic Policies University Program Offerings Associate, Bachelor’s and Master’s online programs are administered by the Forbes School of Business & Technology at Ashford University and three colleges: the College of Education, the College of Health, Human Services and Science and the College of Liberal Arts. For more information about on-time completion rates, the medial loan debt of students who complete each program listed below, and other important information, please visit www.ashford.edu/pd. General Education Curriculum Philosophy and Purpose The higher education offered by the University and other colleges and universities differs from other forms of postsecondary education in the belief that education involves preparation for living life as a whole rather than simply training a student for a specific job. Typically, colleges and universities have sought to provide such preparation by requiring that students devote a substantial portion—often about one-third—of their coursework to General Education programs that provide sufficient breadth of education and mastery of essential learning skills to enable them to understand and to adapt to a changing world as well as to contribute to its betterment. While virtually all institutions of higher education have some sort of General Education requirements, there is much variety, and the pattern that a college's General Education program takes says a great deal about its values, its view of the world, and its personality. The University's General Education requirements are grounded firmly in the University's mission statement, which places the University squarely within the liberal arts tradition of higher education. It speaks of intellectual growth and of a shared search for truth within a community that values diversity in ways of learning and forms of knowledge as well as in terms of the people the University seeks to serve. In crafting a General Education program that reflects the mission statement, the faculty believed that students graduating from the University should first of all possess certain competencies that define a college-educated person. In curricular terms, this takes the form of a competency block in which students must demonstrate proficiency in applied ethics, information technology, critical thinking, mathematics, and written and oral communication. These learning skills are valuable in and of themselves and, doubly so, when used as means to realize the intellectual growth and shared search for truth of the mission statement. They are also skills much in demand by employers. A liberal arts education is rooted in the idea of preparing a person for life as a citizen in a free society and, so, demands breadth. In structuring this part of the General Education program, the faculty formulated eight general goals in the areas of cultural and aesthetic awareness, literature, science, history, diversity awareness, social and personal awareness, political science, and humani ...

General Academic PoliciesUniversity Program OfferingsAssociate.docx

hanneloremccaffery

Competency based education in Public Health

Tarek Tawfik Amin

In response to the newly emerging coronavirus disease or COVID-19 pandemic and its profound consequences on the world, many changes have been made to medical education. It includes teaching and learning methods that ensure the educational process’s success. The Andalas University Faculty of Medicine, Indonesia had to implement new online teaching strategies. This study examined how medical students perceived online education during the COVID-19 outbreak. The study is cross-sectional, employed online questionnaires. The response was that most students prefer face-to-face learning in practicum and clinical skills, which require hands-on methods to improve student skills. Half the students were satisfied, and several were neutral about distance learning. The student who agrees that the lecturer is active and has the expertise and knowledge for the class is more satisfied with distance learning (p<0.001). The student who agrees about the platform quality, understandable learning guide, and facility from faculty has a higher level of satisfaction with distance learning (p<0.001). This study concluded that a medical student at the Andalas University Faculty of Medicine was mainly satisfied with the institution’s response to the pandemic. However, medical faculty must evaluate and improve the quality of education in online learning.

Perception of distance learning among undergraduate medical students during C...

Journal of Education and Learning (EduLearn)

Journal Club_Mixed Method Research_IAPSMCON-2022.pptx

Immanuel Joshua

The certain outbreak of Covid 19 in various parts of the world in 2020 2021 has severely affected educational institutions in various countries. Students were affected by the way to accept the hybrid form of learning and also grasp the interest in the classes that were conducted online. The study compares students’ views of traditional offline and online classes. The study was carried out at Charnock Healthcare Institute, and 284 nursing students participated. The findings indicated that the effectiveness of online education is dismal, as students find it difficult to adjust to the online mode of education and the offline mode of education remains the most preferred mode of education. Anindita Mitra | Pritha Dhali | Pritama Dutta | Piya Das "Student’s Views on Traditional Offline Classes and Online Classes in the Covid-19 Situation in the Selected Nursing Institution, Kolkata" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52627.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52627/student’s-views-on-traditional-offline-classes-and-online-classes-in-the-covid19-situation-in-the-selected-nursing-institution-kolkata/anindita-mitra

