Due to the expectations of industry to employ accomplished graduates in competitive environments, students need discipline knowledge connected with what they learn at through professional development opportunities and experience. EPortfolios provide a way to facilitate this learning/experience connection for students so they can develop their unique identity or ‘personal brand’. The use of ePortfolios, however, can tend to be used in a siloed way, commonly for reflective practice, which in itself is a noble activity. Others use it for accreditation requirements, or for showcasing for employment. We present a heuristic framework that identifies four key models of ePortfolio use: Developmental; Collaborative; Reflective; and Showcase that can be scaffolded (exposure, immersion, competency to mastery) across the curriculum in a program of study, dependant on discipline needs. We envisaged that students should experience an integration of all models to establish personal branding and to able to build professional connections.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
This document discusses the MESI MOOC Initiative from the Institute of Computer Technologies. It summarizes discussions from the ONLINE EDUCA BERLIN conference on December 4-6, 2013 regarding challenges in higher education and strategies for MOOCs. Key topics included rethinking higher education in an open context, content design, assessment and sustainability of MOOCs. The document also provides statistics on users of the MESI learning management system and lists several courses offered on the platform.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
MOOCs for digital skills:smart education experiences in the context of Indus...EADTU
The document discusses several European projects focused on developing online training programs for digital skills relevant to Industry 4.0. It describes projects that have created e-learning courses on topics like Industry 4.0, IoT, cloud computing, and mechatronics. These courses use innovative approaches like problem-based learning, virtual labs, and adaptive learning platforms. The goal is to help workers and companies gain the skills needed in a changing job market due to new technologies.
The document provides guidance on good practices for setting up student partnerships. It recommends carrying out a baseline study to understand the current environment and establish the case for partnerships by identifying benefits and aligning with institutional strategies. It also suggests establishing motivation, rewards and recognition for students and staff, devising novel recruitment and induction approaches for students, identifying a partnership model with different student roles and stakeholders, developing a project plan with resources and funding, and learning from exemplars and case studies of other student partnerships.
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
Change Management Leadership in Digital Age Educationdigimuve
This document discusses next practice innovation in digital age education. Next practice focuses on developing genuinely new approaches through disciplined imagination and connecting ideas to practical understanding. It involves empowering motivated practitioners to develop innovative solutions through support networks. The Next Practice model supports creativity while encouraging discipline and system-relevant work. It helps schools learn from resultant innovations so these can be taken to scale. Digital learning labs are proposed to define projects that drive innovation through regular meetings where staff develop skills and pedagogy while innovating with tools like iPads. Institutional structures are suggested to be rethought to promote guidance and support for a digital learning vision across the whole school community.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
This document discusses the MESI MOOC Initiative from the Institute of Computer Technologies. It summarizes discussions from the ONLINE EDUCA BERLIN conference on December 4-6, 2013 regarding challenges in higher education and strategies for MOOCs. Key topics included rethinking higher education in an open context, content design, assessment and sustainability of MOOCs. The document also provides statistics on users of the MESI learning management system and lists several courses offered on the platform.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
MOOCs for digital skills:smart education experiences in the context of Indus...EADTU
The document discusses several European projects focused on developing online training programs for digital skills relevant to Industry 4.0. It describes projects that have created e-learning courses on topics like Industry 4.0, IoT, cloud computing, and mechatronics. These courses use innovative approaches like problem-based learning, virtual labs, and adaptive learning platforms. The goal is to help workers and companies gain the skills needed in a changing job market due to new technologies.
The document provides guidance on good practices for setting up student partnerships. It recommends carrying out a baseline study to understand the current environment and establish the case for partnerships by identifying benefits and aligning with institutional strategies. It also suggests establishing motivation, rewards and recognition for students and staff, devising novel recruitment and induction approaches for students, identifying a partnership model with different student roles and stakeholders, developing a project plan with resources and funding, and learning from exemplars and case studies of other student partnerships.