Student’s Views on Traditional Offline Classes and Online Classes in the Covi...

ijtsrd

Community based learning - piloting a junior scientist badge with a local you...

clairemcdonnell5

Wilkes Community College

Mebane Rash

Similar a Implementing ePortfolios in a multi-site medicine course Jennifer Lindley (20)

Symposium D: 'Physiology learning through social education' by Aléchia van Wyk

Global Health Informatics: Novel Approaches & Applications: Jacqueline Woltin...

Research and Distance Education

panel-medical-education-in-the-21st-century.pptx

Matabi Ayuk Sandra CV 2023.pdf

Developing a Junior Scientist Badge with a local youth service – community ba...

Seizing the gift horse: working across the university on information literacy...

1/24/11 Issues Presentation

Research and distance education

Student Involvement in Quality & Safety at Pritzker

Changing states Transmogrification_Revised 27113013

1122018 General Academic Information and Policies Ashford .docx

COVID-19 burden among medical student learning

General Academic PoliciesUniversity Program OfferingsAssociate.docx

Competency based education in Public Health

Perception of distance learning among undergraduate medical students during C...

Journal Club_Mixed Method Research_IAPSMCON-2022.pptx

Student’s Views on Traditional Offline Classes and Online Classes in the Covi...

Community based learning - piloting a junior scientist badge with a local you...

Wilkes Community College

Más de ePortfolios Australia

https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.

Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...

ePortfolios Australia

"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency. To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."

The journey of implementing the right digital platform for a student-centred,...

ePortfolios Australia

In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.

Use of GitHub for Eportfolios Elnaz Tadayon

ePortfolios Australia

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

ePortfolios Australia

The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.

Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...

ePortfolios Australia

The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.

An exploration of third year BA Culinary and Gastronomic Science student expe...

ePortfolios Australia

Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.

Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins

ePortfolios Australia

In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.

Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...

ePortfolios Australia

ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.

Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...

ePortfolios Australia

Eportfolio Ireland – Eportfolio Insights

ePortfolios Australia

An emerging approach to Prior Learning Assessment and Recognition

ePortfolios Australia

Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.

SLICCs – A flexible framework to deliver reflective experiential learning and...

ePortfolios Australia

2021 Eportfolio Shark Tank

ePortfolios Australia

Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...

ePortfolios Australia

The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.

Selling a portfolio to first years Jenny McDonald

ePortfolios Australia

"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning. Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating). The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period. Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."

Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...

ePortfolios Australia

"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey. This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "

Supporting students to develop their teacher identity through scaffolded port...

ePortfolios Australia

Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.

Portfolio Thinking: It Takes a Village Jacqui Patten

ePortfolios Australia

The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.

New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...

ePortfolios Australia

OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

ePortfolios Australia

Más de ePortfolios Australia (20)

Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...

The journey of implementing the right digital platform for a student-centred,...

Use of GitHub for Eportfolios Elnaz Tadayon

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...

An exploration of third year BA Culinary and Gastronomic Science student expe...

Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins

Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...

Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...

Eportfolio Ireland – Eportfolio Insights

An emerging approach to Prior Learning Assessment and Recognition

SLICCs – A flexible framework to deliver reflective experiential learning and...

2021 Eportfolio Shark Tank

Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...

Selling a portfolio to first years Jenny McDonald

Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...

Supporting students to develop their teacher identity through scaffolded port...