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
Change Management Leadership in Digital Age Educationdigimuve
This document discusses next practice innovation in digital age education. Next practice focuses on developing genuinely new approaches through disciplined imagination and connecting ideas to practical understanding. It involves empowering motivated practitioners to develop innovative solutions through support networks. The Next Practice model supports creativity while encouraging discipline and system-relevant work. It helps schools learn from resultant innovations so these can be taken to scale. Digital learning labs are proposed to define projects that drive innovation through regular meetings where staff develop skills and pedagogy while innovating with tools like iPads. Institutional structures are suggested to be rethought to promote guidance and support for a digital learning vision across the whole school community.
The document introduces FOCUS IT/FOCUS TI (FIT), an innovative Canadian educational program that aims to address disengagement in traditional learning models and skills shortages in information and communications technology (ICT) fields. FIT uses hands-on, project-based learning to develop students' technical ICT skills as well as soft skills through concentrations that map to in-demand ICT jobs. The program partners with industry to provide experiential learning opportunities like internships. Graduates are said to be well-prepared for post-secondary education or careers in fields like software development, networking, and interactive media.
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
The CATS Project aimed to create more flexible pathways for students in London to progress from level 3 vocational courses to level 4 management courses at universities. The project developed articulation agreements between colleges and universities, individual institutional projects, and a staff handbook on credit transfer. Barriers included variable engagement, lack of incentives for collaboration, and difficulties coordinating between institutions. Emerging models include using articulation agreements and professional qualifications to integrate learning opportunities. The project highlighted the value of collaboration to develop sustainable processes for credit transfer and recognition of prior learning.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Open Badges: Trusted Currency for a Skills EcosystemDon Presant
This document discusses open badges and skills recognition in a changing job market. It notes that technological changes are shortening the shelf life of existing skills, and that social and emotional skills will be increasingly important. The document outlines top skills for 2020 according to the World Economic Forum, and recommendations for lifelong learning. It discusses competency-based learning and recognition of formal, non-formal and informal learning. Open badges are presented as a way to provide transparent, portable recognition of diverse forms of learning and skills through digital credentials. Examples of open badge implementations across sectors are provided.
Collaboration, culture and conflict finalMike Allen
This document discusses collaboration between universities and businesses. It notes that while collaboration has increased, academics do not always recognize the benefits. Main barriers to collaboration include differences in culture, systems, work approaches and priorities between academia and business. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Effective long-term partnerships require relationship building and trust. The document provides examples of how universities cooperate with businesses, from joint research to commercial activities to public engagement. It also discusses cooperation with small and large businesses specifically.
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
The document discusses several knowledge management models. It provides an overview of the Von Krogh and Roos organizational epistemology model, which views knowledge as existing both individually and socially. It also summarizes the Nonaka and Takeuchi knowledge spiral model, which proposes that knowledge is created through the conversion between tacit and explicit knowledge via socialization, externalization, combination, and internalization. Additionally, it outlines Choo's sensemaking model, which emphasizes how information is selected and feeds into organizational decision making.
This document outlines a workshop on using the National Professional Development Framework for librarians. The workshop introduces the framework, allows for reflection and discussion on how it can be applied, and shares examples of how it has been used. The framework addresses five domains of professional development: professional identity, communication, knowledge and skills, digital capacity, and self-development. It provides a structure for goal-setting, learning, and evaluating professional growth. The workshop aims to help librarians understand and make use of the framework to strengthen their roles in teaching and learner support.
Pedagogical Models And Their Use In Elearning 20100304grainne
This document provides a review of 20 pedagogical models and frameworks. It introduces the purpose and sources used, and defines key terms like learning theories and mediating artifacts. Learning theories are grouped into associative, cognitive, and situative perspectives. Common mediating artifacts include narratives, tables, visualizations, vocabularies, and models/frameworks. Thirteen models are categorized by learning perspective, five are generic, and two focus on assessment. The models are summarized in a table. In conclusion, the benefits of articulating models include guidance for design/decision making, but there are also limitations to keep in mind.
The document discusses the roles and skills required of a knowledge management (KM) team. It lists various KM roles including knowledge managers, navigators, and synthesizers. The KM team should possess skills like time management, learning techniques, networking, and problem solving. Senior roles include the Chief Knowledge Officer who leads the KM strategy and the Chief Learning Officer who ensures learning is aligned with business goals. A wide range of technical, cultural, and interpersonal skills are needed for effective KM.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
En model on network building to support international actiivities in vetLeire Hetel
1) Participating in a national network that is part of an international network of networks provides several strategic benefits for promoting international activities in vocational education and training (VET) schools.
2) At the organizational level, an international network allows for benchmarking, sharing of good practices, increased mobility opportunities, and finding reliable international partners.
3) Key benefits include strengthening cooperation, gaining insights into different cultures and education systems, contributing to innovation, and providing access to a wide network for projects and funding opportunities.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
Digital portfolios ensuring student successtorisutherland
Digital portfolios are a collection of student work and reflections that can be used to document learning over time. They allow students to reflect on their work and growth, and teachers to better understand student abilities. While some see digital portfolios as time-consuming, they can enhance technology skills and provide authentic assessment when implemented effectively through regular use and collaboration between students and teachers. Overall, digital portfolios support student success by creating a collaborative learning environment and giving students a sense of achievement and accomplishment.
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The document outlines the key roles and responsibilities of knowledge management professionals. It discusses the skills required for various KM roles like the Chief Knowledge Officer who heads the KM team and is responsible for developing the KM strategy and managing KM operations. Other roles include knowledge managers, navigators, and synthesizers. The document also examines the attributes and competencies needed for KM professionals, such as finding, evaluating, and applying knowledge. Senior management roles in KM include the Chief Learning Officer who focuses on organizational learning and transformation.
A graduate employability lens for the Seven Pillars of Information LiteracyInformAll
This document discusses aligning information literacy with graduate employability. It begins with definitions of employability, noting it involves lifelong learning and developing skills beyond specific job requirements. A literature review found employers value soft skills like teamwork and communication over technical skills. The document explores how information literacy relates to desirable employability attributes like problem solving, working socially, and career management. It argues information literacy contributes to these attributes and workplace success through competencies like analyzing information to solve problems and tapping networks as knowledge sources. The document provides examples of integrating information literacy and employability frameworks in university programs and discusses libraries' roles in developing students' work-related skills.
The document discusses aligning information literacy with graduate employability. It provides background on definitions of employability, noting that employability involves lifelong learning and developing skills needed to navigate career paths. The document reviews frameworks from universities and employers that identify important employability attributes like teamwork, communication, and problem solving. It argues that while information literacy is not always explicitly included, it is inherent to valued competencies like analytical skills and ability to work socially. The document considers how information literacy professionals can work with students and faculty to explain these connections and help students develop skills for both academic success and future careers.
The document introduces FOCUS IT/FOCUS TI (FIT), an innovative Canadian educational program that aims to address disengagement in traditional learning models and skills shortages in information and communications technology (ICT) fields. FIT uses hands-on, project-based learning to develop students' technical ICT skills as well as soft skills through concentrations that map to in-demand ICT jobs. The program partners with industry to provide experiential learning opportunities like internships. Graduates are said to be well-prepared for post-secondary education or careers in fields like software development, networking, and interactive media.
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
The CATS Project aimed to create more flexible pathways for students in London to progress from level 3 vocational courses to level 4 management courses at universities. The project developed articulation agreements between colleges and universities, individual institutional projects, and a staff handbook on credit transfer. Barriers included variable engagement, lack of incentives for collaboration, and difficulties coordinating between institutions. Emerging models include using articulation agreements and professional qualifications to integrate learning opportunities. The project highlighted the value of collaboration to develop sustainable processes for credit transfer and recognition of prior learning.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Open Badges: Trusted Currency for a Skills EcosystemDon Presant
This document discusses open badges and skills recognition in a changing job market. It notes that technological changes are shortening the shelf life of existing skills, and that social and emotional skills will be increasingly important. The document outlines top skills for 2020 according to the World Economic Forum, and recommendations for lifelong learning. It discusses competency-based learning and recognition of formal, non-formal and informal learning. Open badges are presented as a way to provide transparent, portable recognition of diverse forms of learning and skills through digital credentials. Examples of open badge implementations across sectors are provided.