Portfolio Thinking: It Takes a Village Jacqui Patten

New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

Último

REMIFENTANIL: An Ultra short acting opioid.pptx

Dr. Ravikiran H M Gowda

How to setup Pycharm environment for Odoo 17.pptx

Celine George

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

ZurliaSoop

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

Wizards are very useful for creating a good user experience. In all businesses, interactive sessions are most beneficial. To improve the user experience, wizards in Odoo provide an interactive session. For creating wizards, we can use transient models or abstract models. This gives features of a model class except the data storing. Transient and abstract models have permanent database persistence. For them, database tables are made, and the records in such tables are kept until they are specifically erased.

How to Create and Manage Wizard in Odoo 17

Celine George

SOC 101 Demonstration of Learning Presentation

camerronhm

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Food safety_Challenges food safety laboratories_.pdf

Sherif Taha

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Pooja Bhuva

Accessible Digital Futures project (20/03/2024)

Jisc

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

Fostering Friendships - Enhancing Social Bonds in the Classroom

Pooky Knightsmith

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx

marlenawright1

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

pradhanghanshyam7136

Implementing ePortfolios in a multi-site medicine course Jennifer Lindley

1. Implementing ePortfolios in a multi-site medicine course Jennifer Lindley 2019 e-Portfolio Forum 20-21 November 2019 Canberra ACT

2. Monash BMedSc/MD course Campus based Hospital/Community Based Theme I Theme II Theme III Theme IV Foundations Ethics/Law Population sciences Social sciences Basic sciences Clinical skills Year 1 2 x 12 week semesters Foundations Ethics/Law Community Engagement Research skills Population sciences Social Sciences Basic Sciences Clinical Skills Year 2 2 x 12 week semesters Integration and Teams General Practice Children’s Health Women’s Health Psychiatry Year 4C 2 x 18 week semesters Preparing for Practice Medicine Surgery Emergency Medicine Aged Care Specialty Scholarly intensive Patient safety Year 5D 2 x 18 week semesters Foundations in Clinical Medicine Population Health Medicine Surgery Pathology Year3B 2 x 18 week semesters

3. Geographical footprint

4. Longitudinal Assessment and Monitoring Key challenges: •reporting proformas/documentation •data recording and processing •time lag identify ‘at risk’ students Aims: •longitudinal assessment •accessible documentation across sites •proactive monitoring, remediation and reporting

5. Does Knows how Shows how Knows Does Knows how Shows how Knows Competency framework Assessment workload

6. Skills assessments (simulation) Written examination (MCQ) Written assignments Year 1 Does Year 2 Year 3 Year 4 Year 5 Knows how Shows how KnowsOSCEs Written examination (MCQ) Written assignment Observed clinical encounters Pre-Intern Appraisal (PIA) Clinical simulation assessments Written examination (EMQ) OSCEs Observed clinical encounters Skills assessments (simulation) Case presentations Written examination (EMQ) OSCEs Observed clinical encounters Case reports Written examination (EMQ) Assessment Overview

7. Skills assessments (simulation) Year 1 Year 2 Year 3 Year 4 Year 5 Does Knows how Shows how KnowsOSCEs Observed clinical encounters Pre-Intern Appraisal (PIA) Clinical simulation assessments OSCEs Observed clinical encounters Skills assessments (simulation) Case presentations OSCEs Observed clinical encounters Case reports Assessment Overview

8. Work-Based Assessment Recording

9. ASSESSMENT UNIT School School School Site Site Site Data flow

10. Work-Based Assessment Recording

11. Principle: Transfer existing forms Does Knows how Shows how Knows

12. Building a community of practice

13. Building a community of practice

14. a e Io u Progress to date

15. Accountability •ePortfolio

16. Effectiveness •Implementation •Value •Perceptions

17. Impact •Monitoring of students •Administrative workload •Data integrity

18. Organisational factors •Training •Pre-existing perception •Communication •Digital literacy •Administrative processes

19. Unanticipated outcomes •Engagement •Pedagogical/learning approaches •Assessment •Monitoring