Collaboration, culture and conflict finalMike Allen
This document discusses collaboration between universities and businesses. It notes that while collaboration has increased, academics do not always recognize the benefits. Main barriers to collaboration include differences in culture, systems, work approaches and priorities between academia and business. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Effective long-term partnerships require relationship building and trust. The document provides examples of how universities cooperate with businesses, from joint research to commercial activities to public engagement. It also discusses cooperation with small and large businesses specifically.
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
The document discusses several knowledge management models. It provides an overview of the Von Krogh and Roos organizational epistemology model, which views knowledge as existing both individually and socially. It also summarizes the Nonaka and Takeuchi knowledge spiral model, which proposes that knowledge is created through the conversion between tacit and explicit knowledge via socialization, externalization, combination, and internalization. Additionally, it outlines Choo's sensemaking model, which emphasizes how information is selected and feeds into organizational decision making.
This document outlines a workshop on using the National Professional Development Framework for librarians. The workshop introduces the framework, allows for reflection and discussion on how it can be applied, and shares examples of how it has been used. The framework addresses five domains of professional development: professional identity, communication, knowledge and skills, digital capacity, and self-development. It provides a structure for goal-setting, learning, and evaluating professional growth. The workshop aims to help librarians understand and make use of the framework to strengthen their roles in teaching and learner support.
Pedagogical Models And Their Use In Elearning 20100304grainne
This document provides a review of 20 pedagogical models and frameworks. It introduces the purpose and sources used, and defines key terms like learning theories and mediating artifacts. Learning theories are grouped into associative, cognitive, and situative perspectives. Common mediating artifacts include narratives, tables, visualizations, vocabularies, and models/frameworks. Thirteen models are categorized by learning perspective, five are generic, and two focus on assessment. The models are summarized in a table. In conclusion, the benefits of articulating models include guidance for design/decision making, but there are also limitations to keep in mind.
The document discusses the roles and skills required of a knowledge management (KM) team. It lists various KM roles including knowledge managers, navigators, and synthesizers. The KM team should possess skills like time management, learning techniques, networking, and problem solving. Senior roles include the Chief Knowledge Officer who leads the KM strategy and the Chief Learning Officer who ensures learning is aligned with business goals. A wide range of technical, cultural, and interpersonal skills are needed for effective KM.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
En model on network building to support international actiivities in vetLeire Hetel
1) Participating in a national network that is part of an international network of networks provides several strategic benefits for promoting international activities in vocational education and training (VET) schools.
2) At the organizational level, an international network allows for benchmarking, sharing of good practices, increased mobility opportunities, and finding reliable international partners.
3) Key benefits include strengthening cooperation, gaining insights into different cultures and education systems, contributing to innovation, and providing access to a wide network for projects and funding opportunities.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
Digital portfolios ensuring student successtorisutherland
Digital portfolios are a collection of student work and reflections that can be used to document learning over time. They allow students to reflect on their work and growth, and teachers to better understand student abilities. While some see digital portfolios as time-consuming, they can enhance technology skills and provide authentic assessment when implemented effectively through regular use and collaboration between students and teachers. Overall, digital portfolios support student success by creating a collaborative learning environment and giving students a sense of achievement and accomplishment.
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The document outlines the key roles and responsibilities of knowledge management professionals. It discusses the skills required for various KM roles like the Chief Knowledge Officer who heads the KM team and is responsible for developing the KM strategy and managing KM operations. Other roles include knowledge managers, navigators, and synthesizers. The document also examines the attributes and competencies needed for KM professionals, such as finding, evaluating, and applying knowledge. Senior management roles in KM include the Chief Learning Officer who focuses on organizational learning and transformation.
A graduate employability lens for the Seven Pillars of Information LiteracyInformAll
This document discusses aligning information literacy with graduate employability. It begins with definitions of employability, noting it involves lifelong learning and developing skills beyond specific job requirements. A literature review found employers value soft skills like teamwork and communication over technical skills. The document explores how information literacy relates to desirable employability attributes like problem solving, working socially, and career management. It argues information literacy contributes to these attributes and workplace success through competencies like analyzing information to solve problems and tapping networks as knowledge sources. The document provides examples of integrating information literacy and employability frameworks in university programs and discusses libraries' roles in developing students' work-related skills.
The document discusses aligning information literacy with graduate employability. It provides background on definitions of employability, noting that employability involves lifelong learning and developing skills needed to navigate career paths. The document reviews frameworks from universities and employers that identify important employability attributes like teamwork, communication, and problem solving. It argues that while information literacy is not always explicitly included, it is inherent to valued competencies like analytical skills and ability to work socially. The document considers how information literacy professionals can work with students and faculty to explain these connections and help students develop skills for both academic success and future careers.
Change Agent Network - Viewpoints cards - Capabilities development and accred...balham
The document discusses good practices for developing student capabilities for innovation and change projects. It recommends that institutions:
1) Define core student capabilities and attributes and development frameworks aligned with learning outcomes, curriculum design, and external accreditation.
2) Develop courses and training resources for students and staff that map to the development framework, use open educational resources and technology-enhanced approaches, and involve collaboration.
3) Implement student personal and professional development planning using reflective practice, e-portfolios, and collaboration between students, mentors, and tutors.
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
The document summarizes the redesign of a Master's curriculum at Northeastern University. It includes:
- An overview of the redesign process from 2012-2013, which involved defining a program mission and competencies, curriculum mapping, and planning courses and assignments.
- Details on the program competencies, which aim to develop educators who can effect change and anticipate future needs, with a focus on professional skills and understanding the impact of changes.
- Examples of signature assignments and courses that are designed to demonstrate the program competencies through authentic work, including position statements, learning plans, and case studies.
- An explanation of how ePortfolios are used throughout the program to document student learning and development as
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This document proposes several radical ideas for transforming learning experiences at universities, including:
1. Implementing a flipped classroom/curriculum model where students learn lecture content independently before attending on-campus workshops to apply skills.
2. Aggressively pursuing industry partnerships for teaching, with industry helping develop innovative curriculum projects and learning spaces.
3. Letting students create their own learning adventures by designing their own degrees across institutions and providers, including MOOCs.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
This document discusses effective practices for using e-portfolios. It defines e-portfolios as online spaces for storing digital work, presenting selections to others, and supporting processes like authoring and reflection. E-portfolios can serve as repositories, assessments, professional development tools, or showcases. They require balancing institutional control with learner control. Assessment can involve archiving evidence for evaluation or submitting work for marking. Effective e-portfolio use involves aligning their purpose to context and designing learning activities accordingly while technologically and pedagogically supporting processes, ownership, and transformation.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
The document outlines several practices that are important for good implementation of student partnerships. It recommends establishing a project plan based on agile methodology, developing principles of good practice to guide the partnerships, and allocating significant time and resources to stakeholder engagement and communication. The document also stresses the importance of clarifying roles and responsibilities, managing risks, and joining internal and external communities of practice to support the partnerships.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
This document proposes an Open E-Learning Gateway (OELG) to provide free online training to fresh graduates in Egypt. It identifies gaps between university education and job market needs. The OELG aims to develop skills and align graduates with labor demands through online courses taught by experts. A project plan outlines developing curricula, materials, volunteer training, and student evaluation. Benefits of e-learning include accessibility, consistency, cost savings, and interactive learning compared to traditional classes.
This document proposes an Open E-Learning Gateway (OELG) to provide free online professional development courses to fresh graduates in Egypt. It aims to address gaps between educational skills and labor market needs. The proposal outlines project goals to provide high-quality online training, help graduates develop career paths and skills, and deliver certified courses. Procedures include developing curricula based on market research, creating online course content, and providing student support and mentoring. A timeline outlines a 7.5 month project launch period. The budget will cover software, hardware, staffing, and course development costs.
Designing for Openness: Values Based Organisations Place in the Digital Lands...Ronald Macintyre
Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
This document provides an agenda and update for a project on embedding employability at DkIT. It discusses the following:
- Conducting pilot focus groups and interviews to inform the development of a survey on employability.
- Creating an embedding employability framework, employability statement, and set of graduate attributes to develop a shared vision of employability.
- Establishing an industry forum to collaborate with key partners on employability.
- The research timeline, with focus groups in March, interviews in March/April, and a survey from April to May, followed by analysis and reporting.
Curio Webinar - The Future of Online CPD and Executive EducationCurio London
The document summarizes a panel discussion webinar on the future of online continuing professional development (CPD) and executive education. It discusses opportunities and challenges in the online education market, as well as lessons learned. Specifically, it notes the rapid growth of short online courses, challenges around customer experience and integration, and the need to focus offerings on an institution's strengths and strategic fit rather than just following market demands.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
Similar a Building connections through integrated ePortfolio curricula Jessica Tsai, Christine Slade (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The document summarizes a presentation about Version 2 of the Digital Ethics Principles in ePortfolios developed by the AAEEBL Digital Ethics ePortfolio Task Force. It outlines the need to update the original principles to address evaluation, diversity/inclusion, and visibility of labor. The task force members are listed, and the new principles on evaluation, diversity/inclusion, and visibility of labor are described in 1-2 sentences each. The full principles document is available online for further review.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
This document discusses possibilities for emerging structures and opportunities within ePortfolios Australia. It proposes establishing a Co-Lab focused on research with a global south theme. The Co-Lab would have a small core team to allow for effective governance and would involve multiple projects and an annual meeting. Co-Lab members would collaborate, co-design solutions, explore best practices, and showcase research. The Co-Lab would use a speculative inquiry model and think tank methodology to imagine alternative futures and solve challenges through an agile and responsive process.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. Technology is driving global interaction and integration
Introduction
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 2
Industry GovernmentPeople
Personal BrandingInteraction
3. Due to the expectations of industry to employ accomplished graduates in
competitive environments, students need discipline knowledge connected with
what they learn through professional development opportunities and experience.
Current curriculum tend to compartmentalized into separate:
• Courses/Units
• Formal and informal learning opportunities
• Theory versus practice
“It is challenging for students to connect their learning from
formal and informal settings, and from theory to practice,
across different contexts and over time.”
(Huber & Hutchings, 2004)
Introduction
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 3
4. “Integrative learning is a broad term that
captures a variety of integrative forms such as
interdisciplinary study, service-learning,
experiential learning, cooperative learning, and
the blending of in class and out of class
learning that could occur in almost any context”
(Kuh, 1995; Newell, 1999, 2001a; Thompson Klein, 2005b)
Integrative Learning
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 4
Source: https://csumb.edu/tla/holistic-wellness-integrative-learning
“...making connections within a major, between
fields, between curriculum, cocurriculum, or
between academic knowledge and practice."
(Huber, Hutchings & Gale, 2005)
5. Dimension Description Explanation
1
Identify, demonstrate and adapt knowledge
gained within/across different contexts
The ability to recognize the tacit and explicit knowledge gained in specific
learning experiences and the capacity to adapt that knowledge to new
situations.
2
Adapt to differences in order to create
solutions
The ability to identify and adapt to different people, situations, etc., while
working with others to create positive change.
3 Understand and direct oneself as a learner
The ability to identify one’s prior knowledge, recognize one’s strengths
and gaps as a learner, and know how one is motivated to learn.
4
Become a reflexive, accountable and
relational learner
The ability to reflect on one’s practices and clarify expectations within
oneself while also seeking feedback from others.
5
Identify and discern one’s own and others’
perspectives
The ability to recognize the limitations of one’s perspective and seek out
and value the perspectives of others.
6 Develop a professional digital identity
The ability to imagine how one will use current knowledge and skills in
future roles and how one will create an intentional digital identity.
Source: Peet et al, 2011, p.12
Six Dimensions of Integrative Learning
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 5
6. Current ePortfolio Practices
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 6
Development
Tracks student performance
across chosen performance
indicators over time.
Collaboration
Provides a platform for the
creation of learning activities
based upon student
collaborative production and
peer assessment.
Reflection
Develops self- and peer-
reflective practices within
students. This allows students
to contextualise their work
within their academic and
professional growth.
Showcase
Provides students with a
means of presenting an
array of exemplary work.
Established ePortfolio practices at UQ:
7. Current ePortfolio Practice
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 7
Development Collaboration Reflection Showcase
Established ePortfolio practices at UQ:
• Single use of each area, based on purpose
• Linear based, mainly focus on student learning progression may include showcase in capstone
8. is how you present your uniqueness, qualities and attribute to others.
Personal Branding …
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 8
ePortfolio:
• Packages your attributes and artefacts together
• Allows you to share
• Conveys your personality, and expand the bullet points in your résumé
• Connect learning and experience
9. Integrated ePortfolio Curriculum
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 9
Establish
personal
branding &
build
professional
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
10. CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 10
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
11. CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 11
Establish
personal
branding &
build
professional
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-Learning
(Learning Skills)
Collaboration
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
12. Implication of the Model
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 12
Student
articulate
their current
perception
Guide student
with hypothetical
scenario
(pre-defined)
Mentor student
and prepare their
exit portfolio
Student refine
their exit portfolio
and network
13. • The integrative model facilitates transfer of knowledge from educators to students, and for students to
make connections.
• The model focuses on students building their digital professional identity and personal branding.
• The model also provides opportunities for educators to work as partners with students.
• The connections made between professional and personal identity can be developed into Life Long
Learning.
Summary
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 13
14. Integrated ePortfolio Curriculum
Questions and Feedback
CRICOS code 00025BBuilding Connections through Integrated ePortfolio Curriculum | 9 October 2018 14
Establish
personal
branding &
build
professiona
l
connection
my ePortfolio
Extra
Curriculum
(Personal Skills)
Self-
Learning
(Learning Skills)
Collaborati
on
(People Skills)
Professional
Education &
Competencies
(Discipline Skills)
Understand Discipline
Threshold Concepts
-------------------------------------
Professional Knowledge,
Standards & Practices
Cultivate Collaborative
Practice
--------------------------------------
Interprofessional
Education (IPE) Foundation
Why and How to Reflect
(knowledge)
Knowledge on:
Professional identity
Employability I
Digital etiquette & ethics
Use of ePortfolio
Career pathway & Industry
expectation
Synthesis Discipline
Threshold Concepts
-------------------------------------
Professional Skills
& Competencies
Disciplinary Collaboration
Reflect within Discipline Context
(guidance)
Knowledge on:
Employability II
Digital literacy & capabilities
Industry affiliation or
social media
Collection of Artefacts (curricular & extra curricular)
Articulate & Translate
Threshold Concepts into Practice
---------------------------------------------------
Articulate & Translate into
Workforce Performance
Interdisciplinary
Collaboration + Network
Incorporate Self Experience
(Interpret)
Narrative Construction
(recognize, develop & articulate
common themes through
professional & personal experience)
Articulate
& Translate
Reflection
15. Thank you
Dr. Christine Slade | Lecturer in Higher Education
Institute for Teaching and Learning Innovation
c.slade@uq.edu.au
Jessica Tsai | eLearning Coordinator
Faculty of Health and Behavioural Sciences
j.tsai@uq.edu.au
Contact Details:
Notas del editor
At University of Queensland, we have implemented an university wide ePortfolio system in 2017, the uptake and the depth of use various between different faculties and schools.
Christine and I had put together a discussion paper to generate conversation on how we can embed more ePortfolio practices within curriculum.
Technology is driving global interaction and integration of people, industry and government.
It is essential for today’s graduates to demonstrate more than disciplinary skills.
Graduates also need to demonstrate their ability to interact and integrate with other people and systems, and confident in their own personal branding.
Due to the expectations of industry to employ accomplished graduates in competitive environments, students need discipline knowledge connected with what they learn through professional development opportunities and experience.
Yet curriculum in higher education tends to be compartmentalised into separate courses/units, formal or informal learning opportunities, theory versus practice.
It is challenging for students to connect their learning, students may miss connections between the different areas that they need for the development of their unique professional identity.
The term integrative learning comes in many varieties.
The definition of Integrative learning is yet to be clearly defined.
And, educators might not be familiar with the term integrative learning and how to translate into curriculum.
Melissa Peet of University of Michigan has defined these 6 dimensions through a study with 620 students in various learning environments, it was published in the 2011 International ePortfolio Journal.
The results from the study found that students can achieve significant gains through such an approach, but support is needed in the curriculum design.
I think current curriculum design covers most of the dimensions, however more work need to be done on the 6th dimension.
In a lot of the cases, at UQ, professional digital identity is usually addressed at capstone, as students are about to graduate.
ePortfolio has the potential to facilitate these dimensions however current practice tends to use ePortfolio in silo ways.
These are the 4 main models of use we defined at UQ.
Developmental, tracks student performance across chosen performance indicators over time.
Collaborate, provides a platform for the creation learning activities based upon student collaborative production and peer assessment.
Reflection, develops self and or peer reflective practices within students, and allows students to contextualise their work within their academic and professional growth.
Showcase, provides students with a means of presenting an array of exemplary work.
The emphasis placed on each of the model is different in disciplines or schools, depending on educators’ knowledge around ePortfolio, purposes and desired usage.
Usually, in early stages of implementation, the focus is on one significant area, such as developmental assessment and/or reflection.
The learning process tends to be linear based on student progression throughout the program, from 1st year to final year, which may include the showcase at capstone or final year or semester.
There is a need for integrated ePortfolio pedagogies across curriculum for students, so they can ultimately develop their unique professional identity or personal branding.
We envisage students should experience the integration of all models to establish their personal branding and build their professional connections.
When we talk about personal branding, it’s how you present your uniqueness, qualities and attributes to others.
ePortfolio can package your attributes and artefacts together in a stylish portable format that you can share.
It also provides an opportunity to convey your personality, and expand the bullet points in your resume.
ePortfolios can also be used to facilitate the connection of learning and experience for students, so they are better equipped to recognise and develop their unique identity or personal brand, and be competitive in today’s workplace.
Integrated ePortfolios in curriculum pushes the boundaries of linear mapping as it introduces important extra-curricular elements, subjective moments of personal development, and encourages self-authorship and personal branding before the final semester or year.
We would like to present this heuristic framework to support educators in using integrated ePortfolio approach, by scaffolding student learning across a program.
The aim of this model is to facilitate transfer of knowledge from school to students and enable students to make connection at personal and professional level.
This model is based on a common program duration of 4 years.
Students move from initial exposure to immersion, to competency and to mastery. Students begin at the knowing stage and progresses to the doing stage.
We still utilizing the 4 models of use.
The model covers different skills sets, the discipline skills, people skills, learning skills, personal skills and experience.
It starts from year 1, exposure, the knowing stage, School providing the knowledge, for students to acquire the knowledge.
In year 2, immersion, students synthesis or interpret the knowledge, school guides the students in controlled environment, and start collection artefacts.
In year 3, competency, students interpret the knowledge and incorporate personal attribute in the field of study, making their study relevant or being able to relate at personal level.
In year 4, mastery, the doing stage, joining the dots between professional and personal connections, and establish personal branding.
To apply the model, firstly we need to get the educators on board, establish the same goal or outcome, that is, by the end of the program students would establish their personal branding in the specific profession, allowing students to build professional connection.
With the common goal, we can look at each components of the model and review the curriculum, identify courses that might already be covering similar topics or activities if any.
This allows us to evaluate the level of adjustment required within the curriculum and for us to negotiate changes required to reach the common goal.
An example of how we can apply the model, in first year, students to articulate their current perception of professional identity or personal branding, e.g. do you think professional identity or personal branding is important?
In second year, educators guide the student with hypothetical identity or branding purpose or scenario.
In third year, educators mentor the students in preparation of their exit portfolio with discipline artefacts, and to establish their own purpose, target audience and goal of the branding.
In fourth year, students refine their exit portfolio, their own brand to convey themselves to the industry, and start networking.
The Integrated ePortfolio Curriculum Model facilitates transfer of knowledge from educators to students, and for students to make connections.
It focuses on students building their digital professional identity and personal branding.
It also provides opportunities for educators to work as partners with students, emphasise on personal learning with useful output, a portfolio at the end of study that student will be able to utilise when they graduate.
The connections made between professional and personal identity can be developed into Life Long Learning.